ENGINEERING CAREER AT SEA
BY:
RICHARD R. A. OWOLABI
Director, School of Engineering
MARITIME ACADEMY OF NIGERIA, ORON
AT:
A ONE-DAY CAREER GUIDE
TOPIC:
MARINE ENGINEERING
HELD AT:
ETAL HOTELS & HALLS (FORMER EXCELSIOR HOTEL)
APAPA, LAGOS
ORGANISED BY:
SHIPS & PORTS COMMUNICATION COMPANY
DECEMBER 14TH, 2006
ENGINEERING CAREER AT SEA
BY:
RICHARD R. A. OWOLABI
M.Sc (MET), MIMarEST,
CHIEF ENGINEER CERTIFICATE OF COMPETENCY
DIRECTOR, SCHOOL OF MARINE ENGINEERING
MARITIME ACADEMY OF NIGERIA.
1.0 ABSTRACT:
This paper seeks to expatiate on the Engineering career on
board ships both in the inland waterways and deep sea. It highlights
the current training, examination and certification as it applies under
the Nigerian Maritime Administration.
The training philosophy, methods and requirements are
discussed.
The human capacity planning and development is a necessity
for the socio-economic growth and development of any nation.
Successive Nigerian Government have through National
Development Plans, Rolling Plans and the Annual Budgets
enunciated commendable Human Capacity Development Plans to
achieve the desired objective of laying a solid foundation for rapid
development of all facets of the economy. The investment of the
Federal Government in simulator equipments to enhance the training
of seafarers is commendable.
2.0 INTRODUCTION
Nigeria’s potential as a maritime nation is enormous, sixty
percent of the inward and outward bound sea-borne trade in the West
and Central Africa sub-region goes through Nigerian waters. But the
maritime industry faces a lot of challenges which include stiff
international competition, inadequate infrastructures, non-
enforcement of safety regulations and indiscriminate pollution of the
marine environment.
Nigeria with a coastline of 853km along the Atlantic Ocean in
the Gulf of Guinea, with a maritime area of 46,500km2 and exclusive
economic zone of 210,900m2 she has all the potential for a viable
inland, coastal and international shipping. Unfortunately Nigeria, in
the last few decades had not utilized this great economic advantage.
Today, the nation’s maritime industry is beset with various
problems ranging from lack of capital for development to
management, operational and man-power availability, in addition to
international competition which have made it difficult to evolve a
viable and sustainable maritime industry. Like a vessel sailing in
stormy seas, the industry had not been able to find a steady course to
enable her contribute positively to the economic emancipation of the
country.
It is in the light of these myriad of problems that the area of
training of a marine engineer is addressed.
3.0 IMPROVED TECHNICAL KNOWLEDGE
The maritime industry allows Nigerians to acquire technical
skills. A very important aspect of this skill relates to shipbuilding, ship
repairs and ship maintenance. The building of dry dock facilities
enables the developed skills to gain practical experience through the
repairs of both foreign and national vessels calling in the ports. The
need for the development of the technological know-how brought
about the establishment of the Maritime Academy of Nigeria, Oron,
where specialized skills in shipping are produced. The courses
covered include Marine Engineering, Nautical Science, Maritime
Transport and Business Studies, Ship Building. Other specialized but
non-technical areas include port operations, marine insurance,
maritime laws, maritime security, etc.
4.0 PROBLEM AND PROSPECTS
The structure of the Nigerian economy and the demand for
shipping implies the need for a virile maritime industry. The factors
responsible for the poor performance of the maritime industry include:
This problem has been attributed to unavailability of modern
vessels like RoRo, Tankers and Containers.
The objective in management is to co-ordinate human and
material resources to achieve optimum productivity. Poor staffing and
acute shortage of skilled man-power have not provided an enabling
environment for improved shipping service in the maritime industry.
A major problem affecting the maritime industry as shown
above relates to a proper understanding of the shipping business
which is very highly technical. Most of the problems outlined can be
best resolved through a proper training and continuous retraining
exercise. Nigeria had no reason not to expand her merchant fleet,
because of the high volume of bulk liquid, gas and dry cargoes
transiting her ports. Unfortunately Nigeria has not enjoyed the
commercial benefits of transporting these large quantities of cargoes.
