Model Course 7.06 - Et706e PDF

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This electronic edition is licensed to

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© International Maritime Organization
Model course 7.06
OFFICER IN CHARGE OF A
NAVIGATIONAL WATCH ON A
FISHING VESSEL
2008 Edition
ELECTRONIC EDITION
London, 2008
Licensed to BSMA for 1 copy. © IMO

Print edition (ISBN: 978-92-801-0041-9)
First published in 2008
by the INTERNATIONAL MARITIME ORGANIZATION
4 Albert Embankment, London SE1 7SR
www.imo.org
Electronic edition, 2010
IMO PUBLICATION
Sales number: ET706E
ACKNOWLEDGEMENTS
This course for Officer in Charge of a Navigational Watch on a Fishing Vessel is based on
material developed by the Korea Institute of Maritime and Fisheries Technology for IMO under
the guidance of the Ministry of Maritime Affairs and Fisheries of the Republic of Korea.
IMO wishes to express its sincere appreciation to the Ministry of Maritime Affairs and Fisheries
of the Republic of Korea and the Korea Institute of Maritime and Fisheries Technology for its
valuable assistance and co-operation.
Copyright © International Maritime Organization 2008
All rights reserved.

No part of this publication may be reproduced,
stored in a retrieval system, or transmitted in any form or by any means,
without prior permission in writing from the
International Maritime Organization.

Contents
Page
Introduction 1
Function 1: Navigation 7
Part A1: Course Framework 8
Part B1: Course Outline and Guidance Notes 12
Part C1: Detailed Teaching Syllabus 38
Function 2: Catch Handling and Stowage 87
Function 3: Controlling the Operation of the Fishing Vessel and Care for
Persons on Board 111
Guidance on the Implementation of Model Courses 209
iii

Foreword
Since its inception the International Maritime Organization (IMO) has recognized the
importance of human resources to the development of the maritime industry and has given
the highest priority to assisting developing countries in enhancing their maritime training
capabilities through the provision or improvement of maritime training facilities at national
and regional levels. IMO has also responded to the needs of developing countries for
postgraduate training for senior personnel in administrations, ports, shipping companies
and maritime training institutes by establishing the world Maritime University in Malmö,
Sweden, in 1983.
Following the adoption of the International Convention on Standards of Training, Certification

and Watchkeeping for Seafarers, 1978 (STCW), a number of IMO Member Governments had
suggested that IMO should develop model training courses to assist in the implementation
of the Convention and in achieving a more rapid transfer of information and skills regarding
new developments in maritime technology. IMO training advisers and consultants also
subsequently determined from their visits to training establishments in developing countries
that the provision of model courses could help instructors improve the quality of their
existing courses and enhance their implementation of the associated Conference and IMO
Assembly resolutions.
In addition, it was appreciated that a comprehensive set of short model courses in various
fields of maritime training would supplement the instruction provided by maritime academies
and allow administrators and technical specialists already employed in maritime
administrations, ports and shipping companies to improve their knowledge and skills in
certain specialized fields. With the generous assistance of the Government of Norway, IMO
developed model courses in response to these generally identified needs and now keeps
them updated through a regular revision process taking into account any amendments to
the requirements prescribed in IMO instruments and any technological developments in the
field.
These model courses may be used by any training institution and, when the requisite
financing is available, the Organization is prepared to assist developing countries in
implementing any course.
E. E. MITROPOULOS
Secretary-General
flag state implementation.indd vii 04/03/2010 09:16

flag state implementation.indd viii 04/03/2010 09:16

Introduction
■ Purpose of the model courses
The purpose of the IMO model courses is to assist maritime training institutes and their
teaching staff in organizing and introducing new training courses, or in enhancing, updating
or supplementing existing training material where the quality and effectiveness of the training
courses may thereby be improved.
It is not the intention of the model course programme to present instructors with a rigid
“teaching package” which they are expected to “follow blindly”. Nor is it the intention to
substitute audio-visual or “programmed” material for the instructor’s presence. As in all training
endeavours, the knowledge, skills and dedication of the instructor are the key components
in the transfer of knowledge and skills to those being trained through IMO model course
material.
The educational systems and the cultural backgrounds of trainees in maritime subjects vary
considerably from country to country. The model course material has been designed to
identify the basic entry requirements and trainee target group for each course in universally
applicable terms, and to specify clearly the technical content and levels of knowledge and skill
necessary to meet the technical intent of IMO conventions and related recommendations.
■ Use of the model course
To use the model course the instructor should review the subject outline and the detailed
teaching syllabus in each module, taking into account the information provided under the
entry standards specified in the subject framework. The actual level of knowledge and skills
and the prior technical education of the trainees in the subject concerned should be kept in
mind during this review, and any areas within the detailed teaching syllabus which may cause
difficulties because of differences between the actual trainee entry level and that assumed by
the course designer should be identified. To compensate for such differences, the instructor
is expected to delete from the course, or to reduce the emphasis on, items dealing with
knowledge or skills already attained by the trainees. He or she should also identify any
academic knowledge, skills or technical training which they may not have acquired.
By analysing the detailed syllabus and the academic knowledge required to allow training in
the technical area to proceed, the instructor can design an appropriate pre-entry course in
the subjects or, alternatively, insert the elements of academic knowledge required to support
the technical training elements concerned at appropriate points within the technical course.
Adjustment of the course objectives, scope and content may also be necessary if in your
fisheries industry the trainees completing the course are to undertake duties which differ
from the course objectives specified in the model course.
Within the course plan the course designers have indicated their assessment of the time
which should be allotted to each area of learning. However, it must be appreciated that these
allocations are arbitrary and assume that the trainees have fully met all entry requirements
of the course. The instructor should therefore review these assessments and may need to
reallocate the time required to achieve each specific learning objective or training outcome.

OFFICER IN CHARGE OF A NAVIGATIONAL WATCH ON A FISHING VESSEL
■ Lesson plans
Having adjusted the course content to suit the trainee intake and any revision of the subject
objectives, the instructor should draw up lesson plans based on each detailed syllabus. The
detailed syllabus contains specific references to the textbooks or teaching material proposed
to be used in the course. An example of a lesson plan is given for guidance only. Where no
adjustment has been found necessary in the learning objectives of a detailed syllabus, the
lesson plans may simply consist of the detailed syllabus with key words or other reminders
added to assist the instructor in making his or her presentation of the material.
■ Presentation
The presentation of concepts and methodologies must be repeated in various ways until the
instructor is satisfied that the trainee has attained each specific learning objective or training
objective. The syllabus is laid out in learning objective format and each objective specifies
a required performance or, what the trainee must be able to as the learning or training
outcome. Taken as a whole, these objectives aim to meet the knowledge, understanding
and proficiency specified in the functional skill/knowledge requirements relating to the 1995
STCW-F Convention.
■ Implementation
For the course to run smoothly and to be effective, considerable attention must be paid to
the availability and use of:
● Properly qualified instructors
● Support staff
● Rooms and other spaces
● Workshops and equipment
● Suggested reference material, textbooks, technical papers
● Other reference material.
Thorough preparation is the key to successful implementation of the course. IMO has produced
a booklet entitled “Guidance on the implementation of IMO model courses”, which deals with
this aspect in greater detail and is included as an attachment to this model course.
In cases where the requirements for some or all of the training in a particular subject is
covered by another IMO model course, an appropriate reference will be made to the other
model course.
■ Course objective
This model course has been developed to meet the standards of training for officers in
charge of a navigational watch required by regulation II/2 of the 1995 STCW-F Convention.
The material in this model course comprises the three functions as set out in regulation II/2
and has been written in such a manner so as to clearly identify the training objectives and

INTRODUCTION
outcomes of each function and give Administrations the opportunity to arrange the course
structure best suited to their particular needs.
On successful completion of the course and meeting the minimum standard of competence for
the officer in charge of a navigational watch including the requisite watchkeeping experience,
officers will be competent to take the responsibility of a watchkeeper for the safety of the
vessel, fishing vessel personnel and the catch.
They will also be aware of their obligation under international agreements and conventions
concerning safety and the protection of the marine environment and will be able to take the
practical measures necessary to meet those obligations.
The teaching schemes should be carefully scrutinized to ensure that all of the tabulated
training outcomes are covered, that repetition is avoided and that essential underpinning
knowledge at any stage has already been covered. A certain amount of duplication under
different subjects will probably occur. Providing it is not excessive, the different approaches
can provide useful reinforcement of work already learned. Care should be taken to see that
items not included in the syllabus, or treatment beyond the depth indicated by the objectives,
have not been introduced except where necessary to meet additional requirements of the
Administration. The teaching scheme should be adjusted to take account of those matters
and the timing of any modular courses (such as training in Fire fighting, Medical care) which
are to be included.
■ Entry standards
Entrants should meet the minimum age for certification (18 years), obtain the minimum of 1
year of approved education and training, and also satisfy the Administration concerned as to
medical fitness, including eyesight and hearing in accordance with regulation 2.2.
■ Course certificate
On successful completion of the course and demonstration of competence, a document

may be issued certifying that the holder has met the standard of competence specified in
regulation 2 of chapter II of the 1995 STCW-F Convention. A certificate may be issued only
by Administrations or other organizations approved by the Administration.
■ Course intake limitations
Class sizes should be limited to not more than 24 in order to allow the instructor to give
adequate attention to individual trainees. Larger numbers may be admitted depending on the
availability of additional instructors, equipment and facilities to provide meaningful training.
Where practical exercises and group activities are included in the course framework, it will
be necessary to consider restraints on class size.
■ Staff requirements
The course should preferably be conducted under the control of an instructor who is qualified
in the tasks for which training is being conducted and have appropriate training in instructional
techniques and training methods, assisted by other appropriately trained staff. Guidance

on requirements for teaching staff is given in chapter 2 paragraph 2.5 of the FAO/ILO/IMO
Document for Guidance on Training and Certification of Fishing Vessel Personnel.
■ Teaching facilities and equipment
A classroom equipped with an overhead projector and a blackboard or flipchart should be

provided for teaching the theory of the course and holding group discussions. Multi-media
equipment, where available, will be an advantage. Additional spaces for practical instruction,
demonstrations and workshop exercises should also be made available, as appropriate.
For ease of reference, more information on facilities and equipment required to deliver the
specific functional elements will be provided under the subject elements.
■ Teaching aids and textbooks
Textbooks and other publications may be used to deliver the training course. The framework
in each function contains lists of specified textbooks which are referred to in the syllabus
appropriate to the learning objectives. Other textbooks may also be considered equally
suitable; however, the chosen books should assist trainees to achieve the learning
objectives.
Details of additional books which would provide useful library references and further
background reading are included where appropriate under each subject.
References to books are made in the syllabuses of the individual subject elements to aid both
instructors and trainees in finding relevant information and to help in defining the intended
scope and depth of the subject to be covered.
Every effort has been made, where possible, to quote the latest editions of the publications
mentioned but newer editions might exist. Instructors should therefore always try to use the
latest edition for preparing and delivering their courses.
It is suggested to course instructors that they should provide, where possible, some
appropriate visual aids such as videos and CDs concerning the subject matter to aid trainees
in their learning.
■ Computer applications
In view of the rapid growth of information technology (IT) and widespread use of computers
aboard ship, it is recommended that, at the discretion of the Administration, computer
applications should be included where possible for training skippers and chief mates. If this
topic has not been covered already during training as officer in charge of a navigational
watch, some basic training would also be required.
Training will depend upon the computer facilities available and the needs and aptitude of
the trainees and could include topics such as the use of IT applications for communications
(e-mail, databases, etc), the internet, intranets and the world-wide web (www.), automatic
monitoring, data-recording and alarm systems.

INTRODUCTION
The use of multi-media applications can enhance learning in topics in many areas of
knowledge for junior officers and other crew members. Many of the IMO rules and Assembly
resolutions, for example, are available on CD and information may be found on the IMO web
site at http://www.imo.org.
■ Training and the 1995 STCW-F Convention
The standards of competence that have to be met by fishing vessel personnel are defined
in the Standards of Training, Certification and Watchkeeping for Fishing Vessel Personnel
Convention, 1995. It sets out the education and training required to achieve those standards.
Regulation II/2 sets out as follows:
Chapter II
Regulation 2
“Mandatory minimum requirements for certification of officers in charge of a navigational

watch on fishing vessels of 24 metres in length and over operating in unlimited waters
1 Every officer in charge of a navigational watch on a fishing vessel of 24 metres in
length and over operating in unlimited waters shall hold an appropriate certificate.
2 Every candidate for certification shall:
.1 be not less than 18 years of age;
.2 satisfy the Party as to medical fitness, particularly regarding eyesight and
hearing;
.3 have approved seagoing service of not less than two years in the deck
department on fishing vessels of not less than 12 metres in length. However,
the Administration may allow the substitution of the seagoing service by a
period of special training not exceeding one year, provided that the period
of the special training programme shall be at least equivalent in value to the
period of the required seagoing service it substitutes or by a period of approved
seagoing service evidenced by an approved record book covered by the 1978
STCW Convention.
.4 have passed an appropriate examination or examinations for the assessment of
competency to the satisfaction of the Party. Such examination or examinations
shall include the material set out in the appendix to this regulation. A candidate
for examination who holds a valid certificate of competency issued in
accordance with the provisions of the 1978 STCW Convention need not be
re-examined in those subjects listed in the appendix which were passed at a
higher or equivalent level for the issue of the Convention certificate; and
.5 meet the applicable requirements of regulation 6, as appropriate for performing
designated radio duties in accordance with the Radio Regulations.”
The course is organized under the three functions at the operational level of responsibility.
Specifically, this course covers the minimum standard of competence for officers in charge of
a navigational watch on fishing vessels of 24 metres in length and over operating in unlimited
waters.

For ease of reference, the course material is organized in three separate functions, namely:
● Function 1: Navigation
● Function 2: Catch handling and stowage
● Function 3: Controlling the operation of the fishing vessel and care for persons on
board
Each function is addressed in three parts: Part A, Part B and Part C.
Part A provides the framework for the course with its aims and objectives and notes on the
suggested teaching facilities and equipment. A list of useful teaching aids, IMO references
and textbooks is also included.
Part B provides an outline of lectures, demonstrations and exercises for the course. No
detailed timetable is suggested. From the teaching and learning point of view, it is more
important that the trainee achieves the minimum standard of competence defined in the FAO/
ILO/IMO Document for Guidance on Training and Certification of Fishing Vessel Personnel
than that a strict timetable is followed. Depending on their experience and ability, some
students will naturally take longer to become proficient in some topics than in orders. Also
included in this section are guidance notes and additional explanations.
A separate IMO model course addresses Assessment of Competence. This course explains
the use of various methods for demonstrating competence and criteria for evaluating
competence. The FAO/ILO/IMO Document for Guidance on Training and Certification of
Fishing Vessel Personnel provides tables of competency units and functional skill components
that could be used to assess the competence of engineer officers serving on board fishing
vessels.
Part C gives the Detailed Teaching Syllabus. This is based on the theoretical and practical
knowledge specified in the FAO/ILO/IMO Document for Guidance on Training and Certification
of Fishing Vessel Personnel. It is written as a series of learning objectives, in other words what
the trainee is expected to be able to do as a result of the teaching and training. Each of the
objectives is expanded to define a required performance of knowledge, understanding and
proficiency. IMO references, textbook references and suggested teaching aids are included
to assist the teacher in designing lessons.
■ Responsibilities of Administrations
Administrations should ensure that training courses delivered by colleges and academies are
such as to ensure officers completing training meet the standards of competence required by
the STCW-F 1995 Convention regulation II/2, paragraph 2.

Function 1: Navigation
Index

Objective
Teaching aids
Video/DVD/CD
IMO references
Textbooks

Timetable
Lectures
Course outline
Guidance notes

Introduction
Explanation of information contained in the syllabus tables
1.1 Navigation and position determination
1.2 Watchkeeping
1.3 Radar navigation
1.4 Magnetic and gyro-compasses
1.5 Meteorology and oceanography
1.6 Fishing vessel manoeuvring and handling
1.7 Emergency procedures
1.8 English language
1.9 Communications
1.10 Search and rescue
1.11 Fishing vessel power plants

Part A1: Course Framework
■ Objective
The syllabus covers the requirements of the 1995 STCW-F Convention chapter II, regulation
2, and provides the details of the knowledge required to support the training outcomes related
to the functional element of navigation.
This section provides the background knowledge to support the tasks, duties and
responsibilities in:
● determining position and conducting navigation
● using compasses and determining compass errors
● operating and using radar
● obtaining and applying meteorological information
● establishing watchkeeping arrangements and procedures
● manoeuvring and handling a vessel in all conditions
● response to navigational emergencies
■ Teaching aids (A)
A1 Instructor Guidance (Part B1 of this course)

A2 Catalogue of British Admiralty charts and other hydrographic publications
A3 British Admiralty Notices to mariners
A4 Charts
A5 Deviation Table
A6 British Admiralty List of Lights
A7 National List of Lights and Buoyage System
A8 British Admiralty Tide Table of the area concerned
A9 National Tide Table
A10 Tidal stream atlas
A11 British Admiralty ‘Pilot’ book for the area concerned
A12 National sailing direction
A13 Star Finder and Identifier HO 2101-D
A14 Nautical Almanac
A15 IALA Maritime Buoyage System
A16 Ocean plotting sheet
A17 Distance table
A18 Ship’s Log-book
A19 Nautical table (Norie’s, Burton’s or others)
A20 Star Chart
A21 Pre-computed altitude and azimuth tables (e.g. HO229)
A22 Pocket calculator
A23 GPS receiver

FUNCTION 1: NAVIGATION
A24 Echo sounder

A25 Speed log
A26 Magnetic compass
A27 Gyro-compass
A28 Automatic Pilot
A29 Video cassette player
■ Video/DVD/CD
V1 IMO – Safe secure and efficient shipping on clean oceans (IMO Code No. VOIOM)
Available from: IMO Publications Section

Albert Embankment
London SE1 7SR, UK,
Fax: 44 (0) 20 7587 3241;
Website: www.imo.org
V3 Know the current rules (Code No. 328)

V4 Bridge watchkeeping (Code No. 497)
V5 Passage planning (Code No. 496)
V6 Search and rescue: co-ordination (Code No. 574)
V7 Man overboard (Code No. 644)
V8 Theory of mooring (Code No. 615)
Available from: Videotel Marine International Ltd

84 Newman Street, London W1 P 3LD, UK
Tel: 442072991800
Fax: 442072991818
E-mail: mail@videotelmail.com
Website: www.videotel.co.uk
■ IMO references (R)
R1 International Convention on Standards of Training, Certification and Watchkeeping for

Fishing Vessel Personnel (STCW-F), 1995 ((IMO Sales No. I915E)
R2 FAO/ILO/IMO Document for Guidance on Training and Certification of Fishing Vessel
Personnel, 2001 (IMO Sales No. IA948E)
R3 Torremolinos Protocol and Torremolinos International Convention for the Safety of
Fishing Vessels, 1993 (IMO Sales No. I793E)
R4 International Convention for the Safety of Life at Sea (SOLAS), as amended (IMO Sales
No. ID110E).
R5 Assembly resolution A.382(X) – Magnetic compasses: carriage and performance
standards
R6 Assembly resolution A.424(XI) – Performance standards for gyro-compasses
R7 Assembly resolution A.574(14) – Recommendation on general requirements for
electronic navigational aids
R8 Radar Navigation, Radar Plotting and use of ARPA, Radar navigation – Operational level
(Model course 1.07) (1999 edition), TA107E

Details of distributors of IMO publications that maintain a permanent stock of all IMO
publications may be found on the IMO web site at http://www.imo.org
■ Textbooks (T)
T1 Admiralty Manual of Navigation. Vol 1. London, HMSO 1997, 1st impression (ISBN
0-11460-3-68-8)
T2 Bole, A.G. and Dineley, W.0. and Nicholls, C.E. The Navigation Control Manual 2nd ed.
Oxford. Heinemann Professional,1992 (ISBN 0-7506-0542-1)
T3 Danton, G. The Theory and Practice of Seamanship. 11th ed. London, Routledge,1996
(ISBN 0-4151-5372-7)
T4 Frost, A. Practical Navigation for Second Mates. 6th ed. Glasgow, Brown, Son &
Ferguson, 1985 (ISBN 0-8517-4397-8)
T5 Frost, A. The Principles and Practice of Navigation. 3rd ed. Glasgow, Brown, Son &
Ferguson, 1988 (ISBN 0-8517-4542-3)
T6 Gylden, S. The Use of Constant Rate Turns OUT OF PRINT 1998
T7 Hensen, H. Tug Use In Port, Nautical Institute (ISBN 1-8700-7739-3)
T8 Hooyer, H.H. The Behaviour and Handling of Ships. Cornell Maritime Press (ISBN
0-7870-33306-2)
T9 International Chamber of Shipping, Bridge Procedures Guide, 3rd ed. 1998
T10 Kemp, J.1. and Young, P. Notes on Compass Work. End ed. London, Stanford Maritime,
1972; reprinted 1987 (ISBN 0-5400-0362-X)
T11 MacElvrey, D.H. Shiphandling for the Mariner. 3rd ed. Centreville (Maryland, US), Cornell
Maritime Press, 1995. (ISBN 0-8703-3464-6)
T12 Maritime Meteorology, End Ed. 1997. Thomas Reed Publications
(ISBN 0-9012-8167-0)
T13 Merrifield, F.G. Ship Magnetism and The Magnetic Compass, Pergamon Press
T14 Meteorological Office, Marine Observer’s Handbook. 11th ed. (Met.0.887). London,
HMSO, 1995 (ISBN 0-1140-0367-X)
T15 Meteorological Office, Meteorology for Mariners, 3rd ed. 8th impression. London,
HMSO,1978 (ISBN 0-1140-0311-4)
T16 Rowe, R.W. The Shiphandler’s Guide. The Nautical Institute, 1996.
(ISBN 1-870077-35-0)
T17 Tetley, L. and Calcutt, D. Electronic Aids to Navigation: Position Fixing 2nd ed. 1986
London, Edward Arnold, 1991 (ISBN 0-3405-4380-9)
T18 The Mariner’s Handbook. (NP 100). 6th ed. Taunton (UK), Hydrographer of the Navy,
1989
T19 IMO Standard Marine Communications Phrases (SMCP) (including CD: pronunciation
guide) (2002 edition) English IA987E
T20 Taylor, D.A. Introduction to Marine Engineering. End ed. London, Butterworth, 1990.
(ISBN 0-4080-5700-8)
T21 Daniel H. MacElrevey, Daniel E. MacElrevey & Earl R. McMillin, Shiphandling for the
Mariner, Cornell Matitime Press, 2004. (ISBN 870335588)
T22 Maurice Cornish & E. Ives, Maritime Meteorology, Thomas Reed Publications, 2002.
(ISBN 901281670)
T23 W. Burger, Radar Observer’s Handbook for Merchant Navy Officers (Glasgow, Brown,
Son and Ferguson, 1983) (ISBN 0-85174-443-5)
T24 R. Lownsborough and D. Calcutt, Electronic Aids to Navigation: Radar and ARPA
(London, Edward Arnold, 1993) (ISBN 0-340-59258-3)
10

T25 Christopher Emms & S. Gossif, An Instruction to Coastal Navigation: A Seaman’s Guide,
Morgans Technical Books Ltd., 1985. (ISBN 948254025)
T26 W.H. Perry, Fishermen’s Handbook, Fishing News Books Ltd., 1987. (ISBN
852381433)
Textbooks may be available from the following:
Blackwell Publishing Ltd. 9600 Garsington Road Oxford OX4 2DQ UK, Tel. +44 1865 776868,
Fax +44 1865 714591
Fishing News Books Ltd. Osney Mead, Oxford OX2 OEL, UK
Warsash Nautical Bookshop, 6 Dibles Road, Warsash, Southampton S031 9HZ, UK.
Tel: 44 1489 572 384 Fax: 44 1489 885756 E-mail: orders@nauticalbooks.co.uk
URL: www.nauticalbooks.co.uk
11

Part B1: Course Outline and Guidance Notes
■ Timetable
No formal example of a timetable is included in this model course.
Development of a detailed timetable depends on the level of skills of the trainees entering the
course and the amount of work on basic principles that may be required.
Lecturers must develop their own timetable to suit the course intake, also taking into
account:
● the level of skills of trainees at entry
● the numbers to be trained
● the number of instructors
and normal practices at the training establishment.
Preparation and planning constitute important factors which make a major contribution to
the effective presentation of any course of instruction.
■ Lectures
As far as possible, lectures should be presented within a familiar context and should make
use of practical examples. They should be well illustrated with diagrams, photographs and
charts where appropriate, and be related to matter learned during seagoing time.
An effective manner of presentation is to develop a technique of giving information and then

reinforcing it. For example, first tell the trainees briefly what you are going to present to them;
then cover the topic in detail; and, finally, summarize what you have told them. The use of an
overhead projector or a beam projector and the distribution of copies of the transparencies
as trainees handouts contribute to the learning process.
■ Course outline
The tables that follow list the competencies and areas of knowledge, understanding and
proficiency, together with the estimated total hours required for lectures and practical
exercises. Teaching staff should note that timings are suggestions only and should be adapted
to suit individual groups of trainees depending on their experience, ability, equipment and
staff available for training.
12

Course outline
Total hours
Total hours for each
Functional skill components for each subject area
topic of required
performance
COMPETENCE:
1.1 Navigation and position determination
1.1.1 APPLY CELESTIAL BODY OBSERVATION FOR POSITION FIXING
AND NAVIGATION
.1 Use a sextant 5
.2 Complete sight reduction 15
.3 Obtain and plot position lines 25 45
1.1.2 USE TERRESTRIAL OBSERVATION FOR POSITION FIXING AND
COASTAL NAVIGATION
.1 Define basic theories or knowledge for terrestrial observation 20
.2 Identify navigational hazard 5
.3 Use navigational aids, clearing marks and transit bearings to safely 15
navigate hazards
.4 Read and interpret marine charts 10
.5 Obtain and plot position line to determine vessel’s position 15
.6 Apply dead reckoning procedures to determine vessel’s position 10
.7 Use notices to mariners and other publications to asses accuracy of 5
positions
.8 Exercise chartwork 10 90
1.1.3 USE ELECTRONIC NAVIGATIONAL AIDS FOR POSITION FIXING
AND NAVIGATION
.1 Operate electronic navigational aids 20
.2 Determine vessel’s position with electronic aids 20 40
COMPETENCE:
1.2 Watchkeeping
1.2.1 APPLY INTERNATIONAL REGULATIONS FOR PREVENTING
COLLISIONS AT SEA TO FISHING VESSEL OPERATION
.1 Apply steering and sailing rules 20
.2 Apply light and shape regulations 5
.3 Apply sound and light signal requirements 5 30
1.2.2 PRINCIPLES TO BE OBSERVED IN KEEPING A NAVIGATIONAL
WATCH 4
.1 Navigational watch 5
.2 Maintain a navigational watch 1
.3 Maintain a anchor watch 10
13

Total hours
topic of required
performance
COMPETENCE:
1.3 Radar navigation
See IMO Model Course No. 1.07 for guidance 29.5
1.3.1 OPERATE RADAR
.1 Identify factors affecting performance and accuracy 7
.2 Set up radar and maintain displays 5.5
.3 Detect misrepresentation of information, false echoes, sea return etc. 1
.4 Establish the range and bearing of a radar target 3
.5 Identify critical echoes 2 18.5
1.3.2 USE RADAR FOR COLLISION AVOIDANCE
.1 Establish the course and speed of other ships 5.5
.2 Determine the time and distance of closet approach of crossing, 2
meeting, or overtaking ships
.3 Detect course and speed changes of other ships 1
.4 Identify the effect of changes in own vessel’s course or speed or 1
both
.5 Apply the International regulations for Preventing Collisions at Sea 1.5 11
COMPETENCE:
1.4 Magnetic and gyro-compasses
1.4.1 DETERMINE AND APPLY COMPASS ERRORS USING
TERRESTRIAL OBSERVATION 20
.1 The magnetism of the earth and the ship’s deviation 10
.2 Magnetic compass 10
.3 Gyro-compass 5
.4 Automatic pilot 45
1.4.2 DETERMINE AND APPLY COMPASS ERRORS USING CELESTIAL
OBSERVATION 1
.1 Determine and apply compass errors using terrestrial observation 14
.2 Determine and apply compass errors using celestial observation 15
COMPETENCE:
1.5 Meteorology and oceanography
1.5.1 OBTAIN AND APPLY METEOROLOGICAL INFORMATION
.1 Identify weather conditions liable to endanger the vessel 10
.2 Use shipborne meteorological instruments 10
.3 Identify the characteristics of various weather systems 10 30
1.5.2 OBTAIN AND APPLY OCEANOGRAPHIC INFORMATION
.1 Use appropriate navigational publication on tides and currents 10
.2 Calculate the times and heights of the high and and low water and 5 15
estimate the direction and rate of tidal streams
14

Total hours
topic of required
performance
COMPETENCE:
1.6 Fishing vessel manoeuvring and handling
1.6.1 IDENTIFY TECHNIQUES FOR MANOEUVRING AND HANDLING
FISHING VESSELS IN ALL CONDITIONS
.1 Identify requirements for berthing, unberthing and manoeuvring 5
alongside other vessel at sea
.2 Identify requirements for manoeuvring during fishing operations 3
.3 Identify the effects of wind, tide and current on ship handling 3
.4 Identify requirements for manoeuvring in shallow waters 3
.5 Identify major considerations for managing a fishing vessel in heavy 3
weather
.6 Identify requirements for rescuing persons and assisting vessels in 3
distress
.7 Identify requirements for towing and being towed 3
.8 Identify vessel handling requirements for man-overboard procedures 2
.9 Identify, where applicable, practical measures to be taken when 5 30
navigating in ice or conditions of ice accretion
COMPETENCE:
1.7 Emergency procedures
1.7.1 RESPOND TO EMERGENCY SITUATIONS INVOLVING FISHING
VESSEL PERSONNEL
.1 Follow emergency procedures specified in the vessel’s contingency 5
plans
.2 Identify relevant emergency situation duties and responsibilities 3
.3 Identify appropriate action to be taken following a fire or collision 3
.4 Indicate procedures to be followed in abandoning the fishing vessel 3
.5 Indicate action to be taken in rescuing persons 3
.6 Identify man-overboard procedures 3 20
1.7.2 RESPOND TO FISHING VESSEL EMERGENCY SITUATIONS
.1 Specify precautions to be taken when beaching a vessel 3
.2 Identify actions to be taken prior to, and after, grounding 4
.3 Specify action to be taken when the gear becomes fast to the 3
ground or other obstructions
.4 Follow procedures for floating a grounded vessel, with and without 3
assistance
.5 Indicate action to be taken following a collision 3
.6 Follow procedures for the temporary plugging of leaks 4
.7 Prepare contingency plans for the protection and safety of fishing 3
vessel personnel in emergencies
.8 Identify procedures for limiting damage and salving the vessel 5
following a fire or explosion
.9 Specify abandoning ship procedures 3
.10 Identify emergency steering arrangements 3 34
15

