SkillSea Future Skills and Competence Needs (Possible Future Development) report stresses that future maritime professionals will require a solid foundation and understanding of science, technology, engineering and mathematics (STEM). This educational package aims to teach students the relevant fundamental concepts surrounding numeral, scientific and engineering skills and their application in the shipboard context. This knowledge is expected to allow maritime professionals to improve their achievement and success during their studies in nautical, electro-technical and engineering programmes, provide the underpinning knowledge required to pursue further technical careers and enable them to appreciate the changing nature of the maritime industry.
The course may be delivered across three levels:
- Level 1 (Basic): Fundamental STEM concepts to solve simple problems related to everyday life and maritime/shipboard context.
- Level 2 (Intermediate): Application of STEM concepts in a shipboard environment and solving practical problems connected to engineering, navigation and other shipboard functions.
- Level 3 (Applied): Application of STEM concepts in shipboard and broader maritime context to solve complex problems connected to engineering, navigation and other shipboard functions.
This EP will focus on level 1 only. *Please see the resources file for more information on levels 2 and 3.
The learning objectives focus on knowledge and skills related to physics, atmospheric physics/environment, mathematics, geography, planetary systems, and basic computer science
|Level 1 of the EP targets individuals from high school (EQF Levels 2 and 3) and existing maritime professionals wishing to upskill to pursue a seagoing career as a deck, marine engineering, marine electro-technical officer or a shorebased career.|
|As this is an introductory EP, the entry requirements should match the requirements of the training provider.|
|The EP duration will be approximately 35 hours, equivalent to 1.3 ECTS. The suggested duration could be adjusted based on the outcomes of diagnostic assessments, which is strongly recommended to account for variations between national educational systems and the group profile. Lecturers might wish to select topics from the suggested scheme of work to suit their students' needs and future specialisation|
|The formative process so students can get the opportunity to assess their progression and development using self-assessment quizzes|