The lack of fleet to carry this enormous quantity of cargo (liquid
and dry) is estimated as two (200) hundred average size tankers
including combo general cargo vessels and LNG vessels (Peters,
2006) in 1992. This figure would have increased by today’s export
value.
The lack of a training policy on maritime education and training
in Nigeria has been identified as one of the obstacles to Maritime
Manpower Training.
Njoku (2000) states that the lack of will and discipline on the
part of various governments over the years to implement some
policies which could enhance skill and ensure maximum competence
on the part of Nigerian Seafarers has given the country a low score
point in international maritime activities.
The need for policy is backed by the provisions of STCW
Convention number Reg. 1/7, section A-1/7(2)(3) and makes it
mandatory before a nation can be placed on the IMO “White List”.
The availability of policy ensures the maintenance of an efficient and
effective maritime education, training, examination and certification of
seafarers. The policy also provide for research into and development
of improved education and training.
Anarah (1985) says that marine qualifications are not
recognized/understood within the Nigerian Education System. This
means that the average seafarer that wants to take up shore
appointment experience hardship, forcing him/her to change their
course discipline or change profession. Nigeria needs an integrated
system of maritime education.
This is a front-ended system of maritime education and training
that combines marine engineering with other academic studies. The
benefits of this system is three-fold viz:
It attracts young people to the seafaring profession, while
assuring them of the possibility of working ashore at the same
social status if they decide to quit the sea.
It is cost effective for shipowners and government.
It also provides better labour mobility.
4.1 The way forward in proffering solution to the problems are as follows:
Availability of funds to purchase modern vessels with reduced
running cost. This will mean the private sector, especially the
Banking sector, creating avenue for shipowner to purchase
vessels at competitive interest rates. This will make available
vessels for the mandatory sea service and employments for
prospective seafarers.
Shipowners to sponsor, on scholarship Cadet training at the
Maritime Academy of Nigeria, Oron and other approved training
institutions in Nigeria.
The integration of the Maritime Education and Training into the
National Education System that leads to the award of a degree
as well as the Certificate of Competency.
5.0 TRAINING NEEDS
One of the shortfalls in manpower constitute the areas where
training is required. Additionally the need for staff training, retraining
through short-term academic/professional programmes and long term
courses of study.
Field response to some questionnaires distributed shows a
significant number of existing staff in training institutions still require
training in the respective specialized areas. When the funds are
available a few attend seminars, workshops and conferences on
maritime related subjects. The constraint to training and retraining for
most staff is funding.
The future Maritime Education and Training needs, that is the
standards, methods and resources, are based on the requirements
from the STCW Convention and ISM Code.
The purpose of which is to improve safety on board ships and
to promote protection of marine environment through pollution
prevention. These two developments from the International Maritime
Organization (IMO), is to achieve safety of operations through
emphasis on the quality of shipboard operations. Once quality is
established the safety is assured.
6.0 TRAINING REQUIREMENTS
Shipping is a technically complex and capital intensive industry.
Maritime training institutions generally provided training for young
people who had just left school and are to embark on a sea-going
career.
Nigeria gained independence in 1960 and joined the
International Maritime Organization (IMO) in 1962. Nigerian had gone
through series of attempt to establish a viable shipping company. A
close examination of the country’s march towards achieving the
status of a maritime leading nation culminated in the establishment of
the Nigerian National Shipping Line (NNSL) which was eventually
liquidated in 1995. When a government ratifies an IMO Convention it
makes that Convention part of its National Laws and agrees to
enforce it in its entirety. Enforcement, however, involves far more
than a signature on a piece of paper. A country wishing to have a
Fleet of ships under its flag must have a properly trained staff. It must
employ a team of surveyors and inspectors to ensure that ships
comply with national and international requirements. This involves
lots of funds and expertise, and these expertise can only be acquired
through decades of Manpower Development Strategies.