Total hours
topic of required
performance
1.7.3 PROVIDE ASSISTANCE IN EMERGENCY SITUATIONS
.1 Follow recommended procedures for rescuing persons from a ship in 3
distress or from a wreck
.2 Follow recommended man-overboard procedures 3
.3 Apply procedures for towing and being towed 3 9
COMPETENCE:
1.8.1 APPLY ENGLISH LANGUAGE TO FISHING VESSEL OPERATIONS
.1 Interpret English language charts and nautical publications
.2 Interpret English language meteorological information and safety
message
.3 Communicate with other ships and coast stations
.4 Interpret and use relevant sections of IMO standard marine
communication phrases as appropriate
COMPETENCE:
1.9 Communications
See IMO Model Course No. 1.26 for guidance 10
1.9.1 IDENTIFY GLOBAL MARITIME DISTRESS AND SAFETY SYSTEM
(GMDSS) AND RADIOCOMMUNICATIONS REQUIREMENTS
.1 Principles and basic factors for GMDSS use
.2 Navigational and meteorological warning systems and select the
appropriate communication services
.3 The adverse effects of misuse of communication equipment
1.9.2 PROVIDE GMDSS AND RADIOCOMMUNICATIONS SERVICES
.1 Operate radiocommunications equipment
.2 Provide radio service in an emergency
.3 Apply search and rescue radiocommunications procedures
.4 Use vessel reporting systems
.5 Apply radio medical services procedures
.6 Apply measures to protect personnel from radiation hazards
1.9.3 MAKE VISUAL SIGNALS
.1 Use the International Code of Signals
.2 Transmit and receive signals by Morse light
COMPETENCE:
1.10 Search and rescue
See IMO Model Course No. 1.08 for guidance 6
COMPETENCE:
1.11 Fishing vessel power plants
1.11.1 OPERATE AND MAINTAIN FISHING VESSEL POWER PLANTS
.1 Identify operating principles of marine power plants in fishing vessels 5
Total for Function 1: Navigation 393
16

Teaching staff should note that the hours for lectures and exercises are suggestions only
as regards sequence and length of time allocated to each objective. These factors may be
adapted by lecturers to suit individual groups of trainees depending on their experience,
ability, equipment and staff available for teaching.
17

Guidance Notes
The following notes are intended to highlight the main objectives or training outcomes of
each part of the function. The notes also contain some material on topics which are not
adequately covered in the quoted references.
This function covers the theoretical knowledge, understanding and proficiency for the safe
navigation of a fishing vessel in coastal waters and in the open ocean.
■ Function 1: Navigation
On completion of training for this function, the officer will possess a thorough understanding
and capability in navigation. This together with knowledge gained in other areas, will enable
the officer to carry out passages independently in a proper and safe manner and to be able
to solve those problems that may arise during a fishing voyage.
The officer will be able to fix positions and analyse in a practical way the quality of the fix,
make great circle calculations, read tide tables and predict times and heights of tides at
different ports worldwide.
In voyage planning the officer will be able to:

● use appropriate means of navigation in coastal waters
● make use of publications and other information sources for safe voyage in coastal
waters
● use pilot charts, Ocean Passages for the World and other publications to select a
safe and economic ‘best’ route.
Officers will be able to demonstrate a thorough knowledge of the International Regulations

for Preventing Collisions at Sea (COLREG 1972). They will be able to apply them correctly in
all situations as officer in charge of a navigational watch of a vessel.
Officers will be able to arrange and monitor the keeping of a safe navigational watch at sea
to and from the fishing ground, an effective anchor watch and a deck watch in port taking
account of the standards regarding watchkeeping in the STCW-F 1995 Convention chapter IV.
They will have knowledge of all modern navigational aids, enabling them to navigate safely in
all parts of the world. They will have specific knowledge of operating principles, limitations,
sources of error, detection of misrepresentation of information and methods of correction to
obtain accurate position fixing. Officers will appreciate the danger of exclusive reliance on
information gained from instruments and the necessity for calibration and frequent checking
of the instruments.
On completion of the function, officers will be able to demonstrate a thorough knowledge of

the theory of magnetism as applied to the earth’s field and magnetic conditions aboard the
vessel. They will understand the reasons for the change of compass deviation with time and
position and the need for routine checking of the ship’s deviation. They will also be able to
produce and analyse a deviation table, make a tentative adjustment of the vessel’s compass
and understand the further adjustments to make in the light of deviations experienced.
18

Officers will have a knowledge and understanding of gyro-compass errors and will be able to
evaluate possible errors and appreciate the limitations of the instrument.
On completion of the function, officers will:

● possess a general understanding of the elements and processes which determine
the weather;
● be able to draw conclusions on the basis of observations made on board and from
information available;
● be able to utilize information from weather and wave charts; and
● have a basic knowledge of the elements of oceanography.
This knowledge will enable the trainee to take into account climatic conditions, the weather
prognosis, ocean currents and information on the presence of ice for the safe operation of
the fishing vessel.
The officer will understand and interpret a synoptic chart, predict area weather, have a
knowledge of the characteristics of various weather systems and ocean current systems and
be able to use all appropriate navigational publications.
Officers will also be aware of all of the factors affecting the manoeuvring and handling
of vessels. They will be able to plan berthing or anchoring procedures, taking account of
prevailing conditions of wind and tide and their own vessel’s characteristics. They will, after
having gained seagoing experience or training on a ship-handling simulator, also be able
to handle a vessel so as to minimize the risk of damage or stranding resulting from heavy
weather. Officers will be aware of the dangers to be encountered when navigating in ice or
conditions of ice accumulation on board and the precautions to take for the safety of the
vessel and crew.
Officers will know the procedures to use in VHF communications and be able to use
radiotelephones, particularly with respect to distress, urgency, safety and navigational
messages. They will also know the procedures for emergency distress signals by
radiotelegraphy, as prescribed in the Radio Regulations, and will be able to send a distress
call by using an automatic keying device and the emergency transmitter.
The radio communications requirements of the 77/93 Torremolinos International Convention

and Protocol, and the procedures for distress, urgency, safety and navigational messages in
accordance with chapter IX of the Radio Regulations will be known.
COMPETENCE
1.1 Navigation and position determination 175 hours
First of all, the officers should be well acquainted with publications which supply appropriate
information for voyage planning. Intelligent use of the information, together with professional
ability and watchfulness, leads to a successful voyage. Proper safe working procedures
are very important and should be stressed. Instructors will find (T24) a valuable source of
reference.
19

1.1.1 APPLY CELESTIAL BODY OBSERVATION FOR POSITION FIXING AND

NAVIGATION 45 hours
Use a sextant
The trainee should first practise measuring the altitude of the sun, reading a sextant and
applying index error. Secondly, the trainee should do exercises in correcting a sextant.
Regarding altitude corrections, it is optional whether the Nautical Almanac or an appropriate

nautical table is used. It is recommended that the trainee does sufficient simple exercises in
altitude corrections to master such problems thoroughly.
At low altitudes the correction for refraction is significant. The trainee should understand this
effect and be able to explain it.
Complete sight reduction
The main objective of this subject area is that the trainee shall gain knowledge and ability in
position fixing by using stars and planets.
To compute the altitude of the celestial body, three methods are available:
● the cosine formula and a pocket calculator
● the haversine formula and logarithmic tables
● pre-computed altitude and azimuth tables.
Which of these is chosen is optional. After having introduced these methods, it is recommended
to select one of them and specialize in that particular method. These days, with universal
access to inexpensive pocket calculators, the first method may be preferable.
Obtain and plot position lines
The Marcq St. Hilaire’s method of position fixing is universal and can be utilized for any celestial
body in any direction, the body in the meridian included. It is recommended that position
fixing using celestial bodies that are out of the meridian is restricted to this method.
Fixing positions might be carried out as geometrical problems, preferably on an ocean plotting
sheet or the navigation chart used (if scale permits).
Composite exercises, including various observation methods, dead reckoning and great-
circle sailing, should be a part of the learning process.
The examination of trainees in celestial navigation should be mainly limited to their

demonstrating the ability to explain the most common definitions and, in a written examination,
to the ability to carry out the calculations related to the various observations.
20

1.1.2 USE TERRESTRIAL OBSERVATION FOR POSITION FIXING AND

COASTAL NAVIGATION 90 hours
Navigational hazards, navigational aids, clearing marks and transit bearings
This subject area is primarily concerned with reading information from charts. It is essential for
a nautical officer to understand fully the signs and symbols on charts, with special emphasis
on buoys and beacons. Thus, the trainee should be familiar with the IALA Maritime Buoyage
System.
It takes some time to become familiar with a chart, its huge amount of information, use and
limitations. Therefore, it is important to give the trainees time for chart exercises, including, if
possible, some aboard a training vessel.
Assess accuracy of position fixes
This subject area is intended to give the trainee sufficient knowledge and ability in:
1) chart projections, with the emphasis on those appropriate to navigational use;
2) sailing calculations, using the Mercator formula;
3) simple analysis of errors that may occur in position fixing.
The latter is a very important task. As far as mathematical knowledge permits, statistical
methods may be used. A more practical approach to the problem may in most cases be more
fruitful. The trainees’ ability to make critical judgments and to adopt a critical attitude should
be encouraged. In particular, the understanding of possible errors, limitations of accuracy
and the need for repeated observations should be stressed.
Calculation of the course, distance and intermediate positions should be practised by working
a sufficient number of exercises. The choice of formulae and the method of calculation are
optional. In the case of a pocket calculator being chosen, which these days is a natural
choice, use of the cosine formula for the distance and of the cotangent formula for the course
is convenient. The cotangent formula cannot be used close to the equator, where the great-
circle method is of little or no benefit. Except for this restriction, the formulae can be used in
any position.
Despite great-circle sailing having the advantage over Mercator sailing for a shorter distance,
the method has certain disadvantages. In some cases, use of the method may lead to latitude
which is too high, and composite sailing has to be used. Discussion of routes and the analysis
of the optimum track may start in this subject area and continue in the subject area of voyage
planning.
21

1.1.3 USE ELECTRONIC NAVIGATIONAL AIDS FOR POSITION FIXING AND

NAVIGATION 40 hours
Basic principles of hyperbolic navigation
This subject area is an introduction to the general theory of hyperbolic position lines. The
topic should not be given a mathematical approach, but a basic understanding of the nature
of hyperbolic position lines is important. Graphic representation should be used.
Demonstration should be given of how the position lines diverge as distance from the foci
(stations) increases, how intersection between position lines varies and how these facts
influence the accuracy.
Loran-C system
The main points in this subject area should be the practical use of the instrument, position
fixing using Loran-C, coverage area, possible errors and accuracy. The trainee should be
able to explain how various external factors may effect accuracy of position data.
Satellite navigation systems
GPS is the primary satellite system, although reference should be made to GLONASS and
other systems.
COMPETENCE
1.2 Watchkeeping 40 hours
1.2.1 APPLY INTERNATIONAL REGULATIONS FOR PREVENTING

COLLISIONS AT SEA TO FISHING VESSEL OPERATION 30 hours
This section will be dealt with mainly by question-and-answer sessions, using teaching aids
such as models or magnetic boards. Trainees are already expected to be thoroughly familiar
with COLREG 1972 and their application, so these sessions will be for purposes of revision
and consolidation. Where the level of knowledge of COLREGs is found to be insufficient,
additional information would have to be provided. The response “call the skipper”, of course,
should no longer be available to them as a first response.
The attention of trainees should be drawn to collision examples of cases and court judgments,
where possible, when discussing their answers and the actions they propose.
When dealing with manoeuvring in traffic separation schemes, particular attention should be
drawn to the proper use of inshore traffic zones where they exist. Exercises should involve
planning passages during which it would be necessary to join or to leave lanes, including
cases which involve crossing the other lane.
Some attention should be paid to the posting of look-outs, the proper use of sound signals,
the actions to take on hearing the fog signal of another vessel and other matters which do
not lend themselves to simulation.
22

1.2.2 PRINCIPLES TO BE OBSERVED IN KEEPING A NAVIGATIONAL WATCH 10 hours
Navigational watch
This should be based on the requirements set out in the appropriate regulations of the
STCW-F 1995 Convention, chapter IV.
In most cases, a failure to keep an adequate navigational watch caused or contributed to

the accident. These should be used to emphasize the importance of following the guidance
given. Particular attention should be drawn to the recommendation to fix the ship’s position
by more than one method whenever possible. The tendency to rely entirely on radar fixes in
coastal waters should be discouraged.
COMPETENCE
1.3 Radar navigation 29.5 hours
1.3.1 OPERATE RADAR 18.5 hours
1.3.2 USE RADAR FOR COLLISION AVOIDANCE 11 hours
Trainees should be conversant with the application of COLREGS to avoid collisions or close
encounters and means of avoiding collisions.
COMPETENCE
1.4 Magnetic and gyro-compasses 60 hours
The compass can be checked by transit bearing, bearing to a distant object or azimuth of
a celestial body. Checking by means of the amplitude method is the simplest and therefore
the most common way of compass checking using celestial bodies. The comparison of
compasses, for instance of gyro-compasses against magnetic compasses, should be a
normal checking procedure. The importance of frequent checks should be stressed.
1.4.1 DETERMINE AND APPLY COMPASS ERRORS USING TERRESTRIAL

OBSERVATION 45 hours
Although the magnetic compass is mainly used only as a stand-by for the gyro-compass, its
errors should be regularly checked and recorded. Readjustment should be carried out when
necessary, to ensure that a reliable and predictable instrument is available in the event of
failure of the gyro-compass.
1.4.2 DETERMINE AND APPLY COMPASS ERRORS USING CELESTIAL

OBSERVATION 15 hours
The errors should be treated non-mathematically. The various errors may be referred to the
performance standards for gyro-compasses to give trainees an indication of the limits of the
accuracy that can be expected.
23

COMPETENCE
1.5 Meteorology and oceanography 45 hours
1.5.1 OBTAIN AND APPLY METEOROLOGICAL INFORMATION 30 hours
Identify weather conditions liable to endanger the vessel
The wind and pressure system over the oceans
The trainee should have a basic knowledge of the general global pressure distribution and
wind circulation, including the doldrums, trade winds, monsoon areas and seasons, winds of
the temperate zone and the more important local winds. There are good world climatic charts
in The Mariner’s Handbook (T18) in addition to those in the textbooks.
Tropical revolving storms
The instructor should make use of drawings of the structure of a tropical storm, graphical
representations of temperature, pressure and wind speed, satellite pictures and charts
showing actual storm tracks.
Trainees should be fully conversant with the means of avoiding tropical storms, where to
find details of radio storm warnings, and the information which should be transmitted if
the skipper has good reason to believe that a tropical storm is developing or exists in his
neighbourhood.
Apply available meteorological information
If a facsimile receiver is available, receiving and interpreting the weather chart of the day
should be part of the training process.
The planetary system of wind and pressure
Reference should be made to the way in which the stability of the atmosphere determines
the type of cloud, the height at which it forms and its thickness. The stability of the different
air masses and how it is modified as they move should be related to the weather associated
with them.
A qualitative treatment of the various forces which give rise to surface winds is intended.
Climatology
Trainees should have a general idea of the climate of the oceans and the seasonal change to
be expected. The Mariner’s Handbook (T18) contains world climatic charts.
Weather forecasting
On occasions, the observations taken do not agree with the forecasts or prognostic charts as
the result of a system having a speed or direction of movement different from that expected.
24

Trainees should be able to use their observations and knowledge of the weather expected in
different parts of the system to revise the original forecast.
If a facsimile receiver is available, receiving and interpreting the weather chart of the day
should be part of the training process.
1.5.2 OBTAIN AND APPLY OCEANOGRAPHIC INFORMATION 15 hours
Use appropriate navigational publications on tide and currents
Trainees should possess sufficient knowledge of ocean currents and sources of information
on currents to enable them to select an optimal route for a fishing voyage and season.
Calculate the times and heights of high and low water and estimate the direction rate
of the tidal stream
The variation of water levels can be interpreted as being made up of two components, i.e.
the astronomic component (tide) and the meteorological component. The tide is predicted to
a reasonable accuracy for different ports around the world. The meteorological component
cannot be predicted, at least not for longer periods than normal weather prediction. This latter
component is added to, or subtracted from, the predicted height. It is therefore important to
emphasize that the predicted height of the tide is not an accurate value.
COMPETENCE
1.6 Fishing vessel manoeuvring and handling 30 hours
1.6.1 IDENTIFY TECHNIQUES FOR MANOEUVRING AND HANDLING FISHING

VESSELS IN ALL CONDITIONS 30 hours
Berthing, unberthing and anchoring
Trainees should demonstrate, with the use of aids such as models on a large table, how
to berth and unberth at given port facilities, under various conditions of wind and current,
detailing the helm and engine orders, anchors, mooring lines and instructions to tugs that
they would use. The class should be asked to evaluate and criticize the actions taken and
suggest alternative methods where applicable (V5).
Exercises in anchoring are particularly suitable for practice with a training vessel where one
is available. Trainees should be required to produce a plan for anchoring in a given position
and then carry out the plan, acting as a bridge team. Their roles in the bridge team would be
rotated in subsequent exercises. Mention should be made of the importance of checking,
lateral as well as fore-and-aft, movement of the fishing vessel when anchoring near very large
ships.
25

Manoeuvring a vessel in shallow water
Squat is not easily measured, so the information supplied to a vessel consists of estimated
values. The actual squat experienced may differ somewhat from those values in the prevailing
circumstances.
In any case, since squat is proportional to the square of the speed, a reduction in speed
effectively reduces the resulting sinkage and change of trim. See reference (T21)
Vessel handling in restricted waters
The approximate mean squat can be calculated by using formulae. Trainees should be
reminded that values obtained from formula or from squat diagrams are theoretical and that
the actual squat and trim of the their vessels may differ somewhat.
Managing and handling of fishing vessels in heavy weather
Full use should be made of trainees’ personal experiences when covering this section. When
dealing with methods of keeping a disabled vessel out of a sea trough and lessening lee
drift, trainees should be restricted to using materials which are available aboard their vessels
(V6, V8).
Manoeuvring the vessel during fishing operations
Many accidents occur when shooting and hauling the fishing gear and deckhands should
stand clear of running ropes or warps so that the vessel’s motion does not throw them onto
the ropes or warps. They should keep clear of outrunning gear of all types, and should
not stand on parts of the gear lying on deck when the remaining part is still in the water.
The working deck is a dangerous environment, particularly in adverse weather conditions.
During shooting and hauling any fishing gear, crew whose presence is not necessary for the
operation should keep clear of the operating area.
Fasteners (obstructions to gear on the sea-bed) are a source of danger on deck until the
last section of gear is on board. The tension in the warps to clear fasteners should be from
as low a point and as near to the vessel side or stern as possible. Great strains can occur
in unexpected places when heaving on taut warps or by the motion of the vessel. Fasteners
which result in the gear being parted at one end and the entire load being hauled from one
warp present dangerous situations.
Identify precautions to be taken in manoeuvring for launching boats or liferafts in

bad weather
A vessel stopped in high wind will probably lie with the wind approximately abeam and will
drift quite rapidly to leeward. Survival craft, particularly liferafts, will experience difficulty in
getting clear of the lee side and will probably be dependent on a motor lifeboat or rescue
boat to tow them clear.
On the weather side, conditions will be much rougher and it will be difficult to hold craft
alongside for boarding. Streaming a sea-anchor will slow the drift of survival craft sufficiently
to allow the vessel to drift away from them.
26

Identify vessel handling requirements associated with taking on board survivors from
lifeboats or liferafts
General maritime considerations for survivors in the water: the rescuing vessel may find it
necessary to rig scramble nets, launch lifeboats, launch liferafts, have crew members suitably
equipped to enter the water to assist survivors and be prepared to provide initial medical
treatment.
General maritime considerations for a fire or extremely heavy weather, or where it is impossible
for the rescue vessel to come alongside, then a lifeboat or liferaft may be towed to a closer
position.
General maritime considerations in heavy weather:

● the use of oil for reducing the effect of the sea:
– experience has shown that vegetable oils and animal oils, including fish oils,
are most suitable for quelling waves
– lubricating oils may be used
– fuel oil should not be used, except as a last resort, as it is harmful to persons
in the water
– a lubricating oil is less harmful, and tests have shown that 200 litres discharged
slowly through a rubber hose with an outlet just above the sea, while the vessel
proceeds at slow speed, can effectively quell a sea area of some 5,000 square
metres; and
– a vessel with a low freeboard may be better suited to effect rescue.
A boarding station may be rigged by mooring a liferaft alongside:

● it is particularly useful when lifeboats are used;
● survivors can be quickly unloaded into the boarding station; and
● releasing the boat for another trip.
The direction of approach to the distressed craft (or survivors) will depend upon
circumstances:
● some emergencies, such as a vessel on fire, may have to be approached from
windward and others, such as liferafts, from leeward.
● the two key factors are:
– whether a lee-side protection is necessary during the rescue operation; and
– the comparative rates of drift of the distressed craft and the rescuing vessel.
If time permits, assess the relative rates of drift:

● this precaution may prevent serious mishaps during the rescue operations; and
● in general, survivors in the water are best approached from the leeward side.
27

If practicable, arrange for injured personnel requiring the attention of a medical officer to be
transferred to a vessel carrying one.
Where applicable, practical measures to be taken when navigating in ice or

conditions of ice accretion on board the vessel
The Mariner’s Handbook (T18) contains a full treatment of ice conditions, well illustrated with
photographs.
Trainees should be able to know where information on ice reports can be found and understand
the terms and descriptions used in them. The Marine Observer’s Handbook (T14) contain the
Ice Nomenclature drawn up by the World Meteorological Organization.
Trainees should also be able to recognize the conditions which may give rise to severe
accumulation of ice on the vessel.
Navigate at an appropriate speed to avoid damage caused by own vessel’s bow or

stern wave
When sailing in severe following or quartering seas, a vessel is likely to encounter various
kinds of dangerous phenomena, which may lead to capsizing.
The sensitivity of a vessel to dangerous phenomena will depend on the actual stability
parameters, hull geometry, vessel size and vessel speed.
Guidance for avoiding dangerous situations in following and quartering seas provides advice
on safe and unsafe combinations of vessel speed and course relative to waves, in a simplified
form of a polar diagram.
The watchkeeping officer should pay careful attention that the vessel maintains a good state
of stability and does not carelessly navigate in severe following and quartering seas.
Procedures for transferring fish at sea to factory ships or other vessels
A vessel at anchor will pivot around her stem to a degree depending on wind, tide and swell.
A vessel in an anchorage which is not sheltered from wind and/or swell, or one in open
waters, will certainly be moving in a figure of eight motion either large or small.
Fishing vessels which are called upon to go alongside a vessel at anchor should exercise the
utmost degree of caution and skill before doing so. The first task before going alongside the
anchored vessel, after having decided that it is safe to do so, is to establish communication
by VHF and maintain it throughout the operation.
The approach run to the anchored vessel should not be made at a fine angle from the stern,
nor should it be made with very much headway. As the bow of the approaching vessel nears
the stern of the anchored vessel, even in a calm sea, interaction between the vessels will be
set up, depending on the way of the approaching vessel. The displacement effect at the bow
will put pressure on the stern of the anchored vessel and push it away. The vessel at anchor
will pivot at an angle across the approaching vessel’s bows and a collision will probably
28

occur. If contact is made at the forepart of the anchored vessel, both vessels will sheer away
forward and a second contact will take place between the quarters.
It is far better to approach an anchored vessel on her beam at a suitable distance and pass
breast ropes across. By doing so the vessels may be brought together under the control of
the breast ropes and by winch. If the anchored vessel takes a sheer when the two vessels are
abeam, it can be corrected by the use of helm and engines. The vessel about to moor must
also take action to avoid impact and if necessary steam away altogether.
Once having moored alongside an anchored vessel it is of primary importance to be sure that
the vessels are well fendered. It will also be seen that any two vessels are unlikely to have the
same characteristics insofar as draught, length, beam and stability conditions. Consequently,
in any sea, swell, or wind, the vessels will have different roll and pitch periods, and they
will range differently. In moderate to good conditions, good fendering may be adequate to
prevent damage, but the prudent skipper will have the vessel ready at all times so that he is
ready to cast off in the event of worsening wind, sea, or swell and so avoid damage to his
vessel.
Procedures for refuelling at sea
A fishing vessel intending to take fuel on board at sea should be adequately equipped and
the skipper and crew properly trained. In like manner, a vessel intending to transfer fuel at sea
to another vessel should be adequately equipped and the skipper and crew properly trained.
Both vessels should be provided with an appropriate checklist in relation to the safe transfer
of fuel at sea.
To the extent practical, the transfer of fuel should be carried out in calm weather and preferably
in a sheltered position.
The passing of the flexible pipe from one vessel to another is a hazardous operation and
should be supervised by a competent person on board both vessels. Furthermore, the
persons manning the lifting gear should be in attendance at all times during the transfer of
fuel operation. Similarly, experienced personnel should continuously man the relevant valves
on the supply vessel ready to act quickly in the event of an emergency.
On completion and when pumps are stopped, but with the deck connection valves open, the
mid section of the flexible pipe should be raised to drain as much fuel as possible from the
pipe. Thereafter, with the save-all still in place, valves may be closed and the pipe flange on
the fuelled vessel disconnected, the blank flange refitted and the pipe retrieved by the fuel
supply vessel.
29

COMPETENCE
1.7 Emergency procedures 63 hours
1.7.1 RESPOND TO EMERGENCY SITUATIONS INVOLVING FISHING VESSEL

PERSONNEL
Follow emergency procedures specified in the vessel’s contingency plan
Given a brief description of a vessel and a crew list, trainees should be able to divide the crew
into appropriate emergency teams and draw up the muster list and emergency instructions.
Instructions should cover general emergency and fire stations separately.
Plans for dealing with fires in specific areas should be considered. Actual plans would
depend upon the construction and arrangement of a particular vessel, but principles such
as containment of a fire, escape routes, access for fire fighters and the medium to be used
can be dealt with. Trainees should be reminded that these plans should be put into practice
by performing drills at sea and that a different location for the fire should be chosen at each
practice. It may be found that the plans need revising in the light of experience gained during
drills.
Similarly, boat drills should sometimes be organized on the assumption that certain survival
craft have been destroyed or are not usable for some reason.
The vessel safety committee should be involved in the organization of emergency drills and
the evaluation of the plans in the light of those drills. Representatives can bring any difficulties
or deficiencies to the attention of the committee and suggest solutions to the problem. The
committee can increase awareness of the actions required from crew members through their
representations.
The control centre for the command team in port should normally be at main deck level,
at a location suitable for liaison with shore authorities. It should have a shore telephone
connection and have emergency equipment and information stored there ready for use.
Means of limiting damage and salving the ship following a fire or explosion
No definite procedures can be laid down as each occurrence will be unique. Trainees should
consider the measures which could be taken in a variety of situations, using materials to be
found aboard the vessel.
It is important to keep observation on damaged areas and temporary repairs, to ensure that
there is immediate warning of a worsening situation.
Procedure for abandoning ship
A vessel should not be abandoned prematurely. It is generally safer to remain aboard a

wreck, to await the arrival of assistance, for as long as possible. This is particularly true in
severe weather conditions, when abandoning a vessel is very hazardous and the condition
30

of the crew will deteriorate rapidly in survival craft. Also, in those conditions, craft are likely
to become widely dispersed, making rescue more difficult.
When the condition of the vessel is such that sinking or breaking up is inevitable, the vessel
should be abandoned in time to get clear of her before she sinks or before wreckage makes
the launching of survival craft dangerous. In the event of fire or explosion or the release of
toxic fumes it may be essential to get clear of the vessel as quickly as possible.
Consideration should be given to the method of passing the ‘abandon ship’ signal. It should
be distinctive, so that it is not confused with other signals or instructions which may be given
in an emergency. The instruction to abandon ship may have to be given by word of mouth if
other communication systems have broken down.
The duties of the emergency party should include provision for the shutting down of any
machinery, as required.
Man-overboard procedures
The standard full-speed man-overboard manoeuvres, such as the Williamson turn, are not
possible in very heavy weather. Turning at speed into a heavy sea and swell could cause
serious damage to the ship. The turn should be made in the safest way possible in the
conditions and the vessel manoeuvred into a position to windward of the person in the water.
The vessel will quickly drift down to him. A few fit crew members, wearing immersion suits,
lifejackets and lifelines, should be standing by to help the person on board. Use may also be
made of the line-throwing apparatus, with a buoyant head, to drift a line to the person in the
water. It is essential to keep the person in sight throughout the operation, and this is difficult
in a heavy sea and swell, so any crew not otherwise occupied in the rescue should be posted
as look-outs.
When a person is reported to the skipper as missing, it may reasonably be assumed that
efforts have already been made to find him. A final call on the public address system should
be made and if there is no response the vessel should be turned into its wake and a search
along the reciprocal course made. At the same time, a thorough search of the vessel should
be organized and the time at which the missing person was last seen should be established.
The track should be searched back to the position where it is known the person was still
on board. An urgency call requesting other vessels in the vicinity to keep a look-out for the
person should be made.
1.7.2 RESPOND TO FISHING VESSEL EMERGENCY SITUATIONS 34 hours
Precautions to be taken when beaching a vessel
Although a gently shelving beach of sand or gravel is ideal, in many cases the urgency of the
operation will dictate that the nearest beach is used regardless of the nature of the bottom.
Similarly, the state of the tide can seldom be chosen.
A loss of stability similar to that experienced on taking the blocks in dry-dock will occur. If the
vessel has a large trim or the slope of the bottom is large, a heavy list may develop as the tide
falls. The vessel will list similarly when one end lifts again on the rising tide. Transfer of ballast
of flooding a compartment may be necessary to prevent the list becoming excessive.
31

Beaching with the vessel parallel to the beach may avoid that problem; the vessel will settle
with a list to the slope of the beach. If a boat is used to transfer non-essential crew members
ashore, the broad side on position will provide a lee from onshore waves and surf for the
boatwork.
On the other hand, a vessel end-on to the beach with ground tackle laid out to keep the stern
in place would be better able to withstand heavy onshore weather and would be easier to
haul off eventually.
Actions to be taken prior to, and after, grounding
When planning an attempt at refloating, consideration should be given to the extent of

damage, the height of tide, the assistance available and whether the vessel can be lightened
by discharging fishing gears or catch. Soundings, taken from a boat, will give an indication of
the most favourable direction in which to try to move the vessel during refloating.
The release or probable release of oil or other harmful substances should be reported at once
to the nearest coast radio station. Where a serious threat of pollution exists, the coastal State
involved may intervene in the salvage operations.
Action to be taken following a collision
The duties of the skipper following a collision are set out in Article 8 of the International
Convention for the Unification of Certain Rules of Law with respect to Collision between
Vessels, Brussels, 1910.
“After a collision, the master of each of the vessels in collision is bound, so far as he
can do so without serious danger to his vessel, her crew and her passengers, to render
assistance to the other vessel, her crew and her passengers.
He is likewise bound so far as possible to make known to the other vessel the name
of his vessel and the port to which she belongs, and also the names of the ports from
which she comes and to which she is bound.
A breach of the above provisions does not of itself impose any liability on the owner of
a vessel.”
There may also be national requirements regarding the recording and notification of collision
accidents. In any case, full details of the collision, engine and helm orders prior to impact,
estimates of the heading and speed at the time of impact and the angle of contact with the
other vessel should be entered in the log-book for future reference. The trace from the course
recorder should be appended to the log-book.
Even a small hole in the shell plating below the waterline will admit water faster than the
capacity of bilge pumps to deal with it. A rapid assessment is needed of the tonnage of
water in the space, the lost buoyancy and change of trim and the effect of these factors on
stability. Cross-flooding may be needed to reduce the list in certain vessels, if only to aid
abandonment.
32

The release or probable release of oil or other harmful substances should be reported to the
nearest coast radio station at the first opportunity.
Means of limiting damage and salving the vessel following a fire or explosion
No definite procedures can be laid down as each occurrence will be unique. Trainees should
consider the measures which could be taken in a variety of situations, using materials to be
found aboard vessel.
It is important to keep observation on damaged areas and temporary repairs, to ensure that
there is immediate warning of a worsening situation.
Procedure for abandoning vessel
A vessel should not be abandoned prematurely. It is generally safer to remain aboard a wreck,
to await the arrival of assistance, for as long as possible. This is particularly true in severe
weather conditions, when abandoning ship is very hazardous and the condition of the crew
will deteriorate rapidly in survival craft. Also, in those conditions, craft are likely to become
widely dispersed, making rescue more difficult.
When the condition of the vessel is such that sinking or breaking up is inevitable, the vessel
should be abandoned in time to get clear of her before she sinks or before wreckage makes
the launching of survival craft dangerous. In the event of fire or explosion or of the release of
toxic fumes it may be essential to get clear of the vessel as quickly as possible.
Consideration should be given to the method of passing the ‘abandon ship’ signal. It should
be distinctive, so that it is not confused with other signals or instructions which may be given
in an emergency. The instruction to abandon a vessel may have to be given by word of mouth
if other communication systems have broken down.
The duties of the emergency party should include provision for the shutting down of any
machinery, as required.
Use of auxiliary steering gear and the rigging and use of jury steering arrangements
The textbook gives examples of jury steering arrangements which have been produced with
considerable ingenuity on the part of vessels’ officers concerned. Trainees should be restricted
to using material which would be available aboard vessel when answering questions on jury
steering arrangements or jury rudders.
1.7.3 PROVIDE ASSISTANCE IN EMERGENCY SITUATIONS 9 hours
Rescue of persons from a vessel in distress or from a wreck
Unless the situation is critical, conditions should be assessed carefully and a plan prepared
before initiating. Unless the situation is critical, conditions should be assessed carefully and a
plan prepared before initiating rescue action. If the survivors are in no immediate danger and
existing conditions make rescue hazardous, consider waiting until conditions have improved
or until daylight. Try to establish communications with the survivors to obtain information
about their condition and to inform them of the intended method of rescue.
33

Direct transfer of survivors from a wreck to the vessel requires nearly calm conditions and,
normally, rescue boats or motor lifeboats will be used.
It is unlikely that the disabled vessel or wreck will be drifting at the same rate as the rescue
vessel so, if time permits, it is a good idea to try to get an estimate of their relative drift rates
before launching the boats. At the same time, the rescue vessel should reconnaître the area
around the wreck to see if there are any obstructions which might hamper the boat.
During the launching of boats, lifelines, lifebuoys, ladders and nets should be ready in case
somebody falls overboard or a boat overturns.
Going alongside a wreck may be difficult. On the lee side the approach may be obstructed
by wreckage, and if the wreck is drifting quickly the boat will have difficulty getting away
from the side. Sea conditions may make it impossible to approach from the weather side
and, since the wreck will probably drift faster than the boat, it will be difficult to remain close
enough to transfer survivors. An approach from the weather side is the only possibility when
the wreck is on fire or releasing toxic fumes, in which case survivors may have to jump into
the water to be picked up by the boats.
If weather conditions make the use of boats too hazardous, and it is not possible to wait for
conditions to moderate, a liferaft on a stout line may be towed or floated to the wreck or may
be hauled out to the wreck after making connection by line-throwing apparatus. The painter
fitted to the liferaft is not heavy enough to be used in this manner.
At the rescue vessel, preparations for the transfer of survivors include the provision of a boat
rope, nets, ladders, lines and crew standing by to assist. The use of a liferaft alongside as a
landing stage releases the boat quickly if it is necessary to make several journeys. Survivors
who have been in the sea or survival craft for some time may be suffering from cold, fatigue
and sea-sickness and be unable to do much to help themselves.
Apply procedures for towing and being towed
Towing for the purpose of saving life is always permitted. For example, towing a disabled vessel
away from a lee shore may be the safest way of saving the crew in some circumstances.
The towing wires used by salvage tugs are much longer than the towing wires carried by
fishing vessels, which do not have sufficient weight on their own to provide a catenary to
absorb shock loadings. To provide the extra weight it is usual to shackle the towing wire
to the anchor cable of the towed vessel and to walk back the cable sufficiently to keep the
towing wire submerged throughout the towing operation.
When starting to tow, the weight should be taken up gradually, the speed being slowly
increased until towing speed is reached. Care should be taken to avoid jerking the tow
wire on first taking the weight. The towing speed is adjusted so that the tow wire remains
submerged. If the tow wire shows signs of clearing the water and straightening, the engine
revolutions should be reduced until a catenary has been restored.
A method of slipping the tow in an emergency (such as the foundering of the towed vessel,
for example) should be reduced and known to all of the watchkeepers.
34

Disconnecting the tow, particularly in confined waters at a port approach, can be a critical
operation and should be planned and agreed between the two vessels. Speed will have
to be reduced gradually over a long distance. As the depth of water decreases, the towed
vessel should shorten the tow by heaving in cable, to prevent the tow line fouling on the
bottom. Harbour tugs should be arranged to assist with manouevring during disconnection
and to take the tow into a berth. Alternatively, both vessels may be brought to anchor before
disconnecting.
COMPETENCE
1.8.1 APPLY ENGLISH LANGUAGE TO FISHING VESSEL OPERATIONS
The requirements for English language knowledge are specified in the STCW-F 1995
Convention, chapter II, which states that English language, both written and spoken is
necessary for the exchange of communication relevant to the safety of life at sea.
IMO Model Course 3.17 – Maritime English, is based on a clearly defined entry standard in
general English, deals with maritime terminology and the use of English for the purposes of
using charts and other nautical publications and understanding meteorological information.
The course also includes the vocabulary needed to make use of and understand manufacturers’
technical manuals and specifications to converse with technical shore staff concerning vessel
and machinery repairs.
This should be an intensive stand-alone course and its duration will depend to a great extent
on the current proficiency and aptitude of course entrants. A pre-course appraisal by a
qualified English teacher will be necessary to ascertain the level of entrants.
A test should be designed to fit in to this section to point towards the English course to be
done separately within the training institution, as part of the credit to award the certificate of
competency.
1.8.2 STANDARD MARINE COMMUNICATION PHRASES
In addition to the above IMO model course on maritime English, the IMO Standard Marine
Communication Phrases for communications with other vessels or coast stations concerning
vessel’s safety and operation should also be incorporated.
COMPETENCE
1.9 Communications 27 hours
The competence requirements for knowledge and understanding of communications skills

should cover those areas referred in section 16 of the Appendix to Regulation II/1 of the
STCW-F Convention.
See also Model Course 1.26 for guidance.
35

COMPETENCE
1.10 Search and rescue 6 hours
Instructors should note that the International Aeronautical and Maritime Search and Rescue
Manual, published jointly by IMO and the International Civil Aviation Organization (ICAO) in
three volumes, provides guidelines for a common approach to organizing and providing SAR
services. The International Aeronautical and Maritime Search and Rescue (IAMSAR) Manual
was published in 2007. A revised SAR Convention, which entered into force on 1 January
2000, clarifies the responsibilities of Governments and puts greater emphasis on the regional
approach and co-ordination between maritime and aeronautical SAR operations.
Volume III, Mobile Facilities, is intended to be carried aboard rescue units, aircraft and vessels
to help with performance of a search, rescue or on-scene co-ordination function, and with
aspects of SAR that pertain to their own emergencies.
COMPETENCE
1.11 Fishing vessel power plants 5 hours
1.11.1 OPERATE AND MAINTAIN FISHING VESSEL POWER PLANTS 5 hours
Operating principles of marine power plants in fishing vessels
Diesel engines
The principles of the working of 2-stroke and 4-stroke diesels should be covered, together
with their essential services such as fuel, lubricating and cooling systems. Details of particular
makes of engines are not required. Trainees should be aware of the procedures for preparing
the engine for use and the change over from full sea speed to manoeuvring, with the likely times
involved. They should also know what is involved in starting and controlling the engine.
The rules regarding the capacity of the starting air reservoir are laid down by the classification
societies.
Propeller and propeller shaft
The bridge control for controllable-pitch propellers is usually arranged to give about 60 to
70 % of engine full speed when set for zero pitch. Movement of the lever forward or aft
initially affects the pitch only. Full pitch is usually reached by moving the control lever through
half of its travel, further movement increasing the engine revolutions. There may also be a
means of adjusting the maximum pitch available. The engine and CPP can be controlled
from the machinery control room and facilities may be provided for overriding all remote
controls. Standing orders should be indicate the procedure for informing the bridge if this has
to be done.
Before starting the main engines, the propeller operation control-oil pumps should be running
and a check made that control is possible from all control positions. During starting, control
will be from the machinery control room. The propeller should be set for zero thrust and a
36

check made that it is all clear to start the propeller turning. After starting, control is transferred
to the bridge.
Before letting go or weighing anchor, the officer of the watch should check which position
has control and that it is effective, by making a small movement of the pitch control and
observing the result. Before entering harbour or restricted waters, a check should be made
on the control of engine speed and propeller pitch while still at sea and adequate room is
available.
Throughout this section, instructors should keep in mind that officers should be able to
explain the principles of operating and maintaining marine power plants. In this context,
officers should be familiar with the correct and commonly used engineering terminology.
The officer must have sufficient knowledge to be able to understand and manage the issues
– he or she, therefore, does not need to have detailed engineering knowledge. It is important
that they understand the consequences of any malfunction and the actions to restore proper
operations, or avoid problems if the machinery operation cannot be restored.
Wheelhouse control
Technical details are not required. Trainees should be able to draw block diagrams of the
systems, showing the information paths between the various components. The requirements
for indicators and alarms in the wheelhouse are set out in Torremolinos regulations.
37

Part C1: Detailed Teaching Syllabus
■ Introduction
The detailed teaching syllabus is presented as a series of learning objectives. The objective,
therefore, describes what the trainee must do to demonstrate that the specified knowledge
or skill has been transferred.
Thus each training outcome is supported by a number of related performance elements

in which the trainee is required to be proficient. The teaching syllabus shows the required
performance expected of the trainee in the tables that follow.
In order to assist the instructor, references are shown to indicate IMO references and
publications, textbooks and teaching aids that instructors may wish to use in preparing and
presenting their lessons.
The material listed in the course framework has been used to structure the detailed teaching
syllabus; in particular:
● Teaching aids (indicated by A)
● IMO references (indicated by R) and
● Textbooks (indicated by T)
will provide valuable information to instructors.
■ Explanation of information contained in the syllabus tables

The information on each table is systematically organized in the following way. The line at the
head of the table describes the FUNCTION with which the training is concerned. It describes
related activities which make up a professional discipline or traditional departmental
responsibility on board.
In this Model Course there are three functions:

● Navigation
● Catch handling and stowage
● Controlling the operation of the fishing vessel and Care for persons on board
The header of the first column denotes the COMPETENCE concerned. Each function
comprises a number of competences. For example, the Function 1, Navigation, comprises
a total of eleven COMPETENCES. Each competence is uniquely and consistently numbered
in this model course.
The first is Navigation and position determination, It is numbered 1.1, that is the first
competence in Function 1. The term competence should be understood as the application
38

of knowledge, understanding, proficiency, skills, and experience for an individual to perform

a task, duty or responsibility on board in a safe, efficient and timely manner.
Shown next is the required TRAINING OUTCOME. The training outcomes are the areas of
functional skill components in which the trainee must be able to demonstrate knowledge
and understanding. Each COMPETENCE comprises a number of training outcomes. For
example, the competence Navigation and position determination comprises a total of
ten training outcomes. The first is in VOYAGE PLANNING AND NAVIGATION FOR ALL
CONDITIONS. Each training outcome is uniquely and consistently numbered in this model
course. That concerned with Voyage Planning and Navigation for all Conditions is uniquely
numbered 1.1.1.
Finally, each training outcome embodies a variable number of required performances – as

evidence of competence. The instruction, training and foaming should lead to the trainee
meeting the specified required performance. For the training outcome Voyage Planning and
Navigation for all Conditions, there are two areas of performance. These are:
1.1.1.1 Use sextant
1.1.1.2 Complete sight reduction
and so on.
Following each numbered area of required performance there is a list of activities that the
trainee should complete and, which collectively specify the standard of competence that
the trainee must meet. These are for the guidance of teachers and instructors in designing
lessons, lectures, tests and exercises for use in the teaching process. For example, under
the topic 1.1.1.2 – Complete Sight Reduction, to meet the required performance the trainee
should be able to:
● define the apparent solar day and state the relationship between LHA (sun) and
LAT
● define the sidereal day and state that it is a fixed time interval
and so on.
IMO references (R) are listed in the column to the right hand side – Teaching aids (A), videos (V)
and textbooks (T) relevant to the training outcome and required performances are placed
immediately following the TRAINING OUTCOME title.
It is not intended that lessons are organized to follow the sequence of required performances
listed in the tables. The syllabus tables are organized to match with the competence in the FAO/
ILO/IMO Document for Guidance for Training and Certification of Fishing Vessel Personnel,
chapter 7, section 2 and 3. Lessons and teaching should follow college practices. It is not
necessary, for example, for celestial navigation to be studied before tides. It is necessary,
however, to ensure that all the relevant elements are covered and that teaching is effective
to allow trainees to meet the standard of the required performance and demonstrate their
competence.
39

COMPETENCE 1.1
IMO Reference
Navigation and position determination
TRAINING OUTCOMES:
Demonstrate a knowledge and understanding of:
1.1.1 CELESTIAL BODY OBSERVATION FOR POSITION FIXING AND Paragraphs 2, 3

NAVIGATION and 6 of appendix
of regulation II/2 in
STCW-F
1.1.2 TERRESTRIAL OBSERVATION FOR POSITION FIXING AND COASTAL
NAVIGATION
1.1.3 ELECTRONIC NAVIGATIONAL AIDS FOR POSITION FIXING AND

NAVIGATION
40

COMPETENCE 1.1
IMO Reference
Required performance:
1.1.1 CELESTIAL BODY OBSERVATION FOR POSITION FIXING AND R1, R2

NAVIGATION
Textbooks: T1, T3, T4, T25
Teaching aids: A1, A13, A20
1.1 Use sextant (5 hours)

– define ‘sextant altitude’
– demonstrate how to read a sextant
– show how to correct a sextant into which has been introduced one or more of error
of perpendicularity, side error or index error
– demonstrate how to find the index error of the sextant by the horizon
– demonstrate how to find the index error of the sextant by the sun and stars
– use the sextant for taking vertical and horizontal angles
– describe the purpose of altitude correction
– define ‘visible’, ‘sensible’ and ‘rational’ horizons
– define ‘observed altitude’ and ‘true altitude’
– define ‘dip’, ‘refraction’, ‘semi-diameter’ and ‘parallax’ and explain their causes
– apply index error
– apply the corrections for the items listed in the above objectives and explain the
factors determining their magnitude
– illustrate the effect of terrestrial refraction on the dip and distance of the sea horizon
– correct an altitude using tables in the Nautical Almanac, including reference to critical
tables, interpolation tables and low-altitude correction tables
– obtain the true zenith distance from the true altitude of the body
1.2 Complete sight reduction (15 hours)

– define the apparent solar day and state the relationship between LHA (sun) and LAT
– define the sidereal day and state that it is a fixed time interval
– explain the reasons for the sun’s irregular rate of change of SHA and hence the
necessity to adopt the astronomical mean sun for timekeeping purposes
– define the equation of time (ET) and its components
– determine the ET from the almanac and its sign of application
– define GMT, LMT and longitude
– define zone times and standard times
– explain how to alter the ship’s time during a passage with increasing or decreasing
longitude
– demonstrate the use of time signals
– calculate the error of a chronometer or watch
– describe the information contained in general in the Nautical Almanac and in detail in
the daily pages
– use the tables of corrections and incremental corrections in the Nautical Almanac
– find the LHA of a body, given the date, GMT and longitude of the observer
– explain the importance of the First Point of Aries
– find the LHA of Aries, given the date, GMT and longitude of the observer
– explain what is meant by the sidereal hour angle of a star and obtain it from the
Nautical Almanac
41

COMPETENCE 1.1
IMO Reference
– derive the LHA of a star from the LHA of Aries and the SHA of the star
– use the information in the Nautical Almanac to obtain the LMT of the meridian
passage of a body to the nearest minute and interpolate for the observer’s longitude
when necessary
– apply the true zenith distance of a body when it is on the observer’s meridian to the
declination of the body, to obtain the observer’s latitude
– apply these correctly when the declination and latitude have the same names
– apply these correctly when the declination and latitude have different names
– state the relationship between the altitude of the elevated pole and the latitude of the
observer
– explain what is meant by a circumpolar star, and the terms upper and lower transit
– find the value of the polar distance of the body, using its declination
– apply the polar distance to the true altitude of a body at a lower transit to find the
altitude of the elevated pole and the latitude
– calculate the direction of the position line and the latitude of the observer by meridian
altitude
– identify certain major stellar constellations and navigational stars describe their
movement relative to Polaris and the movement of Polaris with change of latitude
– identify Polaris
– identify some major constellations
– describe the motion of the stars about Polaris
– describe the relationship between the altitude of Polaris and the observer’s latitude
– deduce from the above objective that the true altitude of Polaris can be used to find
the latitude of the observer
– obtain the corrections –1°, +a0, +a, +a2, from Pole Star tables in the Nautical Almanac
and apply them to the altitude or Polaris to find the latitude of the observer
– find the true azimuth of Polaris from the tables and the direction of the position line
1.3 Obtain and plot position lines (25 hours)

– combine the equinoctial and horizon system of co–ordinates to determine the centre
and radius of a position circle and its direction in the vicinity of a selected position
– apply the principle of a method of enabling the navigator to draw a small part of the
position circle in his vicinity to at a practical problem
– determine the direction of a position line through an observer and a position through
which it passes
– define and evaluate the co-latitude, polar distance and zenith distance and use them
as the sides of the PZX triangle
– solve the PZX triangle to find the calculated zenith distance of the body when it is out
of the meridian
– apply this calculated zenith distance to the true zenith distance of the body to find
the intercept and the intercept terminal points through which to draw the position line
(Marcq St. Hilaire method)
– determine the true azimuth of the body from tables and hence determine the
direction of the position line
– find the position of the observer at the time of the final observation, given two or
more position lines with the courses and distances run between the observations
42

COMPETENCE 1.1
IMO Reference
1.1.2 TERRESTRIAL OBSERVATION FOR POSITION FIXING AND COASTAL R1, R2

NAVIGATION
Textbooks: T1, T2, T4, T5, T25
Teaching aids: A1, A4, A5, A6, A7, A9, A10, A12, A14, A15, A18, A24
2.1 Define basic theories and knowledge for terrestrial observation

(20 hours)
– define ‘great circle’, ‘small circle’, ‘spherical angle’, ‘spherical triangle’, ‘poles of a
great circle’
– define ‘earth’s poles’, ‘equator’ and ‘meridians’
– define ‘latitude’ and ‘parallels of latitude’, ‘prime meridian’ and ‘longitude’
– define ‘difference of latitude’ and ‘difference of longitude’
– describe the earth as an ellipsoid.
– define ‘compression’, and state its value
– define ‘international nautical mile’, ‘cable’ and ‘knot’
– demonstrate basic knowledge of chart projections
– define ‘natural scale’ of a chart
– state the requirements of a chart appropriate for marine navigation
– identify the Mercator chart as a mathematical projection and understand the
principles of its construction. Describe the properties of the chart and the degree to
which it meets navigational requirements and also its limitations
– demonstrate the use of a chart catalogue
– demonstrate the correcting of charts according to Notices to Mariners
– describe the rotation of the earth about its axis
– define directions on the earth’s surface
– describe the direction indicated by the gyro–compass
– describe the direction indicated by the magnetic compass
– describe the direction of the ship’s head on a gyro–compass (gyro course)
– describe the direction of the ship’s head in a magnetic compass (compass course)
– state the approximate polar and equatorial circumferences of the earth
– demonstrate how to measure the distance between two positions on a Mecator chart
– define a position
– plot a position on the chart from simultaneous cross bearing and from bearing and
distance off
– define ‘dead reckoning position (DR)’, ‘estimated position’ and ‘fixed position’
– define ‘departure’ and state the relationship to difference of longitude
– define ‘true course’ and ‘rhumb line’
– derive the plane sailing formulae
– explain the relationship between departure and difference of longitude in cases
involving a change of latitude, by using mean latitude
– understand the meaning of, and can derive, mean latitude
43

COMPETENCE 1.1
IMO Reference
2.2 Identify navigational hazards (5 hours)

– recognize and demonstrate the use of the Nautical chart symbols and abbreviations
on a chart
– identify the characteristics of navigational hazards
2.3 Use navigational aids, clearing marks and transit bearings to safely
navigate hazards (15 hours)
– identify the characteristics and range of lights
– explain the principles and rules of the International Association of Lighthouse
Authorities (IALA) Maritime Buoyage System, Systems “A” and “B”
– calculate the distance of sighting lights and dipping distances
– explain the danger of placing implicit reliance upon floating navigational aids
– explain the danger of approaching navigational aids too closely
– recognize coastlines, coast and radar–responsive targets
– recognize suitable passages, approaches and anchorages in clear weather and thick
weather, using radar-responsive targets
– demonstrate simple passage planning and execution
– explain the use of clearing marks and horizontal and vertical danger angles
2.4 Read and interpret marine charts (10 hours)

– demonstrate basic knowledge of chart projections
– define ‘natural scale’ of a chart
– state the requirements of a chart appropriate for marine navigation
– identify the Mercator chart as a mathematical projection and understand the
principles of its construction
– describe the properties of the chart and the degree to which it meets navigational
requirements and also its limitations
– demonstrate the use of a chart catalogue
– demonstrate the correcting of charts according to Notices to mariners
– explain that ECDIS and other electronic chart systems meeting IMO performance
standards may substitute for traditional charts
– state that familiarization with the ship’s particular electronic chart equipment and
controls is required
2.5 Obtain and plot position line to determine ship’s position (15 hours)
– define a position
– give the radar distance off a charted object and plot its position circle on a chart
– plot a position on the chart from simultaneous cross bearing and from bearing and
distance off
– plot position line – straight line, circle, hyperbola
44

COMPETENCE 1.1
IMO Reference
– find position line by bearing, horizontal angle, vertical sextant angle, transit line and
radio aids
– determine a position by a combination of bearing, distance and the methods in the
above object
– determine a position by simultaneous bearings of two objects
– find the distance that the ship will pass off a given point when abeam
– construct a position line to clear a navigational danger by a given distance
2.6 Apply dead reckoning procedures to determine ship’s position

(10 hours)
– define ‘dead reckoning position (DR)’, ‘estimated position’ and ‘fixed position’
– plot a dead reckoning position of the chart
– plot an estimated position on the chart
2.7 Use Notices to mariners and other publications to assess accuracy

of position fixes (5 hours)
– demonstrate the correcting of charts using information from Notices to mariners
– explain that ECDIS and other electronic chart systems meeting IMO performance
standards may substitute for traditional charts
– explain why a navigation problem should be solved by using a Mercator sailing in
preference to plane sailing because of the distance involved
– explain how errors may occur in position fixing, and explain how to minimize the
probability of errors
– demonstrate how erroneous position lines influence the positions
2.8 Exercise chartwork (10 hours)

– define ‘course’ and ‘distance’
– lay off true course between two positions
– find the distance between two positions
– calculate the speed between two positions
– define ‘set’, ‘rate’, ‘drift’ and ‘leeway’ due to wind
– define ‘ship’s speed’, ‘effective speed’, ‘course and distance made good’, ‘applied
leeway’
– find the course and distance made good with a tidal stream or current
– find the course to steer, allowing for tidal stream or current
– find the set and rate of tidal stream or current from charts or tables
– explain the term ‘running fix’ and use the method to plot a position
– find positions by running fix in a tidal stream or current
– calculate the actual set and rate of tidal stream or current from DR and fixed
positions
45

COMPETENCE 1.1
IMO Reference
1.1.3 ELECTRONIC NAVIGATIONAL AIDS FOR POSITION FIXING AND

NAVIGATION
Textbooks: T1, T3, T5, T17, T24, T25
Teaching aids: A1, A18, A23, A24, A25, A27, A28
3.1 Operate electronic navigational aids (20 hours) R1, R2, R7

– describe the principles of time difference used in the Loran–C system
– show how ambiguity occurs when two radio stations are transmitting signals
simultaneously
– describe the pulsing system and cycle matching used in the Loran–C system
– explain the possibility of sky wave interference
– state the approximate accuracy and explain how it varies
– explain a coverage diagram for a Loran–C chain
– state the limitations of the system and the reason for frequent checking
– state the areas of the world covered by the Loran–C navigation system
– describe the basic principles of the Global Positioning System (GPS)
– describe the configuration of satellite orbits and the periods of the satellite vehicles
(SVs)
– describe the system configuration
– state the frequencies that are used
– describe the C/A & P codes
– describe how the basic line measurement is obtained
– describe the Dilution of Precision (DOP)
– state the various errors of GPS
– describe the reason for selective availability and the effect it has on the accuracy of
a fix
– describe differential GPS
– state the accuracy obtainable with GPS and how the accuracy can be downgraded
– explain WGS 84
– explain why a fix obtained from the GPS receiver cannot be plotted direct onto a
navigational chart
– explain datum shifts
– state that at least four SVs at a usable elevation should be visible to the receiving
antenna at any point on the earth’s surface at any time
– describe the basic concept of an integrated navigation system, i.e. data input,
processing and presentation
– describe a system of:
– partial integration
– total integration
46

COMPETENCE 1.1
IMO Reference
3.2 Determine ship’s position with electronic aids (20 hours)

– state that SV positions are accurately controlled from the ground Master Control
Station
– state that the Master Control Station also provides data which are sent to the
SVs, stored and later transmitted as a data frame to receiving stations for use in
calculating position
– explain what is meant by ‘pseudo–random noise’ codes (PRN codes)
– describe briefly the two codes which are transmitted
– explain why two frequencies are used
– state that civilian sets will probably work on one frequency, using the ‘coarse and
acquire’ code (C/A code) only
– explain why an extremely stable clock is essential in the SV, while a less stable one is
acceptable in the receiver
– describe briefly how pseudo–ranges are measured by matching the received code
with the same locally generated code
– explain why the measurement is not a true range
– state that simultaneous pseudo–ranges to three SVs are sufficient to fix the position
on the earth’s surface and determine the receiver clock error from GPS time
– list and describe the main sources of error in the determined position
– state that measured Doppler shifts can be processed to provide speed and direction
outputs
47

COMPETENCE 1.2
IMO Reference
Watchkeeping
TRAINING OUTCOMES:
1.2.1 APPLY INTERNATIONAL REGULATIONS FOR PREVENTING Paragraph 5 of

COLLISIONS AT SEA TO FISHING VESSEL OPERATION appendix 2 of
regulation II/2 in
STCW-F
1.2.2 BASIC PRINCIPLES FOR KEEPING A NAVIGATIONAL WATCH
48

COMPETENCE 1.2
IMO Reference
Watchkeeping
1.2.1 APPLY INTERNATIONAL REGULATIONS FOR PREVENTING R1, R2

COLLISIONS AT SEA TO FISHING VESSEL OPERATION
Textbooks: T1, T25
Teaching aids: A1, A6, A7, A15, A18
1.1 Steering and sailing rules (20 hours)

– explain the application of the rules as set out in Rule 1
– define the term ‘traffic separation scheme’
– state the responsibility to comply with the rules as set out in Rule 2
– describe and cite examples of precautions which may be required by the ordinary
practice of seamen or by the special circumstances of the case
– give examples of circumstances which may make a departure from the rules
necessary
– state the general definitions which apply throughout the rules
– explain the term ‘vessel constrained by her draught’
– distinguish between ‘under way’ and ‘making way’
– explain ‘a proper look-out’ and interpret the intent of ‘full appraisal of the situation
and the risk of collision’
– explain the use of radar in the context of Rule 5
– explain what is meant by a safe speed
– describe, with reference to court cases, how ‘proper and effective action’ and ‘within
a distance appropriate to the prevailing circumstances and conditions’ may be
interpreted
– state the factors to be taken into account in determining a safe speed
– explain how the use of radar affects the determination of safe speed
– explain what is meant by risk of collision
– describe the proper use of radar equipment in determining whether a risk of collision
exists
– explain the dangers of making assumptions on the basis of scanty information, citing
examples from clear weather as well as the use of radar
– illustrate, using examples from court cases, how failure to plot may lead to a lack of
appreciation of a developing situation
– illustrate, using examples from court decisions, the following actions to avoid
collision referred to in Rule 8:
– positive action in ample time large enough to be readily apparent
– alteration of course alone
– passing at a safe distance
– checking the effectiveness of action taken
– reduction of speed
– taking all way off
– demonstrate an understanding of Rule 9 by:
– defining the terms ‘narrow channel’ and ‘fairway’
– describing how to proceed along the course of a narrow channel
– describing the navigation of small craft and sailing vessels in a narrow channel
stating the restrictions on crossing the channel or fairway
49

COMPETENCE 1.2
IMO Reference
Watchkeeping
– describing the conduct of vessels engaged in fishing stating the procedure for
overtaking in a narrow channel
– describing the actions to be taken on nearing a bend in a narrow channel or
fairway
– define ‘traffic lane’, ‘separation line’, ‘separation zone’, ‘inshore traffic zone’
– describe how to navigate in a traffic separation scheme with reference to:
– entering and leaving the traffic separation scheme
– entering and leaving traffic lanes
– crossing lanes
– the use of inshore traffic zones
– crossing separation lines or entering separation zones other than when crossing,
joining or leaving a lane
– state the requirements for vessels:
– navigating in areas near the terminations of traffic separation schemes
– anchoring
– not using a traffic separation scheme
– engaged in fishing
– state that a vessel of less than 20 metres in length or a sailing vessel must not
impede the safe passage of a power-driven vessel following a traffic lane
– state the exemptions for vessels restricted in their ability to manoeuvre when
engaged in an operation for the:
– maintenance of safety of navigation
– laying, servicing or pocking up of a submarine cable
– explain the meaning of ‘precautionary area’
– define ‘deep water route’ and state for whom such a route is intended
– explain what is meant by ‘vessels in sight of one another’
– demonstrate, with the use of models displaying proper signals or lights, a navigation
light simulator or otherwise, the proper action to take to avoid collision with other
vessels in sight
– explain how to decide when a vessel is an overtaking vessel
– compare and analyse the various avoiding actions which may be taken by an
overtaking vessel
– explain the application of Rule 14, Head-on Situation
– explain why the give-way vessel in a crossing situation shall, if the circumstances
admit, avoid crossing ahead of the other vessel
– explain the application of Rule 15 when crossing narrow channels and traffic lanes
– explain how Rule 16 and Rule 8 relate regarding the action by a give-way vessel
– explain the position of stand-on vessel in cases where a risk of collision exists
between more than two vessels
– explain how to decide when to take avoiding action as stand-on vessel
– describe the actions which may be taken by the stand-on vessel
– state the avoiding action which must be taken by the stand-on vessel
– explain that a potential collision situation may be divided into the following four
stages:
– long range, before risk of collision situation exists and both vessels are free to
take any action
50