Presently, there are two distinct types of very important training
which maritime personnel must acquire if we are to maintain and
achieve greater height in our dream for maritime growth. These two
categories of training also portray two major divisions in the cadre of
maritime personnel.
The first of these two major groupings will include all shore-
based personnel, managers, administrators, training school lecturers
and instructors etc.
The second group will include all those involved in the direct
operation of maritime crafts and ships such as the deck officers,
engineers and the crew.
The bane of our growth then lie in the sad fact that while the
managers may have the necessary academic training of
management, they lack exposition to the real industry for better
performance; the other operators seem to be bugged down with only
practical experience, with little or no academic record. The balance
will be to create the enabling condition for the management group to
get on board to acquire the basic sea experience.
Similarly, the operators should be made to undergo academic
enhancement at least to a certain level. IMO established the World
Maritime University (WMU) in Malmo, Sweden to cater for this elite
group of men and women who have already achieved considerable
success in their careers, but would benefit from further specialized
education at the highest level, which included Postgraduate Diploma
courses and Master of Science programmes. WMU endeavours to
overcome this by providing an intensive 17-months of taught
postgraduate programme in Maritime Affairs leading to the award of
degree of Master of Science, a Postgraduate Diploma or a
Postgraduate Certificate. The entrance requirements are the same for
each, but the period of study varies: 17 months (four semesters) for
the M.Sc, 12 months for the Postgraduate Diploma and 7 months for
the Postgraduate Certificate.
From the third semester, the students follow one of six
specializations:
Integrated Coastal and Ocean
Management; Maritime Administration;
Maritime Education and Training;
Maritime Safety and Environmental Protection;
Port Management; or Shipping Management.
7.0 TRAINING SCHEME
There are three main concepts of schemes adopted worldwide for
Seafarers.
(a) Monovalent - one career path
(b) Dual-purpose-two career paths
(c) Integrated training – Dual training but one career path
In Nigeria we follow the Monovalent Training Scheme. After an
approved shore base study up to National Diploma (ND) the
trained/Cadet proceeds to a twelve (12) months mandatory sea
service as a deck or engineer Cadet. He/She proceed to attend a
preparatory course of three months/and subsequently is examined
and certificated by National Maritime Administration and Safety
Agency (NAMASA) examiners, for the Certificate of Competency as
Officer in charge of Watch (OOW).
8.0 CERTIFICATES
Certificates are important as they are the main paper evidence
you have on hand to prove that your level of maritime education and
training, your length of service at sea, your professional competence,
medical fitness and age all comply with STCW Convention
Standards.
The Certificate of Competence is a document issued to
masters, officers, radio operators and ratings forming part of a watch,
who meet the standards of competence relevant to their particular
functions and level of responsibility onboard.
9.0 GENERAL REQUIREMENTS TO OBTAIN A CERTIFICATE OF
COMPETENCY AS A CHIEF ENGINEER
Chief Engineer Officers on ships powered by main
propulsion machinery of 3,000kW propulsion power or more
must:
(a) Previous Certificate & Seagoing Service: meet the
requirements for certification as an officer in charge of an
engineering watch and have not less than 36 months’
approved seagoing service, of which not less than 12
months shall have been served as an engineer officer in a
position of responsibility while qualified to serve as
second engineer officer.
(b) Education and Training: have completed approved
education and training and meet the standard of
competence specified in section A-III/2 of the STCW
Code.
Chief Engineer Officers on ships powered by main
propulsion machinery of 750kW – 3,000kW propulsion
power unit:
(a) Previous Certificate and Seagoing Service: meet the
requirements for certification as an officer in charge of an
engineering watch and have not less than 24 months’
approved seagoing service, of which not less than 12
months shall have been served while qualified to serve as
second engineer officer.
(b) Education and Training: have completed approved
education and training and meet the standard of
competence specified in section A-III/3 of the STCW
Code.
10.0 GENERAL REQUIREMENTS TO OBTAIN A CERTIFICATE AS A
SECOND ENGINEER
Second Engineer Officers on ships powered by main
propulsion machinery of 3,000kW propulsion power or more
must:
(a) Previous Certificate and Seagoing Service: meet the
requirements for certification as an officer in charge of an
engineering watch and have not less than 12 months’
approved seagoing service as assistant engineer officer
or engineer officer.