COMPETENCE 1.2
IMO Reference
Watchkeeping
– risk of collision applies, the give-way vessel is required to take action and the
other vessel must keep her course and speed
– the give-way vessel is not taking appropriate action
– collision cannot be avoided by the action of the give-way vessel alone
– explain the responsibilities between vessels with reference to Rules 18 and 3
– explain the application of Rule 19
– compare Rule 6 and Rule 19 regarding the determination of safe speed
– explain how courts have interpreted ‘a close-quarters situation’
– explain how courts have interpreted ‘navigate with extreme caution’
– demonstrate, using a manoeuvring board or radar simulator, how to determine risk of
collision and the proper action to take to avoid collision in restricted visibility
1.2 Light and shape regulations (5 hours)

– state the application of the rules concerning lights and shapes
– state the definitions in Rule 21
– state the visibility of lights as prescribed by Rule 22
– identify the lights and shapes carried by any type of vessel and the operation or
circumstances signified by them, including the additional signals for fishing vessels
fishing in close proximity
– describe the positioning, spacing and screening of lights
– describe the shapes required by the rules
1.3 Sound and light signals (5 hours)

– describe the sound signals to be used by vessels in sight of one another
– describe the sound signals to be used by vessel in or near an area of restricted
visibility
– describe the use of signals to attract attention
– list the distress signals set out in annex IV of COLREG 72
1.2.2 BASIC PRINCIPLES FOR KEEPING A NAVIGATIONAL WATCH R1, R2

2.1 Plan a navigational watch (4 hours)

– state that the officer of the watch is responsible for navigating safely with particular
regard to avoiding collision and stranding
– list factors to be taken into account when deciding the composition of the watch on
the bridge
– state that watch duties should be so arranged that the efficiency of watchkeepers is
not impaired by fatigue
– describe how the intended voyage should be planned in advance
– state that the skipper should ensure that officers in charge of watches know the
location and operation of all navigational and safety equipment and can take account
of the operating limitations of such equipment
51

COMPETENCE 1.2
IMO Reference
Watchkeeping
– state that the skipper should ensure that officers in charge of watches check the
course steered, position and speed to ensure that the vessel follows the planned
course
– state that the officer in charge of a navigational watch should not be assigned or
undertake any duties which would interfere with the safe navigation of the vessel
2.2 Maintain a navigational watch (5 hours)

– draw up standing orders reflecting the principles to be observed in keeping a
navigational watch on board fishing vessels, as set out in chapter IV of STCW-F
1995, and the basic principles to be observed in a navigational watch on fishing
vessels stated in chapter 5, paragraph 5.10 of FAO/ILO/IMO Document for Guidance
on Training and Certification of Fishing Vessel Personnel second edition 2001,
regarding:
– arrangements of the navigational watch for en route to or from fishing grounds
– fitness for duty
– navigation
– the use of navigational equipment, radar
– navigational duties and responsibilities and the circumstances in which to call the
skipper
– handing over and taking over the watch
– maintenance of an efficient look-out
– actions to take in restricted visibility
– protection of the marine environment
– weather condition which changed adversely affecting the safety of the vessel,
including conditions leading to ice accretion
– navigation with pilot embarked
– arrangements of the navigational watch for vessels engaged in fishing or
searching for fish
– state that an adequate radio watch is maintained while the vessel is at sea,
on appropriate frequencies, taking into account the requirements of the Radio
Regulations
2.3 Maintain an anchor watch (1 hour)

– state that arrangements for keeping anchor watch should:
– ensure the safety of the vessel and personnel
– observe international, national and local rules
– maintain order and the normal routine of the ship
– draw up standing orders for keeping anchor watch, reflecting the guidance contained
in Resolution 3 of the STCW Conference, 1978
52

COMPETENCE 1.3
IMO Reference
Radar navigation
TRAINING OUTCOMES:
1.3.1 OPERATE RADAR Paragraph 4

of appendix to
regulation II/2 in
1.3.2 USE RADAR FOR COLLISION AVOIDANCE STCW-F
53

COMPETENCE 1.3
IMO Reference
Radar navigation
1.3.1 OPERATE RADAR STCW-F

Textbooks: T23, T24 chapter II,
appendix to
Teaching aids: A1, A35 regulation 1
See IMO Model Course No. 1.07 for guidance
1.1 Identify factors affecting performance and accuracy (7 hours) R1, R2

– explain the principles of range and bearing measurement
– state the function and sitting of components
– state the relationship between maximum range and pulse recurrence frequency
– state the relationship between detection range and transmitted energy (power and
pulse length)
– state the relationship between minimum range and pulse length
– explain the effects on bearing and range accuracy of beam width, heading marker
error, centring error, yawing, parallax, variable range marker, gyro error
– explain the effects on bearing and range discrimination of beam width, spot size,
plan position indicator tube size, pulse length, gain
– use the equation for the distance to the radar horizon and explain the relationship
between antenna location and detection ranges
– explain the effect of variations in refraction on radar detection range (super refraction,
sub refraction, surface duct, elevated duct)
– state the effect of precipitation on radar detection ranges (rain, hail, snow, fog)
– identify blind areas and shadow areas, permanent blind and shadow sectors and
their relationships to the antenna location
– state how characteristics of targets influence their detection range (aspect, shape,
composition, size)
– explain how clutter may mask targets (sea clutter, rain clutter)
– list the performance standards contained in Resolution A.477(Xll), Resolution
MSC.64(67) and Resolution MSC.192(79)
1.2 Set up radar and maintain displays (5.5 hours) R1, R2

– explain the importance of not storing radar spares nearer to magnetic compasses
than the specified safe distances
– state the safety precautions necessary in the vicinity of open equipment and the
radiation hazard near antennae and open waveguides
– operate main control (power, antenna)
– operate transmitter controls (standby/transit, pulse length, PRF)
– adjust receiver controls to give an optimal picture (tuning, gain, linear/logarithmic
gain, sensitivity time control, fast time control)
– adjust display controls (brilliance, illumination, focus, shift, range selector, range
rings, VRM, EBM, mechanical cursor, heading marker, clearscan, anti-clutter)
– demonstrate correct order of making adjustments and state the criteria for optimum
setting of the controls
– state that small or poor echoes may escape detection
– describe the effects of saturation by receiver noise
– state the importance of frequent changes in range scale
– identify different types of display mode (true motion, relative motion – unstabilized,
relative motion – stabilized, north up, course up, ship’s head up)
54

COMPETENCE 1.3
IMO Reference
Radar navigation
– explain the advantages and limitations of the different types of display mode
– explain the need for compass input for relative stabilized display, and compass and
log input for true motion display
– identify effects of transmitting compass error on stabilized and true motion display
– identify effects of transmitting log error on true motion display, manual speed input
error
– operate special controls (presentation, speed, re-set, course made good correction,
compass repeater)
– identify maladjusted controls and explains their effects and dangers
– detect and correct maladjustments
– state effects of incorrect speed setting and CMG correction on true motion displays
– describe the purpose and use of the performance monitor
– record radar data: (performance monitor readings, modifications, blind and shadow
sector diagram)
– explain how propagation conditions can affect target detection
1.3 Detect misrepresentation of information, false echoes, sea return R1, R2

etc. (1 hour)
– explain the cause and effect of interference
– explain the cause and effect of side echoes
– explain the cause and effect of indirect echoes
– explain the cause and effect of multiple echoes
– explain the cause and effect of second trace echoes
– state the effect on radar performance of power lines and bridges crossing rivers and
estuaries
– explain the effect of the ship in seaway
1.4 Establish the range and bearing of a radar target (3 hours) R1, R2
– state methods and accuracy of measuring ranges (fixed range markers, VRM)
– measure ranges with emphasis on accuracy
– explain the methods and accuracies of measuring bearings (rotatable cursor, EBL)
– measure bearings with emphasis on accuracy
– check and correct error in range and bearing
– state required accuracy (range and bearing measurement)
– state required discrimination (range and bearing)
1.5 Identify critical echoes (2 hours) R1, R2

– state the characteristics of good, radar conspicuous objects
– state the characteristics of objects which give poor radar responses
– fix the position fixing based on radar bearings and radar ranges
– explain possible errors and how to minimize them
– cross check the accuracy of radar against other navigational aids
– compare features displayed by radar with charted features
55

COMPETENCE 1.3
IMO Reference
Radar navigation
– identify aids to radar navigation and safety:

– passive aids (corner reflector) (recognition and use)
– active aids (ramark, racon, echo enhancers, transponders)
– SARTS (recognition and use)
– data source information on active and passive aids
1.3.2 USE RADAR FOR COLLISION AVOIDANCE

Textbooks: T23, T24
Teaching aids: A1, A35
2.1 Establish the course and speed of other ships (5.5 hours) R1, R2
– explain a relative motion triangle, various vectors and angles
– construct a relative motion triangle on a plotting chart
– construct a relative motion triangle on a reflection plotter, where available
– determine course, speed and aspects of other ships from a relative presentation
(stabilized and unstabilized)
– determine course, speed and aspect of other ships from a true presentation
– take ranges and bearings at frequent, regular intervals
– state the factors affecting the accuracy of derived course, speed and aspect
– determine set and rate of current from observations of fixed target
– explain the track made over the ground by own ship
2.2 Determine the time and distance of closest approach of crossing, R1, R2
meeting or overtaking ships (2 hours)
– determine CPA and TCPA with relative presentation (stabilized and unstabilized)
– determine CPA and TCPA with true presentation
– state the factors affecting the accuracy of CPA and TCPA obtained by plotting
2.3 Detect course and speed changes of other ships (1 hour) R1, R2
– recognize the effects of changes of course and/or speed by other ships
– compare between visual and radar observations
– explain the delay between change in the course or speed and detection of that
change
– state the advantages of compass stabilization of a relative display
– state the hazards of small changes of course and/or speed in relation to accuracy
and direction
– make a report stating the elements: bearing, range, CPA, TCPA, course, aspect,
speed
2.4 Identify the effects of changes in own vessel’s course or speed or

both (1 hour)
– explain the effect of changes in own-ship course or speed on the observed R1, R2
movement of targets (stabilized rel/true; or unstabilized)
56

COMPETENCE 1.3
IMO Reference
Radar navigation
2.5 Apply the International Regulations for Preventing Collisions at Sea R1, R2
(1.5 hours)
– use the radar as a means of look-out
– state importance of continuous plotting
– list the factors which determine a safe speed, with emphasis on factors related to
radar
– list factors which provide a good plot to avoid collision/close encounter
– make substantial alteration of course or speed to avoid collision/close encounter
– state times when radar is to be used in clear weather by day, at night when there are
indications that visibility may deteriorate, and at all times in congested waters
57

COMPETENCE 1.4
IMO Reference
Magnetic and gyro-compasses
TRAINING OUTCOMES:
1.4.1 USE COMPASS Paragraph 8

of appendix to
regulation II/2 in
1.4.2 DETERMINE AND APPLY COMPASS ERRORS STCW-F
58

COMPETENCE 1.4
IMO Reference
1.4.1 USE COMPASS

Textbooks: T1, T4, T14
1.1 The magnetism of the earth and the ship’s deviation (20 hours)
– explain the theory of magnetism as applied to ferromagnetic materials
– describe a simple magnet, its poles and the law of attraction and repulsion
– describe the magnetic field around a magnet
– describe qualitatively flux density and field strength
– describe magnetic induction and differentiates between ‘hard’ and ‘soft’ iron
– explain the meaning of the terms:
– intensity of magnetization
– permeability
– magnetic susceptibility (no mathematical formula required)
– describe the magnetic field of the earth
– define ‘magnetic poles’ and ‘magnetic equator’
– define ‘angle of dip’
– explain how the earth’s total field can be split into horizontal and vertical components
– define ‘magnetic variation’ and explain why it is a slowly changing quantity
– explain that a compass needle which is constrained to the horizontal can respond
only to the horizontal components of the earth’s field and the field due to the ship’s
magnetism
– describe the effect of introducing a disturbing magnetic force into the vicinity of a
compass needle
– state that the direction and strength of a magnetic field may be represented by a
vector
– use a vector diagram to find the field at a point resulting from two given fields
– state that a compass needle will align itself with the resultant field
– define the magnetic moment of bar magnet as the product of the pole strength and
the length of the magnet
– state that, for a suspended magnet vibrating in a magnetic field, T² is proportional to
1/H, where T is the period of vibration and H is the field strength
– explain how the relative strengths of two fields may be found
1.2 Magnetic compass (10 hours)

– describe the construction of a liquid card magnetic compass
– sketch a section through the compass to show the float chamber, the pivot support
and arrangement of magnets
– explain how the card is kept practically horizontal in all latitudes
– state the composition of the liquid and explain how allowance is made for changes in
volume of the liquid
– describe how to remove an air bubble from the compass bowl
– describe how to check that the card is turning freely on its pivot
– explain how the compass bowl is supported in the binnacle
– describe the marking of the lubber line and its purpose
– describe a binnacle and arrangement of correcting devices provided
– define ‘deviation’ and state how it is named
59

COMPETENCE 1.4
IMO Reference
– illustrate with sketches the deviations on various headings produced by permanent

magnetism with a pole or poles lying in the plane of the compass card
– illustrate with sketches the deviations on various headings resulting from induction in
a notional soft iron rod lying in the plane of the compass card
– explain the need for care in the placing of portable items of magnetic material,
including spare corrector magnets, or electrical equipment in the vicinity of
compasses
– explain the need for regular checking of the compass error
– explain why compass error should be checked after a major alteration of course
– explain why regular comparisons of standard compass, steering compass and gyro-
compasses should be made
– explain that the approximate error of the standard compass can be obtained by
comparison with the gyro-compass if no other means is available
– demonstrate taking bearing of celestial bodies and landmarks
1.3 Gyro-compass (10 hours)

– describe a free gyroscope and its gimbal mountings
– state that in the absence of disturbing forces the spin axis of a free gyroscope
maintains its direction in space
– explain what is meant by gyroscopic inertia and precession
– describe the precession resulting from a torque about axes perpendicular to the spin
axis
– explain that friction at gimbal pivots produces torques which give rise to precession
– state that the rate of precession is proportional to the applied torque
– define ‘tilt’ as movement of the spin axis in the vertical plane
– define ‘drift’ as the apparent movement of the gyroscope in azimuth resulting from
the earth’s rotation
– describe non-mathematically the apparent movement of a free gyroscope on the
earth’s surface, given its position and initial attitude
– use the apparent motion of a celestial body in the direction of the gyro axis to aid the
description in 3.9
– explain how a free gyroscope can be made north-seeking by the use of gravity
control and describes the resulting oscillations of the axis
– describe the use of damping in azimuth and damping in tilt to cause settling of the
axis and thus produce a gyro-compass
– explain that control and damping can be achieved by replacing the ballistic elements
with electrical signals, provided by tilt sensors, to produce torques about the vertical
and horizontal axes
– describe a familiar gyro-compass with particular reference to:
– the method of support
– control and damping arrangements
– the method of maintaining the heading indication in line with the axis of the gyro
– the transmission of heading to repeaters
– demonstrate the starting of the gyro-compass and explains how to minimize settling
time by slewing and levelling it to the correct heading
– state the necessary time for the compass to settle after switching on prior to sailing
– list the settings to be made or adjusted while the compass is in use
– explain how the repeater system is switched on and aligned with the master gyro-
compass
60

COMPETENCE 1.4
IMO Reference
– describe the use of gyro input to the direction-finder

– describe how gyro heading input is supplied to radar installation
– describe the alarms fitted to a gyro-compass
1.4 Automatic pilot (5 hours)

– explain the principle of an automatic pilot system
– list and explain the functions of the manual settings
– describe the procedures for change-over from automatic to manual steering and vice
versa
– explain what is meant by an adaptive automatic pilot and briefly explain how it
functions
– describe the course monitor and the off-course alarm
– list the other alarms fitted to the system
– state that the automatic pilot should be included in the steering gear testing prior to
the ship’s departure
– state the regulation regarding the use of the automatic pilot
– outline the recommendation on performance standards for automatic pilots
– explain the need for regular checking of the automatic pilot to ensure that it is
steering the correct course
– state that the automatic pilot should be tested manually at least once per watch
– describe the factors to take into account regarding the change-over to manual
control of steering in order to deal with a potentially hazardous situation
1.4.2 DETERMINE AND APPLY COMPASS ERRORS R1, R2, R6,

Textbooks: T1, T13, T24 R8, R9
1.1 Determine and apply compass errors using terrestrial observation

(1 hour)
– calculate compass error and gyro error, from transit bearings and bearings to distant
fixed objects
1.2 Determine and apply compass errors using celestial observation

(14 hours)
– obtain the error of the magnetic compass or gyro-compass by comparing the
compass bearing of the body with the true azimuth of the body obtained at the time
of observation
– obtain the azimuth of the body from tables, using GMT of observation, information
from the Nautical Almanac, LHA of the body and the observer’s DR position
– obtain from tables or by calculation, using the observer’s DR position and information
from the Nautical Almanac, the true bearing of a heavenly body on rising or setting,
i.e. solve an amplitude problem
– obtain the magnetic variation for the observer’s position, using isogonic lines or other
information on the chart
– apply variations to the error of the magnetic compass to find the deviations for the
direction of the ship’s head
61

COMPETENCE 1.5
IMO Reference
Meteorology and oceanography
TRAINING OUTCOMES:
1.5.1 OBTAIN AND APPLY METEOROLOGICAL INFORMATION Paragraph 7

of appendix to
regulation II/2 in
1.5.2 OBTAIN AND APPLY OCEANOGRAPHIC INFORMATION STCW-F
62

COMPETENCE 1.5
IMO Reference
1.5.1 OBTAIN AND APPLY METEOROLOGICAL INFORMATION R1, R2

1.1 Identify weather conditions liable to endanger the vessel (10 hours)
– list the areas and seasons in which a high incidence of sea fog can be expected
– list the areas and seasons in which strong winds at sea are experienced most often
– state the definitions adopted by the WMO with respect to Tropical Storms
– state local nomenclature Tropical Revolving Storms (TRS)
– state regions and seasons of greatest frequency of TRS
– state the conditions associated with the formation of tropical revolving storms
– state the factors which affect the future movement of a TRS
– describe with the aid of diagrams typical and possible tracks of TRS
– explain the factors associated with the decay of TRS
– draw a plan a TRS showing isobars, wind circulation, path, track, vortex or eye
trough line, dangerous semicircle, dangerous quadrant and navigable semicircle (for
north and south hemisphere)
– explain the reasons for the naming of the dangerous semicircle
– draw a cross section through a TRS showing areas of cloud and precipitation
– describe the characteristics of a TRS, i.e. size, wind, pressure, eye, cloud and
precipitation sequence
– describe the signs which give warning of the approach for the TRS
– explain the methods of determining in which sector of a TRS the ship is situated
– state the correct avoidance procedure when in the vicinity of a TRS given the position
and direction of travel of a TRS and ship’s voyage information
– describe appropriate measures to avoid the danger sector of a TRS
– describe the messages required to be sent in accordance with the requirements of
SOLAS, when a TRS is encountered, or suspected to be in the vicinity
– describe the message required to be sent in accordance with the requirements
of SOLAS, when a wind of or above storm force 10 is encountered which has not
previously been reported
– explain the formation of icebergs from floating glacier tongues and from ice shelves,
and the characteristics of each
– discuss the formation of sea ice
– define ice tongue, ice shelf
– define pack ice and fast ice
– discuss the normal seasons and probable tracks of North Atlantic bergs from origin
to decay
– define the outer limits of the area in which icebergs may be encountered in the North
Atlantic
– discuss the normal and extreme limits of iceberg travel in the southern oceans during
summer and winter
– explain the reasons for the decay of icebergs
– describe the areas affected by sea ice in regions frequented by shipping
– discuss the seasonal development and recession of sea ice on the coastlines of the
northern oceans, and in the latitude of the normal trade routes
– state the signs which may indicate the proximity of ice on clear days and nights
63

COMPETENCE 1.5
IMO Reference
– define the ranges at which observers may expect to detect ice visually in varying
conditions of visibility
– discuss the limitations of radar as a means of detecting ice
– state the precautions to be taken when navigating near ice, and when ice is
suspected in the vicinity
– describe the factors which may give rise to ice accretion
– describe the use of data in the Mariner’s Handbook, for estimating the rate of ice
accretion
– evaluate the methods of avoiding or reducing ice accretion
– explain the reports to be made under international Conventions when ice is
encountered
– list the information to be given in radio messages reporting dangerous ice
– state the iceberg nomenclature in use by the International Ice Patrol
– list the information to be given in radio messages reporting conditions leading to
severe ice accretion on ship’s superstructures
– demonstrate analysis of a synoptic chart as a whole
– estimate areas of expected precipitation or fog
– estimate areas of expected icing
1.2 Apply available meteorological information (10 hours)

– describe the organization, functions and objectives of the World Meteorological
Organization
– describe the sources of weather information available to shipping
– describe the information flow between merchant ships and meteorological offices
– describe the services provided for shipping by meteorological offices
– describe the appropriate weather bulletin and the contents of each of its sections
– describe the types of information received by facsimile machine
– describe the services provided for storm warnings
– apply previous concepts to the interpretation of symbols and isobaric patterns on
weather charts and facsimile charts
– apply previous concepts to the interpretation of synoptic and prognostic charts to
ascertain wind directions, areas of strong winds, cloud and precipitation areas, fog
areas, ice, and areas of fine weather
– explain how weather observations at a ship can be used to improve the forecast
derived from synoptic and prognostic charts
1.5.2 OBTAIN AND APPLY OCEANOGRAPHIC INFORMATION R1, R2

2.1 Use appropriate navigational publication on tides and currents

(10 hours)
– use the tidal information given on a chart
– determine the course and distance made good with a tidal stream or current
– determine the course to steer, allowing for tidal stream or current
– determine the set and rate of tidal stream or current from charts or tables
– define qualitatively the effect of geostrophic force on surface currents
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COMPETENCE 1.5
IMO Reference
– discuss the generation of drift currents by prevailing winds

– discuss the generation of gradient currents from differences in water temperature and
salinity
– discuss the generation of gradient currents resulting from the indirect effect of wind
causing a piling up of water on windward coasts as in the case of the Equatorial
Counter Currents
– analyse the nature of currents formed by a combination of the above as experienced
by western shores of large land masses
– relate the general pattern of surface water circulation to the atmospheric pressure
distribution
– construct a chart showing global surface water circulation applicable to the above
– describe the seasonal changes in the above in areas under the influence of the
Asiatic monsoons
– identify the principal individual currents by name
– analyse the onuses of individual currents where explicitly stated in Meteorology for
Mariners
– explain the classification of individual currents as warm or cold where appropriate
– describe the form in which surface current data is presented in current atlases and
on routeing charts
– evaluate qualitatively the use of this data in passage planning
– explain the derivation of the current rose
– explain the derivation of the predominant current
– show the meaning of the term constancy when applied to predominant currents
– explain the derivation of the vector mean current
– compare qualitatively the values of the information given by the current rose, the
predominant current and the vector mean current as aids to passage planning
2.2 Calculate the times and heights of high and low water and estimate
the direction and rate of streams (5 hours)
– explain the general theory of tides
– explain in basic terms the methods of predicting tides
– explain the non-astronomical component of sea level
– explain other irregularities of the tide
– state that the predicted tide level is not an accurate value
– demonstrate the use of tide tables
– determine height and time for high and low water in secondary ports
– determine the predicted height of water at a given time in a tabulated port
– determine the predicted time for a given tide level
– demonstrate the use of tidal stream charts
– define the zero level of the charts
– explain the effects of tidal streams upon the operation of the vessel and in fishing
– estimate the direction of the tidal streams
– estimate the rate of the tidal streams
65

COMPETENCE 1.6
IMO Reference
Fishing vessel manoeuvring and handling
TRAINING OUTCOMES:
1.6.1 IDENTIFY TECHNIQUES FOR MANOEUVRING AND HANDLING Paragraph 13

FISHING VESSELS IN ALL CONDITIONS of appendix to
regulation II/2 of
STCW-F
66

COMPETENCE 1.6
IMO Reference
1.6.1 IDENTIFY TECHNIQUES FOR MANOEUVRING AND HANDLING R1, R2

FISHING VESSELS IN ALL CONDITIONS
1.1 Identify requirements for berthing, unberthing and manoeuvring

alongside other vessel at sea (5 hours)
– describe the effects of right- and left-handed propellers
– explain the advantages and disadvantages of controllable-pitch propellers with
regard to vessel handling
– explain how to use engine, helm, tugs and mooring lines to berth and unberth
– list the preparations to be made for berthing alongside
– describe the use of head ropes, stern ropes, breast ropes and springs
– describe the safety measures to be taken when handling mooring ropes and wires
– describe how to join two mooring ropes together
– describe typical mooring arrangements
– demonstrate how to put a stopper on a rope or wire rope
– demonstrate how to make a mooring rope or wire fast to bitts
– describe the use of self-tensioning winches
– state the importance of keeping mooring lines clear of the propeller and notifying the
bridge when the propeller is not clear
– describe the different ways in which tugs may be made fast and used
– describe how to make fast tugs on towing hawsers or lashed up alongside
– describe the use of fenders during berthing and when secured in position
– describe method of mooring to a buoy
– explain how to use a messenger to pass a wire or chain to a buoy
– explain how to set up and secure a slip wire
– describe the method of securing ropes and wires to a buoy
– describe the procedures for singling up and letting go from berths and buoys
– explain how to slip a slip wire
– describe how to stow mooring ropes and wires for a sea passage
– explain how to rig and light the pilot ladder
– state what equipment should be at hand ready for use at the pilot ladder
– state that rigging of the ladder and the embarkation and disembarkation of the pilot
should be supervised by a responsible officer
67

COMPETENCE 1.6
IMO Reference
1.2 Identify requirements for manoeuvring during fishing operations

(3 hours)
– explain how to use engines and steer the vessel when fishing gear being shot
depends on various fishing methods
– describe the factors that should be considered related to shooting course and speed
when fishing gears are being shot
– describe how to use engines and to steer the vessel during hauling gear depending
on fishing methods
– state the danger of loading all catches on deck at once
– state that when the trawlers tow fishing gear the rudder should be always be hand-
operated, and the winch drum should not be clutched in
– state that seawater in the factory can endanger the stability of the vessel
1.3 Identify the effects of wind, tide and current on ship handling
(3 hours)
– explain how the effect of wind on a given ship depends upon:
– the wind strength
– the relative direction of the wind
– the above-water area and profile
– the draught and trim
– the ship’s fore-and-aft movement
– describe the behaviour of a ship moving ahead with a wind from various directions
– state that, as a ship is slowed, a speed is reached at which the wind prevents
marinating course
– describe the effect of wind when making large turns
– describe the effect of wind on a ship making sternway
– describe the effect of current on the motion of a ship
– state that in rivers and narrow channels the current is usually stronger in the centre of
a straight channel or at the outside of bends
– describe how to make use of different current strengths when turning in a channel
– describe how a current may be used to control lateral movement towards or away
from a river berth
– explain how to use an anchor to dredge down with a current
1.4 Identify requirements for manoeuvring in shallow waters (3 hours)

– define shallow water as a depth of less than 1.5 m ship’s draught
– explain that shallow-water effects become more marked as depth decreases
– list shallow-water effects as:
– increase directional stability
– a large increase in turning radius
– the ship carrying her way longer and responding slowly to changes in engine
speed
– speed falling less during turns
– squat increasing
– trim changing, usually by the head for a full hull form
68

COMPETENCE 1.6
IMO Reference
– define ‘squat’ as the reduction of under-keel clearance resulting from bodily sinkage
and change of trim which occurs when a ship moves through the water
– state that squat is considerably reduced by a reduction of speed
– define ‘blockage factor’ as the ratio of the cross-sectional area of water in a channel
– state that squat and other shallow-water effects increase as the blockage factor
increases
– state that excessive speed in shallow-water can ground a ship in water of sufficient
depth to float it as slow speed
– state that approaching shoal patches or banks may give rise to an unexpected sheer
– state that reduced speed should be used in shallow-water and narrow channels to
reduce shallow-water effects and allow time to correct an unwanted sheer
– state that increased vibration may be experienced in shallow water
1.5 Identify major considerations for managing a fishing vessel in heavy

weather (3 hours)
– describe the precautions to be taken before the onset of heavy weather
– define wavelength, period and period of encounter of waves and swell
– define rolling period and synchronous rolling explains how synchronous rolling can
be avoided by an alteration of speed or course to change the period of encounter
– describe synchronous pitching and how to prevent it
– describe how excessive speed into head seas can cause severe panting and
slamming stresses
– explain that heavy pitching also gives rise to high longitudinal stresses, racing of the
propeller and the shipping of water
– define ‘pooping’ and describe the conditions in which it may occur
– define ‘broaching-to’ and describe the conditions in which it may occur
– explain that a reduction in speed combined with an alteration of course can reduce
the danger of ‘broaching-to’ and of ‘being pooped’
– describe how to turn a vessel in heavy seas
– state that a vessel may be hove-to with the wind on the bow or on the quarter or
stopped
– describe methods of turning a disabled vessel’s head to keep it out of a sea trough
and of lessening lee drift
– explain that a vessel may drift at an angle to the downwind direction and that its
direction of drift will depend upon which side it has the wind
– describe how to use oil to reduce breaking seas when hove-to and when
manoeuvring in heavy seas
– describe actions which may be taken to prevent a vessel being driven on to a lee
shore
1.6 Identify requirements for rescuing persons and assisting vessels in

distress (3 hours)
See competence 1.7 Emergency procedures
69

COMPETENCE 1.6
IMO Reference
1.7 Identify requirements for towing and being towed (3 hours)

– state that permission from the owners is usually required before towing, except for
the purpose of saving life
– state that a coastal State may intervene when a disabled vessel presents a potential
risk to the environment
– state that early communication should be established between the vessels to agree
on the method of connecting the tow
– state that both vessels should have everything prepared and have agreed on
communications before the arrival of the towing vessel
– describe how to approach a disabled vessel and pass the first connection by line-
throwing apparatus or other methods
– state that the tow normally passes a messenger followed by a wire messenger to the
towing to haul across the towing wire
– describe how to pay out the towing wire under control
– describe methods of securing the towing wire at the towing vessel
– explain why the wire is usually shackled to the anchor cable of the tow
– describe the preparations made by the disabled vessel
– state that the towing wire should be protected from chafing at fairleads
– state that wires and cables should be inspected frequently and the nip freshened if
any sign of wear or chafe is found
– describe how to take the weight of the tow
– explain how the towing speed should be decided
– describe how to disconnect the tow on arrival at the destination
1.8 Identify vessel handling requirements for man overboard procedure

(2 hours)
– distinguish between ‘immediate action’, ‘delayed action’ and ‘person missing’
situations
– describe the single turn, Williamson turn and Scharnow turn manoeuvres
– explain the situations in which each turn is appropriate
– explain that the standard manoeuvres are not guaranteed to return a ship into its
wake because of the effects of particular ship characteristics and environmental
conditions on the ship and the person in the water
– list the sequence of actions to take when a person is seen to fall overboard
– list the actions to take when a man-overboard report is received on the bridge
70

COMPETENCE 1.6
IMO Reference
1.9 Identify, where applicable, practical measures to be taken when

navigating in ice or conditions of ice accretion (5 hours)
See also competence 1.5 Meteorology and oceanography
– state that all the available possible information about ice located on or in the vicinity
of the intended track should be obtained
– state that, when ice is reported on or near the course, all the vessels must navigate
with full cautions to avoid the dangers
– explain that radar may not detect small icebergs and growlers
– state that navigation marks may be removed without warning in coastal areas
threatened by ice
– state that no attempt should be made to enter a region of thick ice in a vessel not
specially strengthened for navigation in ice
– explain that leads through the ice show well on radar when set to short range
– state that it is important to follow the ice-breaker’s instructions regarding speed and
manoeuvring
– state that fenders should be ready for use when negotiating sharp turns in leads
– describe the precautions which should be taken to prevent freezing up of tail-end
shafts, deck machinery and services
– describe how to heave to in an ice field
– describe the need to keep a look-out, when hove-to at night, for large ice drifting
through the pack
– state that soft ice may block seawater intakes
– describe the conditions in which ice accumulates on decks and superstructures
– explain the dangers resulting from heavy accumulation of ice
– state that a change of course or speed should be make to reduce the shipping of
freezing spray
– state that accumulated ice and snow should be cleared away as quickly as possible
– describe methods of clearing deck, rigging and superstructure of ice
– state that all possible information about ice located on or in the vicinity of the
intended track should be obtained
71

COMPETENCE 1.7
IMO Reference
Emergency procedures
TRAINING OUTCOMES:
1.7.1 RESPOND TO EMERGENCY SITUATIONS INVOLVING FISHING Paragraph 12

VESSEL PERSONNEL of appendix to
regulation II/2 in
STCW-F
1.7.2 RESPOND TO FISHING VESSEL EMERGENCY SITUATIONS
1.7.3 PROVIDE ASSISTANCE IN EMERGENCY SITUATIONS
72

COMPETENCE 1.7
IMO Reference
1.7.1 RESPOND TO EMERGENCY SITUATIONS INVOLVING FISHING R1, R2, R3

VESSEL PERSONNEL
Textbooks: T11, T26
Teaching aids: A1
1.1 Follow emergency procedures specified in the vessel’s contingency

plans (5 hours)
– draw up a muster list and emergency instructions for a given crew and type of ship
– assign duties for the operation of remote controls such as:
– main engine stop
– ventilation stops
– lubricating and fuel oil transfer pump stops
– dump valves
– CO2 discharge
– watertight doors
– assign duties for the operation of essential services such as:
– emergency generator and switchboard
– emergency fire and bilge pumps
– describe the division of the crew into a command team, an emergency team, a back-
up emergency team and an engine-room emergency team
– explain the composition of the each emergency team
– state that crew members not assigned to emergency teams would prepare survival
craft, render first aid and generally assist the emergency parties as directed
– designate muster positions for the command team, both at sea and in port
– designate muster positions for the emergency teams
– state that the engine-room emergency team would take control of engine-room
emergencies and keep the command team informed
– state that good communications between the command team and the emergency
teams are essential
– draw up plans to deal with:
– fire in specific areas, such as galley, accommodation, engine-room or fish hold,
space, including co-ordination with shore facilities in port, taking account of the
vessel’s fire-control plan
– rescue of victims of a gassing accident in an enclosed space
– heavy-weather damage, with particular reference to hatches, ventilators and the
security of deck fishing gears
– rescue of survivors from another vessel or from the sea
– leakages and spills of oil
– stranding
– abandoning ship
– explain how drills and practices should be organized
– describe the role of a shipboard safety committee in contingency planning
73

COMPETENCE 1.7
IMO Reference
1.2 Identify relevant emergency situation duties and responsibilities

(3 hours)
– explain the appropriate action to be taken when observing and receiving distress
signals
– state that a distress or urgency signal should be transmitted and survival craft
prepared if necessary in stranding situation
– state that any discharge or probable discharge of oil should be reported to the
nearest coast radio station in stranding situation
– state that, when appropriate, a disabled vessel should report to a coastal State that it
is a potential hazard to other vessels or to the environment
– list the duties of the skipper following a collision
– state that in calm weather the colliding vessel should generally remain embedded to
allow the other ship time to assess the damage or prepare to abandon vessel
– state that any discharge or probable discharge of oil should be reported to the
nearest coast radio station in collision situation
– state that a distress or urgency signal should be made, as appropriate in a collision
situation
– state that a distress call should be transmitted by all available means until
acknowledged in an abandoning vessel situation
1.3 Identify appropriate action to be taken following a fire or collision

(3 hours)
– state that after impact the engines should be stopped, all watertight doors closed,
the general alarm sounded and the crew informed of the situation
– state that survival craft should be made ready for abandoning vessel or assisting the
crew of the other vessel
– state that damage to own vessel should be determined
– state that requests for information may be received from coastal States
– state that, if not in danger, own vessel should stand by to render assistance to the
other for as long as necessary
– describe measures to attempt to limit damage and salve own vessel
– state that the owners should be informed and all details of the collision and
subsequent actions entered in the log-book
– describe methods of fighting fires
(see IMO Model Course 2.03: Advanced Training in Fire Fighting)
– state that cooling of compartment boundaries where fire has occurred should be
continued until ambient temperature is approached
– explain the dangers of accumulated water from fire fighting and describe how to deal
with it
– state that watch for re-ignition should be maintained until the area is cold
– describe the precautions to take before entry to a compartment where a fire has
been extinguished
– describe the inspection for damage
– describe measures which may be taken to plug holes, shore up damaged or stressed
structure, blank broken piping, make safe damaged electrical cables and limit ingress
of water through a damaged deck or superstructure
– state that continuous watch should be kept on the damaged area and temporary
repairs
– state that course and speed should be adjusted to minimize stresses and the
shipping of water
74

COMPETENCE 1.7
IMO Reference
1.4 Indicate procedures to be followed in abandoning the fishing vessel

(3 hours)
– state that a vessel should only be abandoned when imminent danger of sinking,
breaking up, fire or explosion exists or other circumstances make remaining on board
impossible
– list the information to include in the distress message
– describe other distress signals which may be used to attract attention
– describe the launching of boats and liferafts when the vessel is listing heavily
– describe the launching of boats and liferafts in heavy weather conditions
– describe the use of oil to calm the sea surface and explain why fuel oil is not suitable
1.7.2 RESPOND TO FISHING VESSEL EMERGENCY SITUATIONS R1, R2, R3

Textbooks: T11, T26
Teaching aids: A1
2.1 Specify precautions to be taken when beaching a vessel (3 hours)

– describe the circumstances in which a vessel may be beached
– state that a gently shelving beach of mud, sand or gravel should be chosen if
possible
– state that beaching should be at slow speed
– state that, when trimmed heavily by the head, beaching stern first may be
advantageous
– compare the relative advantages of beaching broadside-on and at right-angles to the
beach
– state that wind or tide along the shore will quickly swing the vessel broadside-on to
the beach
– describe measures which can be taken to prevent the vessel driving further ashore
and to assist with subsequent refloating
– state that ballast should be added or transferred to counteract a tendency to bump
on the bottom
– state that all tanks and compartments should be sounded and an assessment made
of damage to the ship
– state that soundings should be taken to establish the depth of water round the ship
and the nature of the bottom
2.2 Identify actions to be taken prior to, and after, grounding (4 hours)
– state that, on stranding, the engines should be stopped, watertight doors closed, the
general alarm sounded and, if on a falling tide, the engines should be put full astern
to see if the ship will immediately refloat
– state that engineers should be warned to change to high-level water intakes
– state that a distress or urgency signal should be transmitted and survival craft
prepared if necessary
– state that all tanks and compartments should be sounded and the ship should be
inspected for damage
– state that any discharge or probable discharge of harmful substances should be
reported to the nearest coast radio station
– state that soundings should be taken to establish the depth of water round the ship
75

COMPETENCE 1.7
IMO Reference
– describe measures which can be taken to prevent the ship driving further ashore and
to assist with subsequent refloating
– state that ballast should be added or transferred to counteract a tendency to bump
on the bottom
– state that all tanks and compartments should be sounded and assessment made of
damage to the ship
– state that soundings should be taken to establish the depth of water around the ship
– describe the use of the main engine in attempting to refloat and the danger of
building up silt from its use
2.3 Specify actions to be taken when the gear becomes fast to the
ground or other obstruction (3 hours)
– state that the engines should be stopped immediately after the gear being fouled
– state the expected dangers if the gear caught by obstruction
– describe measures which can be taken to safely recover the gear
2.4 Follow procedures for floating a grounded vessel, with and without
assistance (3 hours)
– state that soundings should be taken to establish the depth of water around the ship
– describe measures which can be taken to prevent further damage to the ship and to
assist with subsequent refloating
– explain how ballast or other weights may be moved, taken on or discharged to assist
refloating
– describe the use of ground tackle for hauling line
– describe ways in which tugs may be used to assist in refloating
– describe the use of the main engine in attempting to refloat and the danger of
building up silt from its use
2.5 Indicate action to be taken following a collision (3 hours)

– list the procedures of the officer in charge of navigational watch following a collision
– state that after impact the engines should be stopped, all watertight doors closed,
the general alarm sounded and the crew informed of the situation
– state that in calm weather the colliding ship should generally remain embedded to
allow the other ship time to assess the damage or prepare to abandon ship
– state that survival craft should be made ready for abandoning ship or assisting the
crew of the other ship
– state that damage to own ship should be determined
– state that a distress or urgency signal should be made, as appropriate
– state that requests for information may be received from coastal States
– state that, if not in danger, own ship should stand by to render assistance to the
other for as long as necessary
– describe measures to attempt to limit damage and salve own ship
– state that any discharge or probable discharge of harmful substances should be
reported to the nearest coast radio station
– state that the owners should be informed and all details of the collision and
subsequent actions entered in the log-book
76

COMPETENCE 1.7
IMO Reference
2.6 Follow procedures for the temporary plugging of leaks (4 hours)

– list the procedures for temporary plugging
– describe measures which may be taken to plug leaks
2.7 Prepare contingency plans for the protection and safety of fishing
vessel personnel in emergencies (3 hours)
– list the contents of a muster list and emergency instructions
– state that duties are assigned for the operation of remote controls such as:
– main engine stop
– ventilation stops
– lubricating and fuel oil transfer pump stops
– dump valves
– CO2 discharge
– watertight doors and the operation of essential services such as:
– emergency generator and switchboard
– emergency fire and bridge pumps
– describe the division of the crew into a command team, an emergency term, a
back-up emergency team and an engine-room emergency team
– explain the composition of emergency teams
– state that crew members not assigned to emergency teams would prepare survival
craft, render first aid, assemble passengers and generally assist the emergency
parties as directed
– state that the engine-room emergency team would take control of ER emergencies
and keep the command team informed
– state that good communications between the command team and the emergency
teams are essential
– describe the actions to take to deal with:
– fire in specific areas such as galley, accommodation, engine-room or cargo
space, including co-ordination with shore facilities in port, taking account of the
ship’s fire-control plan
– rescue of victims of a gassing accident in an enclosed space
– heavy weather damage, with particular reference to hatches, ventilators and the
security of deck cargo
– rescue of survivors from another ship or the sea
– leakages and spills of dangerous cargo
– stranding
– abandoning ship
– explain the importance of drills and practices
2.8 Identify procedures for limiting damage and salving the vessel
following a fire or explosion (5 hours)
– describe methods of fighting fires
(see IMO Model Course 2.03, Advanced Training in Fire Fighting)
– state that cooling of compartment boundaries where fire has occurred should be
continued until ambient temperature is approached
– explain the dangers of accumulated water from fire fighting and describe how to deal
with it
77

COMPETENCE 1.7
IMO Reference
– state that watch for re-ignition should be maintained until the area is cold
– describe the precautions to take before entry to a compartment where a fire has
been extinguished
– describe the inspection for damage
– describe measures which may be taken to plug holes, shore up damaged or stressed
structure, blank broken piping, make safe damaged electrical cables and limit ingress
of water through a damaged deck or superstructure
– state that continuous watch should be kept on the damaged area and temporary
repairs
– state that course and speed should be adjusted to minimize stresses and the
shipping of water
2.9 Specify abandoning ship procedures (3 hours)

– state that a ship should only be abandoned when imminent danger of sinking,
breaking up, fire or explosion exists or other circumstances make remaining on board
impossible
– state that a distress call should be transmitted by all available means until
acknowledged
– list the information to include in the distress message
– describe other distress signals which may be used to attract attention
– describe the launching of boats and liferafts when the ship is listing heavily
– describe the launching of boats and liferafts in heavy weather conditions
– describe the use of oil to calm the sea surface and explain why fuel oil is not suitable
– state that the motor boats should be used to tow craft clear of the ship, pick up
survivors from the water and marshal survival craft
– state that survival craft should remain together in the vicinity of the sinking to aid
detection and rescue
– describe the use of rocket line-throwing appliances and breeches buoy
2.10 Identify emergency steering arrangements (3 hours)

– describe typical arrangements of auxiliary steering gear
– describe how the auxiliary steering gear is brought into action
– describe how to change from bridge control to local control in the steering gear
compartment
– state that, when appropriate, a disabled ship should report to a coastal State that it is
a potential hazard to other ships or to the environment
– list possible courses of action which may be taken by a disabled ship
– describe methods of securing the rudder in the event of a broken rudder stock
– explain that, in the event of the loss of the rudder, jury steering may be achieved by
providing a drag on either side of the ship
– describe a jury steering arrangement using materials normally found aboard vessel
– describe a means of constructing a jury rudder, where practicable
78

COMPETENCE 1.8
IMO Reference
English language
TRAINING OUTCOMES:
1.8.1 APPLY ENGLISH LANGUAGE TO FISHING VESSEL OPERATIONS Paragraph 17

See IMO Model Course No. 3.17 – Maritime English of appendix to
regulation II/2 in
STCW-F
See IMO publication Standard Marine Communication Phrases
79

COMPETENCE 1.8 IMO Reference

English language
1.8.1 APPLY ENGLISH LANGUAGE TO FISHING VESSEL OPERATIONS R1, R2

Textbooks: T1, T12
Teaching aids: A2, A3, A4, A18

– interpret charts and other nautical publications
– understand meteorological information and messages concerning ship’s safety and
operation
– communicate with other ships and coast stations
– perform the officer’s duties with multilingual crew

Textbooks: T19
Teaching aids: A4
1.1 Standard Marine Communication Phrases

– interpret and use relevant sections of IMO standard marine communication phrases,
as appropriate
80

COMPETENCE 1.9
IMO Reference
Communications
TRAINING OUTCOMES:
1.9.1 IDENTIFY GLOBAL MARITIME DISTRESS AND SAFETY SYSTEM Paragraph 9

(GMDSS) AND RADIOCOMMUNICATIONS REQUIREMENTS of appendix to
regulation II/2 in
STCW-F
1.9.2 PROVIDE GMDSS AND RADIOCOMMUNICATIONS SERVICES
1.9.3 MAKE VISUAL SIGNALS
81

COMPETENCE 1.9
IMO Reference
Communications
1.9.1 IDENTIFY GLOBAL MARITIME DISTRESS AND SAFETY SYSTEM R1, R2

(GMDSS) AND RADIOCOMMUNICATIONS REQUIREMENTS
Textbooks: T19
Teaching aids: A1
See IMO Model Course 1.26 for guidance
1.1 Principles and basic factors for GMDSS use
1.2 Navigational and meteorological warning systems and select the

appropriate communication services
1.3 The adverse effects of misuse of communication equipment
1.9.2 PROVIDE GMDSS AND RADIOCOMMUNICATIONS SERVICES R1, R2

Textbooks: T19
Teaching aids: A1
See IMO Model Course 1.26 for guidance
2.1 Operate radiocommunications equipment
2.2 Provide radio service in an emergency
2.3 Apply search and rescue radiocommunications procedures
2.4 Use ship reporting systems
2.5 Apply radio medical services procedures
2.6 Apply measures to protect personnel from radiation hazards
1.9.3 MAKE VISUAL SIGNALS R1, R2, R4

Textbooks: T1
Teaching aids: A1, A6, A7
3.1 Use the International Code of Signals (10 hours)

– identify Morse symbols for the alphabet and numerals
– send and receive Morse signals by flashing light at a rate of a least 15 characters per
minute
– list the parts of a signal made by flashing as:
– the call
– the identity
– the text
– the ending
82

COMPETENCE 1.9
IMO Reference
Communications
– demonstrate the procedure for sending a message to an unknown ship in plain

language or in code
– correctly use the ‘erase’ signal when sending or receiving
– correctly use the ‘repeat’ signal
– correctly use the repetition signals AA, AB, WA, WB and BN
– explain the use of the waiting signal AS
– demonstrate the use of the procedure signals C, N (or NO), RQ and state that they
cannot be used with single-letter signals
– state the meaning and explain the use of YU, YV, YZ
– state the recommendations on sound signalling
– list the single-letter signals which may be sounded only in compliance with the
requirements of the International Regulations for Preventing Collisions at Sea
– demonstrate sending and receiving Morse by hand-flags or arms
– state the distress signal when made by flashing light
83

COMPETENCE 1.10
IMO Reference
Search and rescue
TRAINING OUTCOMES: Paragraph 19

of appendix to
regulation II/2 of
Demonstrate a knowledge and understanding of: STCW-F
1.10.1 IDENTIFY SEARCH AND RESCUE ARRANGEMENTS R1, R2, R4
Textbooks: T8, T11

Teaching aids: A1
– identify search and rescue procedures specified by the Ship Search and Rescue
Manual (MERSAR) and the International Aeronautical and Maritime Search and
Rescue Manual (IAMSAR Manual)
– apply search and rescue procedures specified by the Ship Search and Rescue
Manual (MERSAR) and the International Aeronautical and Maritime Search and
Rescue Manual (IAMSAR Manual)
84

COMPETENCE 1.11
IMO Reference
Fishing vessel power plants
TRAINING OUTCOMES:
1.11.1 OPERATE AND MAINTAIN FISHING VESSEL POWER PLANTS Section 3 of

chapter 7 of
Document for
Guidance on
Training and
Certification of
Fishing Vessel
Personnel
85


Fishing vessel power plants
1.1.1 OPERATE AND MAINTAIN FISHING VESSEL POWER PLANTS R1, R2

Textbooks: T20
Teaching aids: A1
1.1 Identify operating principles of marine power plants in fishing

vessels (5 hours)
– describe the 2-stroke diesel cycle
– describe the 4-stroke diesel cycle
– describe the methods of scavenging in 2-stroke engines
– explain the cause of scavenge fires and how they are dealt with
– describe methods of supercharging
– describe the fuel oil system from bunker tank to injection
– describe the lubrication system
– describe engine cooling-water systems
– describe the arrangement of clutch and gears
– describe how a diesel engine is prepared for stand-by
– describe the method of starting and reversing a diesel engine
– sketch and describe an oil-lubricated stern-tube
– describe how the propeller is secured to the tailshaft
– define pitch, slip and efficiency of a propeller
– describe the arrangement and operation of a controllable-pitch propeller (CPP)
– state the general precautions to take with a CPP
– state that changing control positions and the use of emergency hand control of pitch
and engine revolutions should be exercised
86

Function 2: Catch Handling and Stowage
Index

Objective
Teaching aids
Video cassette
References
Textbooks

Timetable
Lectures
Course outline
Guidance notes

Introduction
Catch handling and stowage
87


■ Objective
This syllabus meets standards of the requirements of the STCW-F Convention, 1995 and
the guidance in chapter 7, section 2 and 3 of the FAO/ILO/IMO Document for Guidance on
Training and Certification of Fishing Vessel Personnel.
This functional element provides the detailed knowledge to support the training outcomes
related to catch handling and stowage.
● stowing and securing catch and fishing gear on board
● loading and discharging procedures.
■ Teaching Aids (A)

Fishing Vessel Personnel, 1995 (STCW-F) (Sales number: IMO-I915E)
Personnel, 2001 (Sales number: IMO-IA948E)
R3 Code of Safety for Fishermen and Fishing Vessels, 2005, Part A Safety and Health
Practices for Skippers and Crews, 2005 (Sales number: IA749E)
R4 International Convention on Load Lines, 1966 (Sales number: IMO-IB701E)
R5 Supplement relating to the International Convention on Load Lines, 1966 (Sales number:
IMO-I705E)
R6 Code on Intact Stability for all Types of Ships covered by IMO Instruments (Sales
number: IMO-IA874E)
■ Textbooks (T)
T1 Derret, D.R. Ship Stability for Masters and Mates, 4th ed. Butterworth-Heinemann, 1999
(ISBN 750641010)
T2 J.J. Connell, Control of Fish Quality, 2nd ed. (Farnham, Surrey, England, Fishing News
Books Ltd, 1975; reprinted 1995) (ISBN 08523822X)
T3 A.M. Pearson and T.R. Duston, HACCP IN MEAT, POULTRY AND FISH PROCESSING
(London, Chapman & Hall, 1999) (ISBN 834213273)
T4 J.H. Merritt, Refrigeration on Fishing Vessels (London, Fishing News Books Ltd, 1978)
(ISBN 085238095x)
T5 Immer, J.R. Cargo handling, Marine Education Textbooks, 1984 (ISBN 1-877977-806-8)
88

FUNCTION 2: CATCH HANDLING AND STOWAGE
Fax +44 1865 714591
89


■ Timetable
Development of a detailed timetable depends on the level of skills of the officers entering the
course and the amount of revision work of basic principles that may be required.
Lecturers must develop their own timetable depending on:

● the level of skills of trainees
Preparation and planning constitute an important factor which makes a major contribution to
■ Lectures
use of practical examples, They should be well illustrated with diagrams, photographs and

then cover the topic in detail; and, finally, summarize what you have told them.
The use of an overhead projector and the distribution of copies of the transparencies as
trainees handouts contribute to the learning process.
■ Course Outline
to suit individual groups of trainees depending on their experience, ability, equipment and
90

Course outline
Total hours
Functional skill components For each subject area
topic of required
performance
COMPETENCE:
2.1 Catch handling and stowage
2.1.1 IDENTIFY THE EFFECT UPON THE SAFETY OF THE VESSEL OF 10
CATCH HANDLING AND STOWAGE
2.1.2 STOWAGE AND SECURING CATCH AND FISHING GEAR ON 30
BOARD VESSELS
2.1.3 FOLLOW LOADING AND DISCHARGING PROCEDURES 10 50
91

Guidance Notes
COMPETENCE
2.1 Catch Handling and Stowage 50 hours
2.1.1 IDENTIFY THE EFFECT UPON THE SAFETY OF THE VESSEL OF

CATCH HANDLING AND STOWAGE 10 hours
There are some dangers in mishandling a catch when it is being landed on deck and remaining
there and the changes in the fishing vessel’s stability which may arise during stowage.
The effect of changes in centre of gravity and free surface effect should be understood by all
handling the catch (this should be particularly stressed where fishing methods may result in
very large catches at any time).
It is necessary also to avoid blocking freeing ports with the catch.
2.1.2 STOWAGE AND SECURING CATCH AND FISHING GEAR ON

BOARD VESSELS 30 hours
2.1 Hygienic operating practices
Clean conditions should prevail so that the numbers of spoilage bacteria and undesirable
material introduced into the fishroom are held to a reasonably low level.
The fishroom must be kept in a reasonable state of cleanliness in order to keep spoilage
bacteria and odours in check. It should be cleaned thoroughly once a week or, if the period
must be longer due to the length of voyage, after the fish has been discharged at the end of
the voyage. Unused ice should be discarded because it will carry a high bacteria load, unless
it has been held at low temperature.
The fishroom itself should be washed thoroughly, hosing down with clean water and using
a stiff brush where necessary to remove fish slime, dirt, etc… The water pressure should be
150KN/m2 gauge or more. It is preferable to use a detergent but care must be exercised in its
choice to avoid tainting of the fish. It can be put into the water or applied directly. As a last
step, the room should be hosed carefully with water so that no foreign material or detergent
remain.
According to another proposal, the fishroom would be made up of one or more removable
compartments which could be lifted out and emptied by tipping.
92

2.2 Preparation of the catch for stowage
The major features required of a system for handling fish prior to freezing are low temperature
and punctual handling.
● As in wet fishing, there should be no contamination or rough handling of the fish
from the time it arrives on board.
● The fish should be frozen soon after catching, consistent with adequate bleeding.
● The fish should be held in chilled conditions, below 5°C, from catching to freezing in
order to retard spoilage, avoid the ill-effects of rigor mortis and make the bleeding
operation more effective.
Bleeding
Thorough bleeding of the fish is often essential. This is done in some fisheries by cutting the
throat of the fish soon after catching, before gutting. Heading or gutting in the recommended
manner with adequate chilling is also effective if carried out early enough. Chill conditions,
below 5°C, should prevail before and after the cutting operation for best results, if blood
discolorations are to be avoided, in order to prevent clotting of the blood. The time required
for adequate bleeding varies considerably depending on the condition of the fish and on
temperature. In most cases, one hour in ice or in chilled water is sufficient. With proper
handling and stowage, blood discolorations will be at a minimum because stowage in ice
provides good conditions for bleeding.
Thus, after gutting (which severs important blood vessels) a delay of 30–60 minutes preferably
at chill temperatures is necessary to allow blood to flow out of the flesh. The required delay and
rapid chilling are efficiently provided by pre-freezing immersion in refrigerated seawater.
Heading
Heading, removal of the head, is sometimes practised in order to increase the stowage rate
of edible material. Also some types of gutting machines include heading as an initial step
before gutting.
It should be carried out by cutting, at least through to the bone, not by tearing off the head.
Heading may result in a loss of yield on later processing but if it is done accurately and
cleanly, any loss will be slight. Where the fish is to be filleted for example, there may be
losses of material on heading and on filleting, because the exposed end of the fillet may be
discoloured and have to be trimmed off.
Gutting
Generally speaking, spoilage and discoloration during storage will be greatly decreased by
gutting and the avoidance of increased temperature followed by storage in melting ice will
effectively bleed the fish, leaving the flesh free of blood discolorations. In order to prevent
needless contamination, gutting should remove all the gut and liver.
Guts and unwanted fish should not be mixed with fish destined for stowage. Excessive and
ragged cuts should be avoided but the belly cavity should be opened sufficiently to make
93

washing after gutting effective. The cutting of both napes of round fish such as cod helps to
achieve this.
It has been standard practice to gut the fish with the aid of only a knife. Much of the effort
expended by the fisherman, who is more often than not exposed to the elements, is in
stooping to pick up the fish and then throwing it into the washer or washing it manually after
gutting. The gutting bench and the gutting machine lend themselves to conveyor systems
which also can reduce handling and damage to the fish through rough handling. Guts should
be carefully thrown into separate baskets – if they lay in contact with other fish those fish will
deteriorate more rapidly.
Washing
The fish usually are washed before stowage although it is not always necessary.
Removal of the causative agents where this is possible has a large beneficial effect on the
rate of deterioration. Clearly intrinsic enzymes cannot be removed without destroying the
commodity. In order to be practically effective the numbers of micro-organisms have to be
reduced to a small percentage of those originally present but this can be achieved in many
cases by washing with cold water the surface of the fish free of slime, debris, gut fragments
and faeces.
When the catch is visibly dirty, it is advisable to wash the fish by hosing them with water. It is
normal practice to wash the fish in seawater after gutting in order to substantially eliminate
loose dirt, blood, intestinal material, etc. from the outer surfaces and belly cavity of the
gutted fish.
There are various methods of washing. When the fish are washed by hand in batches with the
aid of a hose it is as well to avoid a long delay between batches in order to stow them as soon
as possible after gutting and promote more effective washing in small batches. Sometimes
the fish are placed in open-mesh baskets and lowered into a tank of agitated water.
In another method the fish are tossed into a tank of swirling water, supplied through jets,
immediately after gutting. Assisted by the motion of the vessel they then pass over a weir at
one end of the tank and down a chute into the fishroom.
Quick stowage
Bearing in mind the dependence of spoilage rate on temperature, it is imperative to chill the
catch as soon as possible after it is landed on deck. In some cases, for example with hake,
in a warm climate a delay of two hours may be excessive. Even in arctic waters the fishing
deck can be warm, particularly in direct sunshine
2.3 Stowage of the catch
Bulking
In bulking, the fish and ice are mixed to achieve intimate contact which will secure the maximum
storage life in ice. It usually is carried out in a hold divided into pounds fitted with removable
shelves of wood or metal. Bulking to a depth greater than 40 cm is not recommended for
94

cod because it can lead to damage and severe weight loss due to pressure. With some other
species the limits are lower. Weight losses in excess of 10% over a period of 14 days have
been recorded in cod and haddock stowed at a depth of 1 metre. Care must be exercised,
therefore, to insure that the shelves are not overfilled and that each is resting on its supports,
not on the bulk of fish and ice immediately below. As in any method of icing, the fish should
be protected by ice against the ingress of heat. Shrimp will have a relatively high weight loss,
perhaps more than 20% over a period of 14 days, even with good icing.
With the method of bulking, there are difficulties in the unloading of the catch. A large amount
of labour is required and there appears to be limited scope for mechanization. The most
common procedure is to separate the ice and fish on board, load the fish into baskets or boxes
and then transfer them to shore with the aid of a winch. The ice is discharged overboard.
Alternatively, the ice and fish can be separated on shore. Often the fish are damaged by
hooks and shovels and lie on the market for several hours without any ice. The method of
bulking, however, makes it difficult to avoid mixing of the catch at the time of discharge.
Bulk stowage without ice is sometimes practised where icing is difficult or impossible,
for example with pelagic fish caught in large numbers. The storage life is dependent on
temperature, species and other factors but in any case is relatively short.
Shelfing
Shelfing means the stowing of fish in single layers, gut cavity down, on a bed of ice. Sometimes
a little ice is spread on top. It is designed to ensure bleeding through the cut surfaces of the
fish and retard spoilage by chilling, bearing in mind that the gut cavity can be a source of
trouble. The skin of cod stored in this way has a glossier, more attractive appearance than the
skin of bulked fish. There is an absence of indentations caused by ice which may be present
in bulked fish. SheIfing is a more labourious method of stowage and consumes about double
the space required for bulking. It also produces inferior quality because icing is incomplete,
giving higher fish temperature and more influence from fishroom conditions. With the usual
fishroom temperature in arctic fishing, between 1 and 2°C, significant differences in quality
between bulked and shelfed fish can be expected after 3 to 7 days storage.
Boxing at sea
Although bulk stowage in ice can be just as good from the point of view of quality landed,
boxing in ice at sea has several advantages over bulking. Discharge is made easier and lends
itself to mechanization. Boxing can eliminate handling of the fish on shore and consequently
improve quality at the point of consumption. Whereas there is often a lot of mixing of the
catch on discharge with the other methods, particularly with bulked fish, boxing simplifies
the problem of segregation of first caught from last caught, small from large and one species
from another. A disadvantage in some cases is that the space occupied in the fishroom is
greater than for bulking, usually not more than one-and-a-half times.
Each layer of fish should be covered with ice before the next layer is placed in the box and
then ice should be placed on top. The box should not be overfilled as this will make stacking
difficult and put pressure on the fish, possibly leading to a loss of weight during storage. In
addition to the ice used in the boxes, ice should be placed outside the boxes to absorb heat
gains as described above. The boxes should not rest directly on the ice at the bottom of the
95

fishroom but on battens or similar supports, clear of the ice. The fishroom drainage system
must function as with the other methods of stowage.
A common fault is to use insufficient ice because the box is not large enough.
Chilled seawater
Chilled seawater has also been found to be of great practical advantage in improving and
equalizing the quality of fish frozen at sea. On larger freezer trawlers rather long delays
can sometimes occur between catching and freezing. If left at ambient temperatures fish
subjected to these delays can suffer untoward spoilage, softening and break-up of the flesh,
particularly during operations in warm climates. Chilling with ice to cover this eventuality is
usually impracticable because of the amount of handling involved, refrigerated seawater
provides an ideal solution. Another important advantage is that fish inadequately bled and
then frozen yield pinkish or brownish discoloured flesh that is marked down in quality for
some purposes.
Special conditions for shrimp, other crustaceans
Freezing at sea has been employed in fisheries for shrimp, lobster and crab. By and large
the principles involved for crustaceans and molluscs are the same as those for other fish.
Air blast, plate and immersion freezers have been used for boiled and unboiled material,
depending on the product and the application.
Heads and some other parts of the fish may be discarded in order to increase stowage rate.
The freezing of only the meat can result in large reductions in weight and volume. With some
shrimp, for example, the reduction in weight will be in the ratio 1 to 3 and in volume 1 to 6.
Sometimes live crab and lobster are held by placing them on a layer of ice with adequate
ventilation and wetting.
Stowage fish
The filled boxes usually are stowed in horizontal layers or in steps vertically so that there is
no danger of instability as the storage increases in height in the fishroom.
2.4 Quality assurance (HACCP)
Potential hazards
Identifying potential hazards for retail deli, meat, poultry and seafood products, and devising
means to control them, is the basis for developing a HACCP plan. All predictable biological,
chemical and physical hazards that can affect the safety of a food must be identified.
Potential food safety problems with retail deli, meat, poultry and seafood products include
possible hazards associated with the raw materials received, potentially hazardous handling,
preparation, storage and display practices in the retail store, and potential mishandling by
the consumer.
96

Hazard controls
Identifying critical control points, setting critical limits and determining appropriate corrective
actions requires a thorough knowledge of proper retail food handling, preparation, storage
and display practices. Critical control points and critical limits must prevent, eliminate or
control all identified hazards.
Hazard Analysis and Critical Control Points (HACCP) is a systematic preventative approach
to food safety that addressees physical, chemical and biological hazards as a means of
prevention rather than finished product inspection.
HACCP is based around seven established principles:

1. Conduct a hazard analysis.
2. Identify critical control points.
3. Establish critical limits for each critical control point.
4. Establish critical control point monitoring requirements.
5. Establish corrective actions.
6. Establish record keeping procedures.
7. Establish procedures for verifying the HACCP system is working as intended.
Food sources
Fish may not be received for sale or service unless they are commercially and legally caught
or harvested, or caught recreationally, and approved for sale or service by the regulatory
authority, and if the fish are scombrotoxin-prone or are reef fish subject to ciguatera toxin,
their source, preparation and distribution are controlled under conditions of a variance granted
by the regulatory authority based on a HACCP plan.
Molluscan shellfish that are recreationally caught may not be received for sale or service.
2.5 Factors leading to and avoidance of fish spoilage
Parts of fish where spoilage may arise in the early stage
In raw fish, deterioration takes two forms: microbiological and non-microbiological.