(b) Education and Training: have completed approved
education and training and meet the standard of
competence specified in section A-III/2 of the STCW
Code.
Note: Second Engineer Officers qualified for service on ships
powered by main propulsion machinery of 3,000kw
propulsion power or more, may serve as Chief Engineer
Officer on ships powered by main propulsion machinery
of less than 3,000kW propulsion power provided not less
than 12 months’ approved seagoing service shall have
been served as an engineer officer in a position of
responsibility and the certificate is so endorsed.
Second Engineer Officers on ships powered by main
propulsion machinery of 750kW – 3,000kW propulsion
power must:
(a) Previous Certificate and Seagoing Service: meet the
requirements for certification as an officer in charge of an
engineering watch and have not less than 12 months’
approved seagoing service as assistant engineer officer
or engineer officer.
(b) Education and Training: have completed approved
education and training and meet the standard of
competence specified in section A-III/3 of the STCW
Code.
11.0 GENERAL REQUIREMENTS TO OBTAIN A CERTIFICATE OF
COMPETENCY AS AN OFFICER IN CHARGE OF AN
ENGINEERING WATCH
Officers in charge of an engineering watch in a manned
engine room or designated duty engineers in a periodically
unmanned engine-room (750kW propulsion power or more)
must:
(a) Age: be not less than 18 years of age.
(b) Seagoing Service: have completed not less than six
months’ seagoing service in the engine department in
accordance with Section A-III/1 of the STCW Code.
(c) Education and Training: have completed approved
education and training of at least 30 months which
includes onboard training. This must be documented in an
approved training record book and meet the standards of
competence specified in Section A-III/1 of the STCW
Code.
12.0 GENERAL REQUIREMENTS TO OBTAIN A CERTIFICATE OF
COMPETENCY AS A RATING FORMING PART OF A WATCH IN A
MANNED ENGINE-ROOM OR DESIGNATED TO PERFORM
DUTIES IN A PERIODICALLY UNMANNED ENGINE ROOM
Applies only for service on ships of 750kW propulsion power or more.
The Rating must:
(a) Age: be not less than 16 years of age.
(b) Seagoing Service: have completed approved
seagoing service including not less than six months’
training and experience, or
(c) Education and Training: special training, either pre-
sea or onboard ship, including an approved period of
seagoing service which shall not be less than two months;
and
(d) meet the standard of competence specified in Section A-
II/4 of the STCW Code.
13.0 CONCLUSION
The STCW Convention lays great emphasis on practical
competence.
Therefore an important part of any STCW training programme
is to put into practice what you have learned from books or with an
instructor in a classroom. For some specific skills this is best done at
approved training establishments in purpose built installations ashore.
However, to gain certain other competencies the best way is to
practice them at sea under the supervision of a person with
appropriate training and experience.
In order that Nigeria must ascend to the level of a leading
maritime nation, we must place adequate emphasis on manpower
development. It is imperative to state that there will be no growth
without adequate training.
Expansion of the facilities of our maritime institutions should be
pursued as well as adequate staffing, remuneration and regular
updating or refresher in service training should be provided for those
teaching technical and professional courses.
REFERENCES
Akinsoji, I. O, (1999). Manpower Capacity Analysis and
Development Plan for the Maritime Industry. Jodah Nigeria
Limited, Benin City, Nigeria.
Ja’afaru, M. M and Akinsoji, I. O. (1997). Effective Capacity
Development of the Nigerian Maritime Industry. Maritime
Academy of Nigeria, Oron.
Imarrest (Dec. 2002). The Marine Engineer in the Electronic Age.
London, EC2R 5BJ, UK.
Peters, A. C. C. (2006). Spanners-on Board. One-Day Shipping
Career Summit. Ships and Ports Communication Company.
Owolabi, R. R. A. (2006). Career Prospects and Training in the
Merchant Navy. Ships and Ports Summit, Lagos.