Microorganisms are present on the external surfaces (including slime) and in the gut of fish
but during life are kept from invading the sterile flesh by the animal’s normal defenses. The
normal population, or flora, on fish consists of several groups, or genera, of microorganisms.
On death, the microorganisms or the enzymes they secrete are free to invade or diffuse
into the flesh where they react with the complex mixture of natural substances present. The
numbers of microorganisms in the flesh grow slowly initially but then increasingly rapidly.
Non-microbial deteriorations are of two kinds: enzymatic and non-enzymatic. A closely

related contemporaneous sequence of changes occurs in the odour of the external surfaces
and gills or organs (where these are present).
97

Prevention of spoilage
Fish begin to spoil immediately after death. Efficient methods of preservation on board fishing
vessels are necessary in order to land fish of good quality and permit long voyages. Since
the rate of spoilage is largely dependent on temperature, increased by increase in temperate,
refrigeration of the catch is common practice. Preservation methods fall into two categories,
chilling and freezing.
The main components of the fish to be refrigerated are water, fat and solids, of which a large
amount is protein.
Importance of cooling
The chilling of fish to a temperature of about 0°C, just above the freezing point of the fish,
does not stop spoilage but retards it. Essentially there are three aspects of spoilage in chilled
fish; enzymic, bacterial and oxidative changes.
Enzymes are substances present in the flesh and stomach of the fish. They cause chemical
changes which during life, but not after death, are counterbalanced with the help of the
digestive and blood systems.
Bacterial action, aided by the changes caused by enzymes, is by far the main cause of
spoilage in chilled fish. Bacteria in large numbers are confined to the surface slime, gills and
intestine of the live fish.
The spoilage processes which limit the length of chilled storage are virtually stopped by
quick freezing and cold storage at –30°C or below.
Whereas pure water freezes at 0°C, the water in the fish does not begin to freeze until it
reaches –1°C or below because of the other substances present. As the temperature is
reduced, more and more water is frozen. It is worth noting that, although bacterial action is
progressively reduced by temperatures below 0°C and practically ceases at –5°C, the salts
and other chemicals including enzymes increase in concentration in the unfrozen water as
more and more of the water in the flesh becomes frozen. By this means their activity can be
relatively high just below the point where freezing begins, in the region of –1 to –5°C, causing
rapid changes in the protein.
Odour and flavour
If we confine ourselves strictly to responses in the mouth, the sense of taste is limited to a
few basic notes of saltiness, sweetness and so forth. In everyday use, however, flavour is
usually meant to include much of what is experienced on smelling through the nose. Thus,
as far as the products under consideration are concerned odour and flavour can be taken
together. These senses are powerful tools in assessing quality.
A well known scale (somewhat abbreviated) showing stages by which the odour changes in
spoiling white fish is the following; the description at the top relates to absolutely fresh fish,
the others to decrease in freshness to absolutely putrid at the bottom:
98

● Fresh seaweedy
● Loss of fresh seaweediness, shelIfish
● No odours, neutral
● Slight musty, mousey, milky, caprylic
● Bready, malty, beery, yeasty
● Lactic acid, sour milk, oily
● Acetic or butyric acid, grassy, slightly sweet, fruity
● Stale cabbage, turnipy, wet matches, phosphene-like
● Amine,’byre-like’(ortho-toluidine)
● Hydrogen sulphide, strongly ammoniacal
● Indole, faecal, nauseating, putrid
An example of a freshness grading scheme for whole, chilled cod, haddock, whiting
(Merlangius merangus) and redfish (Sebastes) based partly on the freshness odour scale
already given is as follows:
Grade Extra A B C (unfit)

Skin bright, shining, waxy, slight loss of dull, some bleaching dull, gritty, marked
iridescent (not red bloom, very slight bleaching and
fish) or opalescent, no bleaching shrinkage
bleaching
Outer transparent or water milky yellowish-grey some yellow-brown, very
Slime white clotting clotted and thick
Eyes convex black pupil, plane, slightly, slightly concave, grey completely sunken,
translucent cornea opaque pupil, slightly pupil, opaque cornea grey pupil, opaque
opalescent cornea discoloured
Gills bright red mucus, pink, mucus slightly grey, bleached mucus brown, bleached,
transluscent opaque opaque and thick mucus yellowish grey
and clotted
Peritoneum glossy, brilliant difficult slightly dull, difficult to gritty, fairly easy to gritty, easily torn from
to tear from flesh tear from flesh tear from flesh flesh
Gill and internal fresh, strong no odour, neutral definite musty mousy acetic, fruity amines,
odours seaweedy, shellfishy odour, trace of musty, etc, bready, malty etc sulphide, faecal
mousy, etc
Thermal properties
Whatever the refrigeration system, its function is to reduce the fish temperature as necessary,
usually quickly, and then maintain the required temperature against the ingress of heat. In
order to reduce the temperature, heat must be extracted.
Correct use of ice
The water used for ice manufacture must be fit to drink. Even though ice is made from clean,
potable water, however, appreciable numbers of bacteria can build up in the ice depending
on the temperature and length of storage. Thus old ice in a wet fishroom will be heavily
99

contaminated with spoilage bacteria. Spoilage of the fish will be more rapid in old or dirty ice,
so every trip should be started with fresh ice.
There are three common forms of ice according to the method of manufacture: crushed ice,
flake ice, tube ice. Crushed ice is made from blocks and slabs. Block ice can be crushed to
any desired degree of fineness but commonly it consists of irregular lumps 6 mm to 50 mm in
thickness. A disadvantage is that the larger pieces sometimes make indentations in the flesh
of the fish. Flake ice is made by freezing water in thin layers on a smooth refrigerated surface.
The ice is removed by mechanical action, for example by a scraper on a cylindrical surface,
or by a hot defrost. Typically the flakes are 3 mm thick with a slightly curved area of 6 cm2.
It might be expected that flake ice would give relatively quick cooling because of better
contact with the fish but it is doubtful whether there are any significant differences in the
cooling rates with various forms of ice. Tube or cylindrical ice is formed inside a refrigerated
tube, removed with the aid of a hot defrost and cut into lengths. Typical dimensions of the
pieces are 40 mm in diameter with a hole 10 mm in diameter and 40 mm in length.
The depth of fish and ice should be limited in order to avoid crushing and weight loss in fish
due to the weight of the bulk. Also, with limited depth and adequate drainage, exposure of
the lower fish to excessive amounts of contaminated meltwater from above is avoided. With
most species the depth should not exceed 40 cm but for some fish, for example herring, the
limit should be less if damage due to pressure is to be avoided.
Assessment of ice requirement
The amount of heat removed from 1 kg of fish on cooling from 20°C is about 80 kJ. Ice
absorbs 333 kJ/kg on melting, so 0.25 kg of ice will be required for only the cooling of the
fish. With proper mixing of fish and ice this melting will occur in a few hours, even with fish
weighing substantially more than 0.5 kg of ice per kg of fish, not including ice required to
cope directly with heat gains from outside.
The correct amount of ice to be used also will depend to some extent on the duration of the
voyage and the rate of melting. For storage periods of up to 14 days under arctic conditions,
white fish should be stowed with a fish to ice ratio of not more than three to one by weight,
not including ice used to cope with heat gains from outside. Thus the overall ratio normally
is two to one. Under tropical conditions the ratio is reduced to as low as one to one for the
longer periods of storage, double the arctic figure. Greater amounts of ice are required in
warmer waters in order to cope with the large initial cooling load imposed by the warm fish
as well as increased cooling load imposed by the warm ambient conditions.
Other cooling methods
Freezing and cold storage: There are a number of methods employed. Freezing by immersion
in brine or in a brine spray may be followed by cold storage under dry conditions.
Super chilling: Super chilling or partial freezing of the fish, has been the method which can be
employed with RSW to which salt has been added in order to reduce the freezing point. The
amount of salt required will depend on the desired temperature but the maximum total salt
content of the water need not exceed 8%, corresponding to a freezing point of about –4.5°C.
The applied temperature should be in the range –1 to –3°C. The method may be useful for
some fish such as salmon destined for canning.
100

Refrigerated seawater: Immersion of the fish in refrigerated sea water, RSW, has been used
as an alternative to ice for the chilled storage of salmon, halibut, tuna, herring and shellfish.
Generally, those species with higher fat content are more suitable for storage in RSW.
The recommended storage temperature for chilling is –1°C, just above the freezing point of
the fish. Seawater has a salt content of about 32 % and a freezing point of –2°C, but there
may be some dilution near the mouths of rivers.
The most important advantage of RSW over icing is the ease of handling and stowage on
board, saving a great deal of labour. Indeed, in some fisheries where the fish are captured in
large numbers over a short period, it has not been possible to ice the catch properly.
Problems of cooling methods and cold storage
The main changes that occur during cold storage are protein denaturation, oxidation and
dehydration. Freezing itself causes some protein changes (denaturation). A notable exception
to the rule that a storage temperature of –30°C is low enough is the tuna, which is stored at
temperatures below –35°C in some markets in order to prevent rapid changes in the colour
of the flesh during storage. The protein changes in cold storage, if excessive, cause the flesh
of the thawed fish to be spongy, tasteless and dull in appearance. Juice or drip tends to run
out and can be squeezed out easily. Badly denatured fish does not make a good smoke cure,
largely because the surface lacks the gloss typical of good quality smoked fish. Drip in white
fish fillets can be reduced by dipping the fillets in brine or other solutions before freezing
but dipping at the time of thawing is also effective and usually preferred. The main concern
on board the vessel will be to quick-freeze and store the fish at –30°C or below so that the
changes will be at a minimum.
Some dehydration of the fish can take place in cold storage. There also can be some loss of
moisture on quick freezing but normally it has a negligible effect on quality. Excessive drying
encountered in cold storage alters the appearance of the fish, making it dry and white, an
effect known as ‘freezer burn’. It is often accompanied by high rates of protein denaturation
and oxidation during storage and may have to be renewed after a time. Often the fish are not
glazed at sea but are glazed after discharge for cold storage on land, especially when the
period of cold storage on board is short and the storage conditions are good. Fresh water
should be used for glazing.
It is worth emphasizing that freezing and cold storage inevitably will cause some deterioration;
the product will not be improved under any circumstances. Carried out properly, however,
the method provides almost perfect preservation.
Other methods of preservation of catch on board
Of the methods which do not employ refrigeration, canning, salting, drying and irradiation are
the most significant. Salting has been carried out on board fishing vessels on a large scale
but drying has not.
Excessive salt penetration of fish held in refrigerated seawater can only be avoided through
experience. As a guide, fish the size of herring or mackerel become unacceptably salty after
5-6 days in seawater at 0°C. The period of storage or salt content of the medium should be
reduced.
101

2.1.3 FOLLOW LOADING AND DISCHARGING PROCEDURES 10 hours
Loading and discharging equipment
Conveyor systems, some of which automatically separate fish and ice on landing, offer some
improvement and are coming into use.
Pumps also have been used but in some applications there has been physical damage to
the catch. There are systems where the fish are mixed with a substantial amount of water
and pumped out by a centrifugal pump. Another pumping system employs a vacuum with
only a little water to ease the movement of fish. Pumping systems are widely used, without
appreciable damage to the fish, for pelagic fish to canneries and are used for fish such as
menhaden and herring, un-iced and destined for fish meal manufacture. There has been
limited success with the larger fish.
In some cases the vessel is equipped with a pump for pumping the fish out of the sea into
the holding tanks and this has been used for unloading. The method of pumping has an
advantage in that the RSW storage can be extended to the fish on shore, in the same water
and without any significant increase in temperature.
Brailing is a widely employed method of unloading the fish out of the tanks on landing.
For the purpose of quality control, it is essential to have a good stowage plan in order to
distinguish between fish held for various periods of storage before landing and fish of various
species and sizes.
Species which can discolour other fish and those which produce a considerable amount of
ammonia during spoilage, such as skate and dogfish, should be segregated from the rest of
the catch. Ideally then, each fish should be surrounded by ice. This ensures that the mass of
fish and ice is ventilated.
It is fairly common for unwanted odours and colours to transfer from one species to another.
The ammonia generated in the spoilage of elasmobranchs may contaminate bony fish if they
are stowed with them. The pigments in the coloured spots on the upper surface of plaice
can be transferred to the white underside of adjacent fish. In both cases the correction of the
defects is to stow them well separated from one another.
Sorting
One haul should not be dumped on top of another because it will lead to mixing and can
mean an unduly long delay before stowage for some fish. In a heap of fish, the spoilage rate
can be accelerated because of the exclusion of air and spontaneous increase in temperature
due to bacterial action.
Effects of sun and wind
Fish exposed to sun or wind quickly lose their bloom and their appearance may become
irreversibly damaged through excessive drying of the surface. Adequate protection is the
obvious remedy.
102

The deck, baskets, boots and other items in contact with the catch should be thoroughly
washed by hosing before fish are landed on deck. Cleaning normally should be carried out
immediately after each haul of fish has been dealt with.
103


■ Introduction
or skill has been transferred.

syllabus; in particular:

The information on each table is systematically organized in the following way. The line at the
head of the table describes the FUNCTION with which the training is concerned. It describes
related activities which make up a professional discipline or traditional departmental
responsibility on board.

● Navigation
● Catch Handling and Stowage
● Controlling the Operation of the Fishing Vessel and Care for Persons on Board
comprises a number of competences. For example, Function 2, Catch handling and stowage,
comprises a COMPETENCE. The competence is uniquely and consistently numbered in this
model course.
The only one is Catch handling and stowage. It is numbered 2.1, that is the one competence
in Function 2. The term competence should be understood as the application of knowledge,
104

understanding, proficiency, skills, and experience for an individual to perform a task, duty or
responsibility on board in a safe, efficient and timely manner.
example, the competence Catch handling and stowage comprises a total of three training
outcomes. The first is in IDENTIFY THE EFFECT UPON THE SAFETY OF THE VESSEL
OF CATCH HANDING AND STOWAGE. Each training outcome is uniquely and consistently
numbered in this model course. That concerned with Identify the Effect Upon the Safety Of
The Vessel Of Catch Handing and Stowage is uniquely numbered 2.1.1.

meeting the specified required performance. For the training outcome “Identify the effect upon
the safety of the vessel of catch handing and stowage”, there are three areas of performance.
These are:
2.1.1 Identify the effect upon the safety of the vessel of catch handling and
stowage
2.2.2 Stowage and securing catch and fishing gear on board vessels
2.2.3 Follow loading and discharging procedures
and so on.
trainee should complete and which collectively specify the standard of competence that
lessons, lectures, tests and exercises for use in the teaching process. For example, under the
topic 2.1.1 “Identify the effect upon the safety of the vessel of catch handling and stowage”,
to meet the required performance, the trainee should be able to:
● state the general principles for keeping safety in catch handling and stowage
● describe various working processes in a fish factory and hold
and so on.
IMO references (R) are listed in the column to the right hand side – Teaching aids (A), videos
(V) and textbooks (T) relevant to the training outcome and required performances are placed
It is not intended that lessons are organized to follow the sequence of required performances
listed in the tables. The syllabus tables are organized to match with the competence in the FAO/
ILO/IMO Document for Guidance for Training and Certification of Fishing Vessel Personnel
chapter 7, section 2 and 3. Lessons and teaching should follow college practices. It is not
necessary, for example, for celestial navigation to be studied before tides. It is necessary,
however, to ensure that all the relevant elements are covered and that teaching is effective
to allow trainees to meet the standard of the required performance and demonstrate their
competence.
105

COMPETENCE 2.1
IMO Reference
TRAINING OUTCOMES:
2.1.1 IDENTIFY THE EFFECT UPON THE SAFETY OF THE VESSEL OF Paragraph 16
CATCH HANDLING AND STOWAGE of appendix to
regulation II/2 of
STCW-F
2.1.2 STOWAGE AND SECURING CATCH AND FISHING GEAR ON BOARD
VESSELS
2.1.3 FOLLOW LOADING AND DISCHARGING PROCEDURES
106


2.1.1 IDENTIFY THE EFFECT UPON THE SAFETY OF THE VESSEL OF R1, R2, R3
CATCH HANDLING AND STOWAGE (10 hours)
Textbooks: T2, T3, T4, T5, T6, T7, T8, T9
Teaching aids: A1
– state the general principles for keeping safety in catch handling and stowage
– describe various working processes in a fish factory and hold
– identify the characteristics of various methods which are used in fish processing
– state that ship’s stability can be changed by the process of catch handling and
stowage
– state the importance of drainage system set up in a fish factory
– state that for the safety of the vessel, fish goods should be stowed in holds by a
complete stowage plan
2.1.2 STOWAGE AND SECURING CATCH AND FISHING GEAR ON BOARD

VESSELS (30 hours)
2.1 Hygienic operating practices

– state fishermen’s personal hygiene
– state preparation of the deck to receive the catch, including:
– importance of using clean seawater for washing
– washing all decks, boards, stanchions and any equipment which is likely to be in
contact with the fish; and
– the advantages in the use of disinfectant, recommended types and levels of
application
– state preparation of the fish hold or stowage area to receive the catch after it has
been prepared and washed, including:
– ensuring adequate ventilation of fish hold or stowage area
– washing and cleaning (as for the deck)
– checking pounds and boards
– disinfecting as appropriate
– ensuring that the ice supply is ready to cool the fish as quickly as possible
– state cleaning of the deck between hauls or catches, including:
– cleaning all dirt, slime and waste from gutting, etc.; and
– washing deck with clean seawater
2.2 Preparation of the catch for stow

– state the importance of bleeding, gutting and washing prior to early stowage
– state that the occurrence of blood clots, dark patches or an overall darkening of the
flesh is considered defective
– state that fish should be cooled immediately after capture, bled within about
30 minutes and allowed to bleed freely thereafter
107


– state that adequate bleeding is accomplished through good gutting practice but it
can be aided by cutting the throat or the tail off, especially when the fish are alive or
have just died
– state that on death, the microorganisms which are present on the outer surfaces, gill
and in the viscera of fish or the enzymes secrete they are free to invade or diffuse
into the flesh of fish where they react with the complex mixture of natural substances
present
– state that washing the surface of the fish with cold water free of slime, debris, gut
fragments and faeces makes reducing causative agents of deterioration of fish as
microorganisms
– state that guts should be carefully thrown into separate baskets, if they lie in contact
with other fish those fish will deteriorate more rapidly
– state that if catches are large, the reasons for and against quick stowage
– state the importance of quick stowage with associated chilling in preference to long
periods on deck at high ambient temperature
2.3 Stowage of the catch

– state the advantages and disadvantages of various stowage systems including bulk,
shelving, boxing, chilled seawater
– state that in cases where fish are packed in bins or boxes, the bins should be
stepped and stowed athwartships in such a manner as to prevent accidental collapse
of the bins under any sea condition
– state that boxes must not be overfilled and ensure boxes placed on top do not
squash the contents of those below
– state the special conditions for the preparation, stowage or freezing of shrimp, other
crustacean or cephalapods
– describe stowage of frozen fish products and avoidance of damage arising from
frozen stowage
– state that species, such as coalfish and common sole, etc., should be stored
separately because of colour transference to other fish
– state that skate, dogfish and coley cause a build-up of ammonia and for this reason
should also be kept apart from the rest of the catch
– state that where temperature of fishroom rises, switch off the lights as soon as
possible and ensure only one hatch is open at a time and is closed tightly once the
fish-room is vacated
2.4 Appreciation of factors affecting seafood quality

– define that a parasite is an organism living on or inside another and depending upon
it for some of its vital needs, particularly nutriment
– state that if parasites are visible on the whole fish they can sometimes be removed;
otherwise the catch has to be discarded
– state that sewage contains two such types of fatal microorganisms, i.e. bacterial and
viral
– state that the bacteria include the large group of Salmonellae, different members of
which cause food poisoning, typhoid and paratyphoid, and Shigella which causes
dysentery
108


– state that Vibrio parahaemolyticus does not inhabit cold sea areas and is easily
destroyed by heat
– state that the only virus known to be incriminated is that responsible for the severely
disabling disease infectious hepatitis
– state that all the predisposing conditions for risk obtained especially for bivalve
molluscs – oysters, mussels, cockles and clams which are often harvested in
estuaries or shores exposed to sewage pollution
– define biotoxins
– state that the majority of the species involved with toxic fish are caught in tropical or
sub-tropical areas
– state that there are three major types of fish poisoning: ciguatera, puffer (globefish)
and paralytic shellfish poisoning
– identify biotoxic to distinguish from fish that become poisonous or harmful through
contamination with chemicals or organisms resulting from man’s pollution
– state that the flesh of puffer fish is non-toxic or only slightly toxic but the viscera in
particular are extremely dangerous and the risk normally arises from contamination of
the flesh with viscera
– state that paralytic shellfish poisoning occurs when certain molluscs and in particular
mussels and clams are eaten
– state that the molluscs become toxic only during periods when high concentrations
of certain types of unicellular organism, known as dinoflagelates, occur in the sea
– state that naturally occurring spoilage bacteria probably act on the plentiful
amounts of histidine in these fish, e.g., mackerel, tuna and saury groups, to produce
biologically active amines
– state that when ingested in sufficient quantities, spoiled mackerel, tuna and saury
groups give rise to a rarely fatal allergic-type reaction consisting of headache,
dizziness, nausea, vomiting and urticarial eruptions
– state that persistent chemicals, that is those not broken down rapidly by natural
processes, are a group of chlorinated hydrocarbons including DDT, DDE, DDD, aldrin,
dieldrin, benezene hexachoride (BHC) and polychlorinated biphenyls (PCB’S)
– state that evidence of mineral oil contamination on catches is apparent in the tainted
odour or flavour of the fish
2.5 Quality assurance: The Hazard Analysis Critical Control Point

(HACCP) system
– state that potential food safety problems with retail deli, meat, poultry and sea food
products include possible hazards associated with the raw materials received,
potentially hazardous handling, preparation, storage and display practices in the
retail store, and potential mishandling by the consumer
– state that critical control points must prevent, eliminate or control all identified
hazards
109


2.6 Factors leading to and avoidance of fish spoilage

– state the parts of fish where spoilage may arise in the early stages after being caught
– state recognition of fish spoilage by observation and smell
– describe prevention of spoilage
– state importance of cooling in prevention of spoilage
– explain the correct use of ice
– describe assessment of ice requirements
– state other cooling methods, e.g., freezing and cold storage, super chilling,
refrigerated seawater
– describe problems associated with various cooling methods and cold storage
– describe other methods of preservation of catch on board the fishing vessel e.g., use
of salt and chemicals
2.1.3 FOLLOW LOADING AND DISCHARGING PROCEDURES (10 hours)

– state the importance of rapid handling, sorting and rejection of damaged or spoiled
fish
– state that fish exposed to sun or wind quickly lose their bloom and their appearance
may become irreversibly damaged through excessive drying of the surface
– list the loading and discharging equipment used in fishing vessels
– state that there are two types of fish pump used in fishing vessels
– state that one haul should not be dumped on top of another because it will lead to
mixing and can mean an unduly long delay before stowage for some fish
– state that in a heap of fish, the spoilage rate can be accelerated because of the
exclusion of air and spontaneous increase in temperature due to bacterial action
– state that the deck, baskets, boots and other items in contact with the catch should
be thoroughly washed by hosing before fish are landed on deck
– state that cleaning normally should be carried out immediately after each haul of fish
has been dealt with
110

Function 3: Controlling the Operation of the Fishing
Vessel and Care for Persons on Board
Index

Objective
Teaching aids
Video cassette
IMO reference
Textbooks

Timetable
Lectures
Course outline
Guidance notes

Introduction
3.1 Fishing vessel construction and stability
3.2 Fire prevention and fire fighting
3.3 Medical care
3.4 Prevention of pollution of the marine environment
3.5 Life saving
3.6 Safety and health for fishing vessel personnel
3.7 Human relationships
3.8 FAO Code of Conduct for Responsible Fisheries
111


■ Objective
This syllabus covers the requirements of the STCW-F Convention, 1995 chapter II,
regulation 2.
This functional element provides the detailed knowledge to support the training outcomes
related to Controlling the Operation of the Fishing Vessel and Care for Persons on Board.
● maintaining fishing vessel stability
● applying fire prevention and fire-fighting techniques
● rendering first aid to injured persons
● applying international maritime legal requirements as embodied in international
agreements and conventions
● preventing pollution of the marine environment
● applying national and other relevant laws, regulations and agreements
● applying personal survival techniques
● operating and maintaining emergency equipment
● applying safety and health procedures for fishing vessel personnel
● applying personnel management recommendation
● conducting on board training and assessments
● understanding FAO Code of Conduct for Responsible Fisheries
■ Teaching aids (A)
■ Video cassettes
V1 IMO – Safe, secure and efficient shipping on clean oceans (IMO Code No. VOIOM)
112

FUNCTION 3: CONTROLLING THE OPERATION OF THE FISHING VESSEL AND CARE FOR PERSONS ON BOARD
Available from:
IMO Publications Section
4 Albert Embankment
London SE1 7SR, UK
E-mail: publications-sales@imo.org
Fax: 44 (0) 20 7587 3241
URL: www.imo.org
V2 Shipboard management role (Code No. 553)

V4 Personal safety in the accommodation (Code No. 554)
V5 Who needs it? Personal protective equipment (Code No. 597)
V6 Working at height (Scaffolding system & platforms) (Code No. 795)
V7 Unsafe act awareness (Code No. 710)
V8 Safe air to breathe (Edition 2) (Code No. 711)
V9 Entering into enclosed spaces (Edition 2) (Code No. 682)
V10 Part 4 – Accident prevention? The human factor (Code No. 637)
V11 Part 5 – Emergency procedures (Code No. 638)
V12 Shipboard familiarization (Code No. 593)
V13 Holding effective drills (Code No. 706)
V14 Manoverboard (Code No. 644)
V15 Permit to work (Code No. 621)
V16 Management for seafarers series (Code Nos. 607-612)
V17 Fire prevention (Code No. 673)
V18 Basic fire fighting (Code No. 674)
V20 Fire party operations (Code No. 509)
V21 Part one: Muster lists, drills and Helicopter operations (Code No. 678)
V22 Part two: Enclosed lifeboats, freefall lifeboats and rescue boats (Code No. 679)
V23 Part three: Liferafts and open lifeboats (Code No. 680)
V24 Survival (Code No. 681)
V25 Cold water casualty (Code No. 527)
V26 Liferaft operation (Code No. 780)
V27 Rescue boat operations (Code No. 796)
V29 First Aid Series Parts 1 & 2 (Code No. 744/745)
V31 MARPOL Annex VI – Prevention of air pollution from ships (Code No. 930)
V32 Waste and Garbage Management (Code No. 627)
V33 Shipping casualty emergency response (Code No. 467)
V34 The culture gap (Code No. 537)
V35 Onboard training by design (Code No. 489)
V36 Leadership and management (Code No. 836)
V37 Seafarers evaluation and training system, Version 6000 (Code No. 9000)
V38 Shipping casualty emergency response (Code No. 467)
Available from:
Videotel Marine International Ltd
84 Newman Street, London W1 P 3LD, UK
Tel: 442072991800
Fax: 442072991818
e-mail: mail@videotelmail.com
URL: www.videotel.co.uk
113


Fishing Vessel Personnel, 1995 (STCW-F) (Sales number: IMO-I915E)
Personnel, 2001 (Sales number: IMO-IA948E)
R3 Torremolinos Protocol and Torremolinos International Convention for the Safety of
Fishing Vessels, 1993 (Sales number: IMO-I793E)
R4 International Convention for the Safety of Life at Sea, 1974, as amended (SOLAS) (IMO
Sales No. ID110E)
R5 International Convention on Load Lines, 1996 (LL 1966) (IMO Sales No. IB701E)
R6 The Code of Conduct for Responsible Fisheries, 1995
R7 Technical Guidelines for Responsible Fisheries, 1996
R8 IMO Assembly resolution A.513(13) – Amendments to the International Convention on
Load Lines, 1966
R9 Amendments to the 1974 SOLAS Convention concerning Radiocommunications for
the Global Maritime Distress and Safety System
R10 PSLS. 2/Circ. 5
R11 IMO Assembly resolution A.603(15) – Symbols related to life-saving appliances and
arrangements
R12 IMO Assembly resolution A.624(15) – Guidelines on training for the purpose of launching
lifeboat and rescue boats from vessels making headway through the water
R13 IMO Assembly resolution A.890(21) – Principles of safe manning
R14 International Convention for the Prevention of Pollution from Vessels, 1973 (MARPOL)
(IMO Sales No. IC520E)
R15 IMO Assembly resolution A.494(XII) – Revised interim scheme for tonnage measurement
for certain ships
R16 IMO Assembly resolution A.541(13) – Interim scheme for tonnage measurement for
certain ships for the purposes of the International Convention for the Prevention of
Pollution from Vessels, 1973, as modified by the Protocol of 1978 relating thereto
R17 IMO Assembly resolution A.647(16) – IMO Guidelines on Management for the Safe
Operation of Ships and for Pollution Prevention
R18 WHO, International Health Regulations (1969), 3rd annotated ed. (Geneva, World Health
Organization, 1983) (IHR) (ISBN 92-4-158007-0)
R19 Committee Maritime International, International Conventions on Maritime Law. (Antwerp,
CMI Secretariat (Firma henry Voet-Genicot, Borzwstraat 17, B-2000 Antwerp), 1987)
R20 United Nations Convention on the Law of the Sea. New York, 1983 (United Nations
Publication Sales No.E.83.V.5)
R21 IMO Assembly resolution A.441(XI) – Control by the flag State over the owner of a
ship
R22 IMO Assembly resolution A.443(XI) – Decisions of the shipmaster with regard to maritime
safety and marine environment protection
R23 IMO Assembly resolution A.671(16) – Safety zones and safety of navigation around
offshore installations and structures
R24 IMO Assembly resolution A.466(XII) – Procedures for the control of vessels
R25 IMO Assembly resolution A.597(15) – Amendments to the procedures for the control of
ships
R26 IMO Assembly resolution A.648(16) – General principles for ship reporting systems
and ship reporting requirements, including guidelines for reporting incidents involving
dangerous goods, harmful substances and/or marine pollutants
114

■ Textbooks (T)
T1 J. Anthony Hind, Stability and Trim of Fishing Vessels for Skippers & Second Hands,
1989 (London, Fishing News Books Ltd) (ISBN 852381212)
T2 J.Fyson, Design of Small Fishing Vessels, 1985, (London, Fishing News Books Ltd)
(ISBN 0 85238 133-6)
T3 Derreett, D.R. Ship Stability for Masters and Mates, 4th ed. Butterworth-Heinemann,
1989 (ISBN 750641010)
T4 J.C. Sainbury, Commercial Fishing Methods, Fishing News Books, Ltd, 1996 (ISBN
852382170)
T5 Danton, G. The theory and practices of seamanship, 11th ed. London, Routledge, 1996
(ISBN 0-415-15372-7)
T6 Holder, L.A. Training and Assessment on Board. 2nd ed. London, Witherby & Co Ltd,
1997 (ISBN 1 85609 123 6)
T7 Code of Safe Working Practices for Merchant Seaman, London. The Stationery Office
Publications Centre, 2003 (ISBN 115524878)
T8 C. Hill, Maritime Law, 3rd ed. (London, Lloyd’s of London Press Ltd., 1998) (ISBN
185978836x)
Fax +44 1865 714591
115


■ Timetable
Development of a detailed timetable depends on the level of skills of the trainees entering the
course and the amount of revision work of basic principles that may be required.
Lecturers must develop their own timetable depending on:

● the level of skills of trainees
Preparation and planning constitute an important factor which makes a major contribution to
■ Lectures
use of practical examples. They should be well illustrated with diagrams, photographs and

then cover the topic in detail; and, finally, summarize what you have told them. The use of an
overhead projector and the distribution of copies of the transparencies as trainees handouts
contribute to the learning process.
■ Course outline
to suit individual groups of officers depending on their experience, ability, equipment and
116

Course outline
Total hours
topic of required
performance
COMPETENCE:
3.1 Fishing vessel construction, stability and damage control
3.1.1 APPLY VESSEL PRINCIPAL STRUCTURAL MEMBER
DESCRIPTION AND FUNCTION TO FISHING VESSEL
OPERATIONS
.1 Identify the principal structural members of a vessel 12
.2 Identify the proper names of the various parts 10
.3 Identify damage control techniques 10
3.1.2 MAINTAIN VESSEL STABILITY
.1 Use stability data, stability and trim tables and per-calculated 15
operating conditions
.2 Identify the effects of free surface and ice accretion, where 5
applicable
.3 Identify the effects of water on deck 3
.4 Identify the significance of weathertight and watertight integrity 10
.5 Apply theories and factors affecting trim and stability and measures 7 70
necessary to preserve safe trim and stability
COMPETENCE:
3.2 Fire prevention and fire fighting 1 (15) 1
COMPETENCE:
3.3 Medical care (42.5)
COMPETENCE:
3.4 Prevention of pollution of the marine environment 1
3.4.1 PREVENTION OF POLLUTION OF THE MARINE ENVIRONMENT
.1 Identify responsibilities under the International Convention for the 5 6
Prevention of Pollution from Ships
COMPETENCE:
3.5 Life saving (13.25+ 31.5)
See IMO Model Course No. 1.19 & 1.23 for guidance
117

Total hours
topic of required
performance
COMPETENCE:
3.6 Safety and health for fishing vessel personnel
3.6.1 APPLY SAFETY AND HEALTH PROCEDURES FOR FISHING
VESSEL PERSONNEL
.1 Apply safety and health precautions and procedures for fishing 3
vessel personnel on board
.2 Identify safety precautions associated with the operation of fishing 3 6
gear
3.6.2 KNOWLEDGE OF THE PROVISIONS OF PART “A” OF THE
FAO/ILO/IMO CODE OF SAFETY FOR FISHERMEN TO THE
OPERATIONAL SAFETY OF FISHING VESSELS
.1 Knowledge of fishing vessel on board safety procedures 2
.2 Knowledge of safety in fishing operations techniques and procedures 3 5
COMPETENCE:
3.7 Human relationships
3.7.1 PERSONNEL MANAGEMENT, ORGANIZATION AND TRAINING
ON BOARD VESSEL 10
.1 Identify fishing vessel personnel management requirements 9
.2 Establish training arrangements for safeguarding human relationships
on board fishing vessels 5
.3 Apply measures to minimize loneliness and isolation among fishing 24
vessel personnel
3.7.2 CONDUCT ON BOARD TRAINING AND ASSESSMENTS
.1 Conduct functional skill training arrangements 7
.2 Make on board functional skill assessments 2.5
.3 Conduct musters and drills 2.5 12
COMPETENCE:
3.8 FAO Code of Conduct for Responsible Fisheries
3.8.1 PRINCIPLES AND GUIDELINES OF THE CODE OF CONDUCT
.1 The objectives of the code of conduct 2 2
3.8.2 RESPONSIBLE HARVESTING PRACTICES
.1 The effects of discard and by-catch 1
.2 Define the detrimental effects of lost fishing gear 1
.3 Identify the causes of habitat damage due to fishery operation 1
.4 The purpose of marine reserves 1
.5 The appropriate utilization of fish as food 1
3.8.3 RESPONSIBLE FISHING GEAR/SELECTIVITY
.1 The importance of fishing gear selectivity 2
118

Total hours
topic of required
performance
3.8.4 ENERGY OPTIMIZATION
.1 The factors the affect size selection 00.5
.2 Factors that affect species selection 0.5
.3 The various factors that can optimize energy use in the fishing 1
industry
3.8.5 DUTIES OF ALL STATES, FLAG STATES AND PORT STATES
.1 Guidelines for all States 1
.2 Guidelines for flag States 1
.3 Guidelines for port States 1 14
Total for function 3: Controlling the Operation of the Fishing Vessel and 104
Care for Persons on Board (70.75)
Note: The hours shown are suggested times for coverage of the topics as
presented in the detailed syllabuses. Additional time will be needed to deal
with national legislation
Note: The optional 70.75 teaching hours in parenthesis is not included in the total hours so
that this needs to be considered when designing the course for officer in charge of navigational
watch.
119

Guidance Notes
Officers will also be thoroughly conversant with the certificates required to be on board, their
periods of validity and the procedures for their renewal.
The officers will also be aware of their legal obligations and responsibilities concerning
international provisions for the safety of the vessel, fishermen and for the prevention of
pollution from the vessel.
They will also be able to follow the correct procedures for all matters concerning the crew;
their engagement and discharge, treatment of wages and deductions, discipline and dealing
with disciplinary offences, the discharge of sick fishing vessel personnel abroad, repatriation,
deceased fishermen and engagement of substitutes.
Officers will be capable of organizing and managing the crew for the safe and efficient
operation of the vessel and be able to draw up an organization for dealing with emergencies.
Officers will also know the requirements for training in the operation and maintenance of
safety equipment and be able to implement that training on board.
Training concerned with fire prevention and fire fighting is covered in IMO Model Course
2.03.
Training concerned with proficiency in medical care on board vessel is covered in IMO Model
Course 1.15.
120

Function 3: Controlling Operation of the Fishing Vessel

and Care for Persons on Board
COMPETENCE
3.1 Fishing vessel construction, stability and damage control 70 hours
3.1.1 APPLY VESSEL PRINCIPAL STRUCTURAL MEMBER DESCRIPTION

AND FUNCTION TO FISHING VESSEL OPERATIONS 30 hours
Stability information
This information takes no rigidly standardized form and it may be very full in extent or rather
brief. Some of the information, if extensive, may be somewhat beyond the comprehension of
the average seagoing officer but this is not necessarily superfluous because the information
does provide a basis for expert opinion on the vessel wherever she may be if the skipper
requires it.
The usual information supplied may be expected to comprise:

1. A General Arrangement Plan of the ship.
2. A General Arrangement Plan of the machinery space.
3. A Rigging Plan (important for fishing vessels, but not always held aboard every
ship).
4. A Capacity Plan showing the capacity and centres of each compartment and
containing a deadweight/displacement scale (and freeboard and loadlines for
ships other than fishing vessels).
5. Hydrostatic curves or tables.
6. Cross curves of stability.
7. Conditions of loading.
The last three are most frequently put together in what is usually called a “Trim and Stability”
booklet. Besides a set of hydrostatic curves and cross curves of stability the booklet will
contain various “Conditions of Loading” which, for a fishing vessel should comprise:
a. Absolute Lightship (builders’ condition – ship completely empty but any permanent
ballast specified).
b. Working Lightship (all fishing gear aboard and perhaps crew and effects, but all
this will be specified).
c. Departure from port (as b, plus all fuel, water, stores, ice, etc.).
d. Arrival at fishing grounds.
e. Fishing grounds half-trip condition.
f. Departure from fishing grounds (full catch).
g. Arrival in port (full catch + 10% fuel and stores).
121

Figure 1. Curve of recommended minimum freeboard
122

Somewhere around conditions (e) to (f), it is desirable to give an intermediate worst stability
condition with a heavy catch on deck with another load on the derrick. For Arctic waters, an
iced-up condition is also desirable.
Figure 2. “Sagitta” conditions

Typical example of conditions of loading for a stern trawler
Each condition of loading should give a tabular statement of all the deadweight items, a
corresponding displacement, VCG, GM both solid and corrected for slack tanks (free surface),
the drafts (mean, forward and aft), freeboard and the trim by the stern. It may also give
the height of the transverse metacentre KM. Each condition is desirably accompanied by a
statical stability curve as well.
Sometimes the booklet (especially for large fishing vessels and fish factories) will give other
supplementary information, e.g. effect of trim on metacentric height, increase in displacement
for trim and approximate changes in draft due to filling tanks or adding specified weights in
various holds or cargo compartments.
An important table which should always be included is that giving the loss of GM due to free
surface in slack tanks.
123

Metacentric radius
The position of the metacentre M depends entirely on the shape and dimensions of the ship’s
waterplane and the underwater form of the ship.
I
The formula: BM =
V
is one of the most important in ship stability. It states that the separation of moment of
inertia of the intact waterplane about the centreline divided by the underwater volume of the
vessel.
From this it follows that so long as the draft remains constant, the height of the metacentre
(above any reference point) depends mainly on the beam of the ship or the intact waterplane.
Loss of waterplane inertia therefore has a serious effect on a ship’s stability.
Shallow draft in relation to beam gives high metacentres and therefore large initial stability.
This rapidly disappears at large inclinations where a deck edge goes under and the bilge
comes out of the water. For this reason, rafts can be dangerous for the unwary.
BM is known as the metacentric radius. It is related to initial stability by the following

equations:
GM = KM – KG
or GM = KB + BM – KG
Example 1
A rectangular pontoon 60 ft long with a beam of 20 ft has a displacement of 300 tons with its
centre of gravity 8 ft 6 in above the keel. Calculate the initial stability condition in seawater and
the final GM after the addition of 50 tons of cargo 2 ft above the bottom of the pontoon.
Volume of displacement = 35 x 300/20 x 60 x mean draft

10500 I 60 x 203 80
mean draft = = 8.75 ft., BM = = = = 3.85 ft.
1200 V 12 x 35 x 300 21
For a box form KB equals half the draft, i.e. 4.375 ft.
Then, KM = BM + KB = 3.85 + 4.375 = 8.225 ft.
GM = KM – KG = 8.225 – 8.5 = –0.275 ft.
The pontoon has a negative metacentric height and is unstable.
124

Add 50 tons cargo:
Weight VCG Moment

300 t 8.5 ft 2550
50 t 2.0 ft 100
350 t 2650
Moment of weight 2650

New KG = = = 7.57 ft.
Weight 350
New GM = (old) KM – KG = 8.225 – 7.57 = 0.655 ft.
The effect of liquids having a free surface
(b) Deep tank centrally divided

(a) Deep tank.
and filled to different levels.
Figure 3. Free surface effect of contained liquids
The free surface effect depends upon the surface area of the liquid so that a few inches of
depth will have the same effect on initial GM as a large volume. Where liquid is taken aboard
whereby the displacement increases, then the added weight (considered as a solid) effect on
GM must be considered separately. The effect of several slack tanks is cumulative, i.e. the
effects are summed in applying the total free surface correction.
At fairly large angles of inclination, the free surface effect is diminished for small depths or
large depths of liquid, i.e. it depends on the amount of liquid in the tank (see figure 3b).
In general, the greatest free surface effect will be mid-way, i.e. tank haIf-full condition. It is
also important to bear in mind that as surface inertia is expressed in ft4 units, then dividing
the width of the surface area into two equal parts gives an inertia of each part only 8 of the
undivided surface or a total for both parts of 4 of the undivided surface.
LB3
(Taking the general formula I =
12
l(b/2)3 lb3
is only 8 of where b is the width of the surface)
12 12
125

This means that in ballasting a double bottom tank with a watertight central division, the
free surface loss of GM is only 4 what it would have been with the tank undivided (see
Figure 3b).
Example 2
A trawler displacing 500 tons in seawater has a GM of 2 ft. and a draft of 8 ft. Fuel oil having a
density of 0.9 is being drawn from a double-bottom tank 30 ft long, 24 ft wide and 3 ft deep.
Calculate approximately:
a) The GM when the tank is half-empty.
b) The GM for the same condition but assuming that the tank has an oiltight centreline
division. (Take density of seawater at 1,025 ozs./ft.3)
30 x 24 x 1.5 x 900
Oil used = = 27 tons approx.
2240 x 16
(The loss of weight from the D.B. tank is equivalent to a gain in buoyancy which would cause
a bodily rise of the vessel, i.e. a layer of buoyancy at the LWL. The distance of the c.g. of the
lost weight from the LWL is therefore the approximate lever of the moment of this lost weight.
Similar arguments apply where a D.B. tank is being filled or ballasted.)
Distance of c.g. from LWL of the fuel used from D.B. tank:
8 – 2.25 = 5.75 ft. (d)
ωxd
Loss of GM (solid) = (∆ = 500 – 27 = 473 tons)
∆
27 x 5.75
=
473
= 0.33 ft. nearly
Loss of GM due to free surface of oil in tank
i δt
= x
V δs
30 x 243 0.9
= x = 1.83 ft. approx.
12 x 473 x 35 1.025
Final GM = 2 – (0.33 + 1.83) = –0.16 ft.

a) When the tank is half-empty, there is a negative GM of 0.16 ft. which is most
unsatisfactory
b) If the D.B. tank is subdivided centrally the final GM would be:
⎧ 1.83 ⎫
2 – ⎩ 0.33 + = 1.21 ft. (positive)
4 ⎭
126

Ice accretion
Ice formation on trawlers in Arctic waters is a serious problem and the loss of vessels has
attributed this as a primary cause.
The quantity of standing rigging has a major influence on both the amount of ice accretion
and the height of its centre of gravity. Self-staying or tripod masts are therefore preferable,
especially for head into wind attitudes. The loss of GM may be expected to be only about
two-thirds that for normal rigging.
The head to wind attitude results in the greatest ice formation.
The stern to wind attitude results in the least ice formation.
The loss of GM in the head to wind condition is about 50% greater than in the stern to wind
condition.
In a head-up attitude it is likely that the ice formation will be very considerable and that about
3 of its weight will be concentrated on masts, rigging and upperworks. This can have a
serious effect on stability lever, freeboard and therefore range of stability. With the wind fairly
good on the bow the situation is little different and the ship may list into the wind.
This only makes matters worse as it appears to assist the formation of icing high up and a
critical condition is reached at which the wind heeling moment is sufficient to capsize the
vessel. Currently, there is no satisfactory solution to this problem other than to put stern to
wind and withdraw from the area. Even with a stern-on attitude it is only a matter of time
before a critical situation develops but the amount of freeboard will have a most important
influence on this. It is felt that some guidance can usefully be given to skippers of fishing
vessels with regard to reasonable assumptions of ice formation on which stability conditions
can be based. In considering the stability in conditions of ice accumulations the displacement
should be corrected for the weight of ice. This weight of ice should not be included as a
deadweight item in any stated condition but considered as a weather hazard in the same
way as wind and shipped water, i.e. an overload. Assumptions as to weight of ice involve
consideration of surface areas of decks and superstructure and of fittings. The effect of this
weight involves the height of its centre of gravity.
Quantity of horizontal ice accumulation should be assumed at the rate of not less than
6 lb/ft2 for all exposed surfaces of weather decks, house tops and gangways. The projections
of deck machinery and fittings can be ignored in the horizontal plane.
Quantity of vertical ice accumulation should be assumed at the rate of not less than
3 lb/ft2 for the ship’s projected lateral plane (area) above the LWL. The area of discontinuous
surfaces (rails, spars, rigging, etc.) should be included by adding 5% to the projected lateral
area of the continuous surfaces (and static moments by 10%).
The height of the centre of gravity of the ice has to be estimated or calculated by taking
moments from some convenient reference point. These assumptions of ice formation apply
to latitudes north of 66” 30’N or south of 60” 00’S, and the Barents, Bering and Okhotsk
Seas, the Tatar Strait and Canadian East Coast in winter. In other areas of the winter seasonal
zone, assumed ice accumulations may be taken at half of the above figures.
127

Initial or metacentric stability
Initial stability is the study or analysis of those conditions which determine the equilibrium
of a floating body. It is usual to consider static conditions, i.e. in the case of a ship, she is
assumed to be freely floating upright in still water.
Figure 4 shows the difference between a righting and an upsetting moment (a force multiplied
by a distance is called a ‘moment’).
Consider a ship floating freely in still water and slightly inclined by some external and
temporary force from the upright. Due to the change in shape of underwater body, the centre
of buoyancy B will move outwards from the centreline to a new position B1. The position of
the centre of gravity will not change from its centreline position (where great care has been
taken by the ship designer to have it located). The two equal forces of weight and buoyancy
(W = B), acting vertically and in opposite directions (and formerly acting along the centreline)
will now be displaced horizontally by a distance GZ (called the Righting Lever or Righting
Arm). A couple, W x GZ is thus formed which tends to rotate the ship either back to its initial
position (i.e. upright) or further from it in the direction of the original inclination. Equilibrium
will not be regained until the couple has disappeared and B and G are once more in the
same vertical line. If the vessel does not return to the upright, but heels until B and G are in
the same vertical line then the ship will heel to some permanent angle of loll. When heel is
permanent it is called list.
Figure 4. Stable and unstable equilibrium
It is important to note from an inspection of the diagrams that the direction of rotation of the
vessel subsequent to initial inclination is dependent upon the relative positions of the centre
of gravity G and the metacentric M. If M is above G the vessel will be stable; if M is below G
the vessel will be initially unstable. If G is not in the centreline of the vessel when at rest in the
upright condition, or if G is a little above M, then the vessel will loll. However, as M rises as
the ship inclines, any further slight inclination will bring M above G and the ship will be stable
again (see figure 5).
It may be stated, therefore, that the metacentric is the limiting height to which the centre of
gravity may be raised without producing initial instability. Hence the term metacentre which
means ‘change point’.
128

The distance GM is called the initial metacentric height, or simply metacentric height. Its
amount is important, but it is no less important to remember that it is only in position of
equilibrium (i.e. at small angles of inclination from the upright, say at the most 7°) that the
relative heights of G and M are criteria of stability. For large inclinations the position of M will
vary appreciably.
To summarize, the three conditions for stable equilibrium in still water are:
1. Buoyancy must equal Weight (W = B)
2. B must be in the same vertical line as G
3. G must be below M
W X GZ (tons ft) is known as the moment of statical stability.
It will be seen from figure 4 that GZ = GMSinθ, where θ is the angle of heel or inclination. From
this we obtain the statement that the moment of statical stability = W x GMSinθ (tons ft).
The amount of metacentric height GM bears an important relationship to the period of roll
of the ship and the acceleration of the motion. If GM is small there will be a condition of
tenderness and the motion will be sluggish. From the stability point of view the vessel will be
referred to as being ‘crank’. The opposite of this is ‘stiff’ and excessive stiffness due to too
much GM is not only extremely uncomfortable but could result in damage to fittings if not to
the hull structure itself. Inadequate GM is extremely dangerous as it could result, in the worst
case, in ‘over-rolling’ of the vessel in beam seas.
Negative metacentric height
A vessel with a negative GM is not necessarily in imminent danger of capsizing. In harbour or

in calm waters the condition is not usually dangerous, but it is certainly a most undesirable
condition and one which should be investigated without delay.
In such a condition the vessel will have a list. It cannot remain upright. The first sign that such
a condition is being reached is a tendency for the vessel to ‘flop’ from side-to-side. With a
few inches of negative GM the vessel will list to what has already been referred to as its angle
of loll. At this point the vessel will have picked-up positive GM. In any further analysis this
must now be considered as the initial position.
Figure 5 shows an unstable vessel at its angle of loll. The centre of buoyancy is not on the
ship’s centreline. The centre of gravity will still be in the same position on the ship’s centreline
but the position of the metacentre will not be the same as for the upright condition. It is
required to find the new position of M. By definition, M lies at the intersection of a vertical line
through B (now the initial centre of buoyancy) and the vertical through the centre of buoyancy
(B1) in a slightly inclined position. It will be seen that the new metacentre M is above G, i.e.
the vessel has positive metacentric height and a restoring couple will operate to return it to
its angle of loll after any displacement or heel in the direction of the original list.
The causes of the list might be due to improper distribution of weight within the ship either
too high or excessively on one side. There may be damage to the hull or slack water or a
combination of any of these factors. The cause of list may be obvious, but if in doubt assume
instability.
129

The following advice should be acted upon in any case of suspected instability:
1. Do not empty any fuel or water tanks below the waterline on the low side.
2. Press up all slack tanks to reduce liquid free surfaces as much as possible. This
will most likely entail tank transfer.
3. Lower movable weights if possible, e.g. trim down fish in the hold and fishing
gear.
4. Secure suspended weights and derricks and do not attempt to haul on the
derricks.
5. As a last resort, ballasting (counter-flooding) may be attempted.
Put the vessel into the weather and ‘heave to’. Maintain reasonable trim and start filling a
tank about amidships. With a centrally divided double bottom tank it is most important to
start filling on the low side first. This will, of course, make the list slightly worse for a short
time but weight is being added as low as possible. When the tank is from about 3 to 2 full,
carry on ballasting both sides together and press right up.
Figure 5. Positive GM at angle of loll

(Small inset: Vessel cannot remain upright in this condition)
Effect of weights on ship condition
The effect of weight can be considered under the following headings:

1. Raising or lowering weight already aboard.
2. Adding or removing weight.
3. Suspension of a weight (e.g. on a derrick)
4. Moving a weight transversely.
130

Weight already aboard
If a weight of ω tons is raised a distance d feet the centre of gravity of the whole ship will also
be raised to a new position G1. The metacentric height GM will decrease by an amount GG1.
Now the force ω multiplied by the distance through which it is moved d is called the moment.
This is equivalent to the weight or displacement of the ship multiplied by the effect (distance
GG1) on G.
Figure 6. Raising a weight already aboard
That is, ω x d = W x GG1
ωxd
∴ Loss of metacentric height GG1 =
W
Where W (often designated by ∆) is the displacement of the ship in tons. Note there is no
change in either draft or trim when a weight already aboard is raised. Lowering a weight has
the reverse effect by increasing the GM.
Weights added or removed
Weight added or removed from a ship will cause:

a) Increase or decrease of displacement.
b) Increase or decrease of draft.
c) Alteration in trim fore-and-aft unless added amidships.
d) Raising or lowering of G.
e) Alter the position of B and M.
f) List, unless added on the centreline, but this is not significant for weights of
moderate amount.
Although the positions of M and G will change there may, in fact, be no change in their
relative positions in which case GM value would remain the same. An example will make the
effect of adding and removing weight clear.
131

Example 3
On departure from the fishing grounds for home a trawler is found to have 30 tons of fish in
the hold at a height of 8 ft above the keel. Since leaving port the trawler has consumed 13
tons of fuel (c.g. 3 ft above keel), 8 tons of fresh water. (c.g. 6 ft above keel), 2 tons of stores
(c.g. to 10 ft above keel) and lost 3 tons of nets and fishing gear. (c.g. 14 ft above keel). Before
leaving port the trawler had a displacement of 500 tons and the height of its centre of gravity
above the keel KG was 7ft. Calculate the new position of G above the keel. If in this condition
the height of M, i.e. KM is 9 ft, what is the metacentric height on leaving the fishing grounds
and the value of the righting lever at 10° inclination?
Weight Moment
Lever
Item tons tons ft.
ft.
+ - + -
Trawler 500 7 3,500
Fish 30 8 240
Fuel 13 3 39
FW 8 6 48
Stores 2 10 20
Net etc. 3 14 42
530 26 3,740 149
26 149
∆ = 504 3,591
Moment of ∆ 3,591
∴ (New lever) KG = = = 7.14 ft
∆ 504
But GM = KM – KG
= 9 – 7.14
= 1.86 ft on departure from fishing grounds.
Also, righting lever GZ = GMSinθ
= 1.86 Sin10°
= 1.86 x 0.1736
= 0.323 ft approx.
i.e. at 10° inclination the righting lever will be nearly 4 inches.
Suspended weights
It is most important to realize that the centre of gravity of any suspended weight aboard ship
does not act at the actual centre of gravity of the weight itself, but at the point of suspension.
The point of suspension is therefore known as the virtual centre of gravity of the weight. A
typically important example aboard a fishing vessel is the suspension of the loaded trawl
from a derrick.
So long as the trawl is off the deck its weight acts at the derrick head. This has a detrimental
affect on metacentric height. Also if the point of suspension, the derrick head, is offset from
the centreline there will be a heeling moment acting upon the ship. figure 7 explains the
situation which is unaffected by any initial list of the ship.
132

Figure 7. Suspended weight
Angle of heel due to moving a weight transversely
It is assumed here that the weight to be moved is already aboard the ship. If not, and the
weight is to be added or removed from one side of the ship, then the problem is in two parts,
viz. the weight is first considered to be added at the centreline (see previous relevant section)
and then moved transversely – or vice-versa if being removed from the ship.
Consider a weight ω to be moved a distance d transversely across the deck as in figure 8.
The transfer moment is ω x d
G will move in the direction of transfer to G1
B will move similarly to B1
The following relationships will hold:

ω x d = ∆ x GG1
GG1
tan θ = , or GG1 = GM tan θ
GM
ωxd
∴ tan θ =
∆GM
ωxd
and GM =
∆tan θ
133

This latter formula is important because it means that if the angle of heel can be measured
as a result of moving a known weight a given distance then GM can be found. This formula is
therefore made use of in the stability investigation known as an inclining experiment.
Figure 8. Shifting a weight transversely

(i.e. Angle of heel due to moving a weight across a deck)
Freeboard
A loadline (minimum freeboard) for fishing vessels agreed on an international basis is felt to
be needed by experts in many countries. A common criterion is to fix the freeboard as some
fraction of the depth of hull (e.g. D/10). That is, for flush-decked fishing vessels, the freeboard
should not be less than that required at a deck edge immersion of 122°. In other words, the
deck edge should not immerse at an angle of heel less than 122°. This is the same as saying
f = 2 B tan 12.5°, where B is the beam of the ship. The resulting freeboards are shown in
figure 1.
Most authorities seem to agree that the metacentric height of a fishing vessel in the light
condition should be more than 1.25 ft and not less than 2 ft at deep load. The minimum
GM for purse seiners has been recommended at 1.48 ft. Another figure given for trawlers in
the worst stability condition is a GM of not less than 1.31 ft. For near water fishing vessels,
general confidence has been expressed in righting lever (GZ’s) of about 12” at 30° to 40°
inclination and associated with metacentric heights of about 18”. All these quoted figures
except the last need to be looked at in relation to the other factors as well; 15” GM in a
modern boat might be ample whereas more than 2 ft in an older boat with low freeboard
might even be critical.
134

3.1.2 MAINTAIN VESSEL STABILITY 42 hours
Preserving safe stability
The following measures should be considered as preliminary guidance on matters influencing

the safety of fishing vessels generally, and specifically as related to safeguarding stability.
● All doorways and other openings through which water can enter the hull or deckhouses,
forecastle, etc. should be suitably closed in adverse weather. Accordingly, all appliances
for this purpose should be maintained aboard in good and efficient condition. Enclosed
spaces like deckhouses above the weather deck contribute to stability but if their
doors or openings are forced open by the sea and water collects inside this may be
slow to drain away. In this case, the flooding could become a danger to the safety of
the vessel.
● Hatch covers and flush deck scuttles should be kept properly secured when not in use
during fishing.
● All deadlights should be maintained in good condition and securely closed in bad
weather.
● All fishing gear and other large weights should be properly stowed and placed as low
as possible.
● Care should be taken when the pull from fishing gear might have an adverse effect on
stability, e.g. when nets are hauled by power block or the trawl catches obstructions
on the sea-bed. This is particularly the case when the vessel is manoeuvring with
the trawl abeam and is worse for small vessels. Gallows frames are the same size in
general for small vessels as for the larger ships which means for the former a relatively
greater lever. The point of action of the weight is at the hoist block of the frame or
derrick head.
● Gear for releasing the deck load in fishing vessels carrying catch on deck, e.g. herring,
should be kept in good working order for immediate use when necessary.
● Freeing ports in bulwarks which are provided with closing appliances should always
be capable of functioning and should not be locked, especially in bad weather.
Devices for locking freeing port covers should be regarded as potentially dangerous.
If locking devices in particular cases are considered essential for the service of the
ship, they should be of a reliable type, operative from a position which would always
be accessible. When operating in areas subject to ice formation, it is recommended
not to fit covers at all. Water on deck in the well between bridge and forecastle or
elsewhere can be a hazard to stability unless cleared rapidly. Moreover, this can build-
up by an equal amount with the onset of each successive wave.
● When the weather deck is prepared for the carriage of deck load by division with
pound boards, there should be slots between them of a size such that an easy flow of
water to the freeing ports will be ensured, i.e. good drainage.
● Never carry fish in bulk without first being sure that the portable divisions in the fish
hold are properly installed. The cargo must not shift.
● At any one time keep the number of partially filled tanks to a minimum.
135

● Observe any instructions given regarding the filling of water ballast tanks. Remember
that slack tanks can be dangerous.
● Any closing devices provided for vents to fuel tanks etc. should be secured in bad
weather.
● Reliance on automatic or fixed steering is dangerous as this prevents speedy
manoeuvring which may be needed in bad weather.
● Be alert to all the dangers of following or quartering seas. These may cause heavy
rolling and/or difficult steering. If excessive heeling or yawing occurs, reduce speed or
alter course or both.
● Maintain a seaworthy freeboard in all conditions of loading. Remember that this has
a very marked effect on the vessel’s maximum righting and recovery powers and the
range of heeling angles over which the ability to recover depends.
● Pay special attention to the formation of any ice aboard the vessel and reduce it by
all possible means. Standing wire rigging will ice-up to a greater extent than struts or
yards. If icing cannot be controlled leave the area with all possible speed long before
it becomes a serious menace.
Stability after damage
Damage will result in an increase in displacement, draft and a reduction of freeboard. There
will usually be list and trim and a free surface effect. All of these affect the metacentric
height.
The amount of water which can enter a compartment depends upon whether it is empty or
contains cargo or machinery. The percentage volume by which a compartment has been
filled is known as its permeability. The permeability of a hold which is half-full is therefore
50%. The permeability of an empty ballast tank is 100% and when full it is zero because,
of course, no sea-water can enter a full ballast tank if it is torn open. Engine rooms may
have a permeability of about 85%. Permeability is designated by the Greek letter μ. The
simplest case of underwater damage is the flooding of a central compartment. If the flooding
is complete there is no free surface effect and no trim or list. The weight added, therefore,
is the volume of the compartment multiplied by its permeability and divided by 35 (35 ft.3
of sea-water = 1 ton). The probable result is that the ship’s centre of gravity will be lowered
and the increased draft may raise or lower the metacentre. The net effect is nearly always
an increase in GM and, in principle, is not dissimilar from the filling of a deep water ballast
tank. The reduced freeboard will shorten the stability range, but this will only be serious if the
remaining freeboard is inadequate to cope with prevailing weather conditions.
There are alternative ways of considering damage which results in flooding. One is to treat
the flood water as added weight; the other is to base the investigation on lost buoyancy.
In the ‘added weight’ method the procedure is similar to that described in initial and stability
metacentre and new centres of gravity and buoyancy determined together with trim and/or
list. The new draft will depend upon the interior level of flooding assumed. Flooding will,
in fact, continue until a state of equilibrium has been reached and the outside draft and
interior flood level are equal. This is successive approximation as added weight increases
the draft which in turn increases the amount of flood water which can be admitted, which
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again increases the draft and so on until equilibrium. Stability calculations assume an intact
hull on the basis of added weight of water involving, of course, its appropriate free surface
correction. The inertia of the free surface should be modified by its permeability (surface
permeability), i.e. 1 x μ.
The ‘lost buoyancy’ method assumes, in effect, that the damaged compartment is no longer
a part of the ship – it has been ‘lost’ to the sea surrounding the ship by virtue of the degree
of free communication. This method takes the final condition when flooding has stopped and
the ship is in equilibrium. The lost buoyancy must be compensated by parallel sinkage of the
ship to some new waterline where the lost buoyancy is regained. The displacement remains
the same (because the part of the ship ‘lost’ has been compensated by increased draught
of the remainder). The CG and LCB are in the same position but the VCB rises. The inertia of
the water plane alters because only the intact portion may be considered. The value BM will
therefore change. But there is no free surface correction to consider. Trimming will take place
according to the redistribution of buoyancy (or displacement) but the amount is unaltered.
An important point in comparing the two methods from a stability point of view is the markedly
different values for metacentric height. The statical stability moment ∆GZ must be the same
Vxμ
in both cases and equal to GM sin θ. But ∆ increases in the added weight method by ,
35
whereas for lost buoyancy is constant. Therefore, in order to keep the product ∆ GM sin θ
constant, the metacentric height by the lost buoyancy method always comes out greater
than that by the added weight method in the inverse ratio of the two displacements.
GM is always changing (as well as ∆) if one considers flooding as added weight, but as ∆
remains constant for lost buoyancy, the GM for any flooded condition is a correct and direct
measure of the initial stability in the final condition. The added weight method is useful for
the investigation of intermediate stability conditions. But in all flooding cases the method of
determination has to be stated so that the appropriate displacement can be recognized.
Stability at list
An approximate appreciation of the stability situation of a damaged ship can be obtained in

certain circumstances. If a statical stability curve is available for some standard condition of
loading which is not appreciably different from the ship’s condition when damage occurs,
then this curve can be quickly and approximately corrected in a very simple manner.
It is assumed that the ship is damaged below the waterline and the flooding is unsymmetrical,
causing a list to one side. The heeling (upsetting) moment will be the weight of flood water
multiplied by the horizontal lever arm d from the CG, i.e. the moment of the weight about G
which is ω x d (assume G as for the intact ship.)
This upsetting moment must be balanced by the ship’s righting moment ∆GZ. If necessary,
alter the vertical scale GZ to read ∆GZ and then draw a horizontal line (parallel to the angles
of inclination at the base) to represent the moment ω x d. This will cut the statical stability
curve at the angle of list where the heeling and righting moments are equal. The part of the
stability curve above the horizontal line drawn for ω x d is the new statical stability curve.
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This new curve is only approximate because, of course, no account is taken of increased ∆,
the change in VCG, free surface loss or alteration in lever arm d with inclination; but these
effects tend to cancel at moderate angles.
It may be stated therefore, that if the angle of list can easily be ascertained, an approximate
appreciation of statical stability may be obtained within a few minutes. There is no need to
evaluate the moment ω x d.
It will be noticed further that, as the horizontal line representing the upsetting moment ω x d
is raised, the reserve of dynamical stability gets less and less until ω x d becomes tangential
to the apex of the stability curve at GZmax or ∆ GZmax. At this point the angle of list is critical.
Therefore, a steady list at the angle corresponding to maximum GZ means that the vessel is
unsafe and in danger of capsizing.
Effect of flooding on transverse stability
The lost buoyancy, expressed in tonnes, is the mass of water which could enter the space up
to the original waterplane, ie. the volume x permeability x density of water in which the ship
is floating.
The lost waterplane area is the area of the bilged compartment at the original waterplane. If the
compartment is completely contained below the waterline, e.g. a double-bottom tank, there
is no loss of waterplane area provided the tank top remains intact. The original waterplane
area may be given in the ship’s data or it can be calculated from:
100 x TPC
waterplane area =
1.025
Of the two corrections in this objective, the first is the second moment of lost waterplane
area about its own centroid, the second a correction to give the loss about the new centroid
of the intact waterplane. In the case of symmetrical flooding, the second correction is zero.
For wing compartments, the second correction is very much greater than the first, even for
compartments extending half the breadth of the ship.
Generally, the displacement of the ship and the position of the centre of gravity will remain
unchanged after bilging. However, if a tank containing a liquid is bilged, the weight of the tank
contents is lost, causing a reduction in displacement and a shift in the position of the ship’s
centre of gravity. The lost buoyancy would be comparable with the lost weight, causing a
similar shift in the centre of buoyancy with the result that there would be little change of
draught, trim or list. The loss of waterplane area would result in a reduction of GM.
Permeability
The permeability of a space is the percentage or fraction of the space which could be
occupied by water. The lost buoyancy equals the permeability x the volume. If a cargo was
stowed solidly, with no space for water in infiltrate, it would occupy:
1
m3/t
Density
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The space occupied in the hold by one tonne is its stowage factor, so the space available to
water = stowage factor – 1
m3/t
Density
The proportion of stow which could be occupied by water, i.e. the permeability,
1
stowage factor –
Density
=
stowage factor
For example, a cargo has a stowage factor of 1.2 m3/t and a density of 2.5 t/m3
1 1
= = 0.4 m3/t
Density 2.5
1.2 – 0.4 0.8

permeability = = = 0.67
1.2 1.2
Note, if a cargo has a permeability of 0.4 but only occupies half of the compartment, the
permeability of the whole compartment is 0.4 x 0.5 + 0.5 = 0.7.
The loss of waterplane area is taken to be permeability x waterplane area of the compartment,
but if the water level is above the top of the cargo the whole area is lost.
Angle of heel
Buoyancy is lost at the damaged compartment and an equal amount of buoyancy is gained
at the position of the new centre of flotation. The transverse shift in the ship’s centre of
buoyancy is, therefore, lost buoyancy x transverse distance from centre of flotation divided
by the displacement. On the assumption that the centre of gravity is still on the centreline,
the shift in buoyancy is the heeling arm.
The angle of heel would be given by the intersection of the GZ curve for the damaged
ship with the heeling-arm curve BB1 cos θ. Since KM curves for the damaged condition
are not available, the GZ curve has to be constructed, using values for the intact ship at a
displacement corresponding to the damaged draught and a KG chosen to give the modified
value of GM. The angle of heel read from the curve will be approximate. If the angle is small
it can be calculated from tan θ = BB1
GM
Effect of flooding on trim
Similar calculations are necessary to find the longitudinal position of the centre of flotation
after damage, and the reduction of BML. The change in GML is used to calculate the change
in MCT 1cm.
Buoyancy has been lost at the damaged compartment and replaced at the centre of flotation,
hence the trimming moment is the product of lost buoyancy and the distance from the centre
of the damaged compartment to the new centre of flotation. The change of trim and the
draught at each end are then calculated in the usual way.
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Flooding of a compartment near one end of the ship causes a large shift in the centre of
flotation away from the damaged end and a large reduction in MCT 1 cm. Combined with the
sinkage due to lost buoyancy, this may produce a large increase in draught at the damaged
end. The original trim of the ship will influence the chances of the ship surviving the damage.
A ship already trimmed towards the damaged end is more vulnerable than one on an even
keel or trimmed the other way.
Measures to improve stability or trim when damaged
The immediate action should be to restrict the flooding and, if possible, to stop it. In the
event of collision or stranding damage, it will not be possible to stop the flooding or reduce it
significantly by the use of pumps. Even a comparatively small hole below the waterline admits
water at a much higher rate than the capacity of bilge or ballast pumps. All watertight doors,
valves, dampers in ventilation shafts and access hatches should be closed to prevent flooding
progressing to other compartments. Where cross-flooding arrangements are required, they
should be put into operation at once to restrict the resulting list.
The guidance in the damage control booklet should be followed on fishing ships where
damage control information is provided.
In nearly all cases, damage will result in sinkage, list and trim, loss of stability and loss of
longitudinal strength. Corrective action for one condition will affect the others.
Excessive list or trim should be corrected by moving weights, fuel, water or liquid cargoes,
when possible. If ballast is added, it increases the sinkage. In some cases it may be possible
to pump out ballast to improve list or trim and lighten the ship at the same time. If the ballast
is taken from double-bottom tanks, however, the stability will be further reduced.
Stability may be improved by transferring fuel from wing or cross bunker tanks to double
bottoms if suitable tanks are empty. Efforts should be made to reduce free surface to a
minimum. Water accumulating in upper decks as a result of fire fighting should be drained to
the lowest level possible if means of pumping it out of the ship cannot be arranged.
After collision or stranding damage, particularly near the middle length of the ship, the
longitudinal strength will be impaired and account should be taken of that when deciding on
the transfer or addition of weights.
The Guidance notes of 3.1.1 are quoted from the book “Design of Small Fishing Vessels” by
J. Fyson and “Stability and Trim of Fishing Vessels” by J. Anthony Hind which is selected as
a textbook of this model course.
COMPETENCE
3.2 Fire prevention and fire fighting 1 (15) hours
See IMO Model course No. 1.20 for guidance
The participation in a fire fighting course similar to Model Course No. 1.20 would satisfy the
requirements of the STCW-F Convention.
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Trainees should undertake this course as soon as possible in their career, preferably during
the pre-sea stage at a shore-based establishment. In addition to the above skippers and
officers in charge of a navigational watch need to have competence of organizing fire drills.
COMPETENCE
3.3 Medical care (42.5) hours
See appendix 18 of the FAO/ILO/IMO Document for Guidance
The elementary training in medical care can enable watchkeeping officers to take immediate
effective action in the case of accidents or illnesses likely to occur on board fishing vessels,
which is shown in appendix 18 of the FAO/ILO/IMO Document for Guidance on Training and
Certification of Fishing Vessel Personnel.
COMPETENCE
3.4 Prevention of pollution of the marine environment (6) hours
Responsibilities under the International Convention for the Prevention of Pollution

from Ships, 1973, and the Protocol of 1978 relating thereto (MARPOL 73/78)
Relatively new additions to maritime law should be noted including MARPOL 73/78 Annex 1,
regulation 26 that requires every oil tanker of 150gt and above and every vessel other than a
tanker of 400gt and above to have a shipboard oil pollution emergency plan (a SOPEP), and
amendments to MARPOL Annex V that require garbage management plans to be in place.
Under Annex IV vessels are not permitted to discharge sewage within four miles of the nearest
land, unless they have in operation an approved treatment plant. Between 4 and 12 miles
from land, sewage must be comminuted and disinfected before discharge.
Annex VI sets limits on sulphur oxide and nitrogen oxide emissions from vessel exhausts and
prohibits deliberate emissions of ozone-depleting substances.
Examples of checklists can be found in the references. More extensive checklists are used
at many oil installations and include, amongst other things, a list of equipment on board and
ashore, whether fully operational or not, the communications to be used and emergency
procedures. The completed checklists are signed by the responsible persons from the vessel
and the installation when it is agreed to start operations.
It is recommended that, whenever possible, disposal of garbage should be made to port

facilities. Disposal at sea is strictly regulated by the provisions of the appropriate legislation.
Records of waste and garbage disposed of at sea must be kept. These records are subject
to inspection and checking by Port State Control officers.
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The annexes to the Convention contain the applicable technical regulations. These are:
Annex I – Oil
Annex II – Noxious liquid substances in bulk
Annex III – Harmful substances carried by sea in packaged forms
Annex IV – Pollution by sewage from ships
Annex V – Pollution by garbage from ships
Annex VI – Air pollution from vessels and NOX technical code
COMPETENCE
3.5 Life saving (13.25) hours
See IMO Model Courses No. 1.19 and 1.23 for guidance
Basic training in personal survival techniques and use of survival equipment should be given
to trainees before being assigned to any shipboard duties. The requirements of the STCW-F
Convention are fully covered by IMO Model Course 1.19.
Training in the use (and maintenance where applicable) of survival equipment and other life-
saving appliances should be included, as appropriate, in pre-vocational training courses or
other relevant shore-based training courses. Trainees who have successfully completed that
course and have been issued with a certificate of proficiency in survival craft have demonstrated
the ability and knowledge necessary to satisfy the requirements of the regulations concerning
life saving. See also IMO Model course 1.23.
COMPETENCE
3.6 Safety and health for fishing vessel personnel (11) hours
3.6.1 APPLY SAFETY AND HEALTH PROCEDURES FOR FISHING VESSEL

PERSONNEL
Safety precautions and procedures
Every topic will require instruction and guidance before practical work commences. Each
time, opportunity should be taken to ensure that safe operation remain prominent in every
process.
The potential hazards present in a workshop cannot be over-emphasized. It is essential that

trainees are fully aware of the dangers and the precautions necessary before commencing
any activity. The main issue is to ensure that trainees consider the aspects of safety and care
as an integral part of everything they do.
Safety precautions, rules and practices may be found in IMO Model Course 1.33.
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Note that an attitude is an individual’s habitual mode of responding to an object or situation.

Attitudes are developed by experience within social groups, including those of the workplace,
and may become firmly implanted. To produce a change of attitude by training is therefore
difficult and cannot be done quickly.
A crew member may know the correct safe working practice to adopt for a particular task and
yet ignore it when not being directly supervised. The necessary insistence on following safe
working practices will not necessarily change a careless attitude to safety; a discussion of the
consequences to himself and his family of an accident resulting in permanent disablement
might be more effective.
Officers should remember that their own attitudes and behaviour help to form those of
trainees and new entrants, who will not develop desirable attitudes to required standards if
their seniors do not adopt them or if they ignore breaches of them by others.
Safety precautions and procedures relating to the activities of fishing vessel personnel working
in machinery spaces are properly applied. Safety precautions relating to use of protective
clothing and equipment are applied as appropriate for the category of vessel concerned.
3.6.2 KNOWLEDGE OF THE PROVISIONS OF PART “A” OF THE FAO/ILO/IMO CODE

OF SAFETY FOR FISHERMEN TO THE OPERATIONAL SAFETY OF FISHING
VESSELS
Safety precautions associated with operation of fishing gear
Safety precautions for fishing vessel personnel operating gear are identified as appropriate
for the fishing method and category of fishing vessel concerned.
Training may be undertaken on board fishing vessels or through integrated on board/on

shore training arrangement.
COMPETENCE
3.7 Human relationships 5 hours
3.7.1 PERSONNEL MANAGEMENT, ORGANIZATION AND TRAINING ON BOARD

VESSEL
Officers will have different experiences of personnel management. As officers in charge of

a watch they will also have had to exercise their authority. They will therefore recognize and
understand many of the learning objectives. It should be possible to build on this and use
their prior experience to the maximum to improve their knowledge and ability to cope with
seagoing and other personnel such as pilots, vessel agents, vessel repairers and other shore
staff.
There should also be a good opportunity to establish useful facts on the varying conditions
of employment experienced by the group of trainees and perhaps to learn something of
the advantages and disadvantages of the various systems which the trainees might find to
be helpful in the course of their duties. If time permits, the trainees should be given group
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assignments to recreate and learn how to deal with some of the typical arguments and
problems which occur on board vessel.
Organization of staff
Once again, the experience of the trainees can be used as a basis to develop the various
aspects of organizing staff. It is a wide subject and will vary according to the type of vessel
and, in some cases, the requirements of an Administration.
Training on board vessels
Organization and management skills are best learnt through teamwork activities and case
studies. As much time as possible should be devoted to this aspect. Role playing exercises
may be designed in communications, meetings, organizing drills and training sessions, to
name but a few areas, This is an important part of the course as it involves teaching various
subjects to the trainees so that they, in due course, have the capability to train staff on board
in the same subjects in order to improve safety and operational standards. There is scope in
this section to use role playing and group assignments for some aspects of this training.
Nearly all of the training undertaken aboard vessel will be on-the-job training, i.e. the trainee
uses the normal vessel’s tools, equipment and materials during the ordinary running of the
vessel. Off-the-job training will probably be restricted to the use of video cassettes.
The purpose of training
ABI training is intended to modify attitudes, to increase skills or to provide knowledge which
can be applied by the trainee in carrying out his work. The desired outcomes include a
reduction in accidents, less need for supervision, greater productivity and improved quality
of work. A thorough mastery of a task and a knowledge of its relevance to other tasks in the
running of the vessel also increase the job satisfaction of the crew member concerned.
Preparation
Before starting training, the instructor should prepare what he wishes to teach, decide the
order of the instruction and make a note of the important points to be emphasized. Any
tools or materials which are needed should be ready to hand and equipment, such as video
players, should be tested to ensure that they are working.
Methods of training
For training to be effective, the trainee must be able to see that it is relevant to him and his
work or duties on the vessel. The instructor should question the trainees before starting to
establish what they already know and can do and to explain why the task is necessary.
Nearly all on-board training is of an informal nature, often one-to-one, so trainees should
be encouraged to ask questions or have demonstrations repeated, if necessary, during the
training. The instructor should also question or test the trainees at suitable intervals to make
144

sure that they have understood, or are able to perform the skill being taught, up to that point.
Where appropriate, provide the trainee with a written note to support the tuition.
Changing attitudes
An attitude is an individual’s habitual mode of responding to an object or situation. Attitudes

are developed by experience within social groups, including those of the workplace, and may
become firmly implanted. To produce a change of attitude by training is therefore difficult and
cannot be done quickly.
A fisherman may know the correct safe working practice to adopt for a particular task and
yet ignore if when not being directly supervised. The necessary insistence on following safe
working practices will not necessarily change a careless attitude to safety. A discussion of the
consequences to himself and his family of an accident resulting in permanent disablement,
might be more effective. Officers should remember that their own attitudes and behaviour
help to form those of trainees and new entrants, who will not develop desirable attitudes to
required standards if their seniors do not adopt them or if they ignore breaches of them by
others, see V12.
Training in skills
On-the-job training usually consists of putting the trainee to watch and work with an
experienced person (e.g. a cadet, watchkeeping with a qualified officer). This arrangement
fails if the experienced person uses incorrect methods in his work.
In teaching a particular skill, such as a manual task, the instructor should divide the task into
self-contained stages, each of which can be taught as a unit. He should identify any critical
points at each stage. The job is demonstrated and explained to the trainees in stages, with
emphasis on the critical points. The trainee then carries out the job under the supervision
of the instructor. Stages are repeated as necessary until the trainees’ performances are
satisfactory, (V13).
Training in knowledge
In the majority of cases aboard vessel this will involve an officer or petty officer describing
equipment or a particular task to others, for example, instruction in how to launch an inflatable
liferaft and board it, and how to survive when in it. Trainees should be encouraged to participate
in the instruction by asking questions or making suggestions. Sufficient questions should be
directed to trainees to test that the necessary knowledge is being transferred.
Knowledge which is not often used (how to survive in a liferaft, for example) is forgotten with
the passage of time, hence the necessity for repeating such instruction at intervals.
Each trainee should deliver a short training session (about 10 minutes would be sufficient) to
the other members of the class. Subjects, which should be drawn from those which would be
undertaken aboard vessel, should be assigned to the trainees well in advance to allow them
ample time for preparation.
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COMPETENCE
3.8 FAO Code of Conduct for Responsible Fisheries 9 hours
3.8.1 PRINCIPLES AND GUIDELINES OF THE CODE OF CONDUCT 0.5 hour
Objectives of the Code of Conduct for Responsible Fisheries
To ensure the long term sustainability of living marine resources so that these can be harvested
by generations to come thus making a substantial contribution to world food security and
employment opportunities, is one of the long term objectives of the Code.
The immediate objective of the Technical Guidelines is to provide practical advice to implement
provisions of Article 8 to ensure all fishing operations are conducted responsibly.
3.8.2 RESPONSIBLE HARVESTING PRACTICES 3.5 hours
Lost fishing gear
The competent authority should ensure that owners of fishing gear have adequate equipment
available for the recovery of gear.
In the event of failure of the owner to recover lost and abandoned gear, the competent
authority should make appropriate arrangements for its recovery, particularly if the gear:
a) presents a hazard to the navigation of surface and sub-surface vessels;
b) fouls reefs;
c) fouls spawning beds;
d) becomes an impediment to fishing; or,
e) would continue to ghost fish.
The competent authority should encourage the re-use of recovered gear.
Habitat degradation
This may occur directly, e.g., as a result of mangrove clearance for various activities, coral
mining, or indirectly, e.g., by sedimentation of seagrass beds and reefs due to soil run-off
associated with, for example, deforestation or poor land-use practice. As with pollution,
habitat degradation will affect the financial well-being of the fisheries sector. Some habitat
degradation may be related to the fisheries sector itself, for example, fishing with explosives
or toxic substances, and mangrove clearance and use of chemicals for aquaculture
development.
It is important that where there is free and open access to coastal fisheries resources that
this regime is replaced as soon as possible by one based on exclusive use rights. There are
a number of reasons which take into account not only the inefficiencies generated within the
sector by open and free access but also because of the interaction with other sectors in the
coastal area. If the fisheries sector remains open access then it may be difficult to persuade
146

other agencies and resource users to restrict their activities in favour of fisheries since any
incremental benefits will be dissipated in the same way as resource rents. Conversely, as
fisheries move towards an exclusive rights-based regime, it is essential that they can operate
in an overall rights-based system of coastal resources development.
Living populations or stocks are capable of growth in abundance and biomass, but only up
to a certain limit. The limits to growth are determined by the current size of the population in
relation to its average abundance in the unexploited state, and by the environment in which
the stock occurs. The maintenance of a stock at productive levels requires an adequate
abundance of reproductively mature adults, the spawners, and suitable critical environments
for successfully passing through the different stages in the life history. However, particularly
as a result of variability in the environment, the growth of a stock from year to year is usually
highly variable.
Vessel/gear conflicts
No fishing vessel should anchor or remain on a fishing ground where fishing is in progress if it
would interfere with such fishing unless required for the purpose of its own fishing operations
or as a consequence of an accident or other circumstances beyond its control.
Subject to compliance with the International Regulations for Preventing Collisions at Sea all
vessels should conduct their operations so as not to interfere with the operations of fishing
vessels, or fishing gear already set.
Except in cases of force majeure, no fishing vessel should dump in the sea or inland waters,
any substance which may interfere with fishing or obstruct or cause damage to fish, fishing
gear, other fishing vessels or the aquatic environment.
When a fishing vessel fouls or otherwise interferes with gear not belonging to it, it should
take all necessary measures to reduce to a minimum the damage which may result to such
gear. The fishing vessel to which the gear belongs should, at the same time, avoid taking any
action which may tend to aggravate the damage.
Those in charge of a fishing vessel or any other fishing activity, should endeavour to retrieve
lost fishing gear. In the event of unsuccessful attempts to retrieve the gear, the extent, type,
position and gear mark should be reported to the competent authority. Any other lost gear
encountered, should, to the extent possible, be recovered and taken to port or if not recovered,
details of the gear and its position should be reported to the competent authority.
3.8.3 RESPONSIBLE FISHING GEAR/SELECTIVITY 3 hours
Gear selectivity
Gear restrictions affect the type, characteristics, and operation of fishing gear. Some gear has
been prohibited outright to (i) avoid increases in fishing capacity through increased efficiency,
(ii) avoid some unwanted impact on non-commercial sizes, species or critical habitats, or,
very often, (iii) avoid an injection of new technology which could modify significantly the
existing distribution of exploitation rights (particularly when these involve new participants).
Regulation of gear characteristics such as minimum mesh size or dimensions of mouth
opening of nets or traps is generally introduced to control fishing mortality or some particular
147

component of the resource, such as smaller individuals, for example juveniles of the target
species or fish of by-catch species. Gear restrictions may also be designed to reduce the total
catch by reducing the potential efficiency of the fisher. Area and time restrictions can be used
to protect a component of a stock or community such as spawning adults or juvenile stages.
As with gear restrictions, they have an important role to play but, unlike gear restrictions, can
be used to regulate total fishing mortality on a resource. However, a fisheries management
authority would have to monitor available effort and specify appropriate closed areas or
seasons such that the effort expended in the open windows did not exceed the sustainable
levels for the resource or that restrictions in some time-space windows do not simply lead to
transfer of excess levels of effort to other areas in excess of that which was desirable. These
measures are subject to the same social and economic problems in open access systems
as all other control measures.
Selective and environmentally safe fishing gear and practices should be further developed
and applied, to the extent practicable, in order to maintain biodiversity and to conserve the
population structure and aquatic ecosystems and protect fish quality. Where proper selective
and environmentally safe fishing gear and practices exist, they should be recognized and
accorded a priority in establishing conservation and management measures for fisheries.
States and users of aquatic ecosystems should minimize waste, catch of non-target species,
both fish and non-fish species, and impacts on associated or dependent species.
The harvesting, handling, processing and distribution of fish and fishery products should
be carried out in a manner which will maintain the nutritional value, quality and safety of the
products, reduce waste and minimize negative impacts on the environment.
All critical fisheries habitats in marine and fresh water ecosystems, such as wetlands,
mangroves, reefs, lagoons, nursery and spawning areas, should be protected and rehabilitated
as far as possible and where necessary. Particular effort should be made to protect such
habitats from destruction, degradation, pollution and other significant impacts resulting from
human activities that threaten the health and viability of the fishery resources.
3.8.4 ENERGY OPTIMIZATION 2 hours
Protection of the atmosphere
States, in co-operation with relevant international organizations and the fishing industry
should develop and adopt standards for the optimization of the use of energy in fisheries.
Such standards and associated guidelines for their application, should cover both harvesting
and post harvest sectors for full benefits to be derived by the sector as a whole.
Such standards and associated guidelines should take into account the provisions of the
1987 Montreal Protocol to the Vienna Convention on Substances that Deplete the Ozone
Layer, since these have a direct influence on energy optimization programmes. Technical
standards, specifications and recommendations will be prepared as a supplement to these
guidelines.
Owners and/or managers should ensure that their vessels are designed or refitted with
equipment to enhance energy optimization and reduce the emissions of dangerous substances
to the atmosphere.
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Owners, managers, charterers and officers of fishing vessels should adopt operational
strategies that would contribute to energy saving. States could make a contribution to these
strategies by improving Geographic Information Systems (GIS) and through the provision of
fisheries-related information regarding stocks, their distribution, and migrations as well as
sea-bed characteristics. Electronic chart systems should also be upgraded to incorporate
fisheries-related information. Furthermore, States, research institutions and commercial
companies, should be encouraged to co-operate in the provision of satellite-generated
information for use in real time as well as for forecasting fishing conditions.
Officers and crews of fishing vessels should be trained in energy optimization and energy
saving-techniques. States and, where appropriate, non-governmental training institutions,
should ensure that existing training courses are amended accordingly.
Officers and crews of fishing vessels should be conversant with the proper running and
maintenance of marine machinery in order to ensure that harmful substances in exhaust gas
emissions (NOX, SOX) do not exceed the levels set by the competent authority.
States should make provisions in national legislation for the phasing out of the use of
Chlorofluorocarbon (CFC) in refrigeration systems as well as Halon in fire-extinguishing
systems. They should ensure that the shipbuilding industry and those engaged in the fishing
industry are so informed of the time frame.
States, owners, managers and those involved in the fishing industry should follow international
guidelines for the safe disposal of CFC’s.
3.8.5 DUTIES OF ALL STATES, FLAG STATES AND PORT STATES 2 hours
GUIDELINES FOR ALL STATES
Those engaged in fishing
States should provide conditions for those engaged in fishing that encourage responsible
fishing by ensuring that:
a) the interests of those engaged in fishing are recognized and sufficiently secure
to provide for their long term contribution to the health of fisheries resources and
inter-generational equity;
b) incomes are sufficient to allow conservation and management measures to be
imposed without causing undue financial hardship on fishers and fishing vessel
owners;
c) matters concerning the safety and health of those engaged in the fishing industry
are given due consideration by taking into account the provisions of the relevant
ILO conventions, as well as the recommendations of its Committee on Conditions
of Work and Service in the Fishing Industry; and,
d) provisions are made for the views of those engaged in fishing to be taken into
account when management policies are being elaborated.
149

Authorization to fish
Within waters under their jurisdiction, States should ensure that only fishing operations
allowed by them are conducted.
The authorization to fish should contain details of the fishing activity so authorized, as well as
information regarding the names and addresses of those authorized and, where appropriate,
technical information related to any fishing vessel involved. States should maintain a record,
updated at regular intervals, of all authorizations to fish issued by them.
The authorization to fish should contain a condition that the recipient(s) will abide by the
provisions of the Code where and as these relate to fishing operations.
The authorization to fish may also contain conditions concerning, inter-alia:

a) area to be fished, species to be fished and quota for the vessel or fisher;
b) type of fishing gear or fishing implements so authorized;
c) time/seasonal limitations; the need for certain classes of fishing vessels to be
issued with a Certificate of Registry; and,
d) the limitation of navigational warranties.
States should establish systems for the monitoring, control and surveillance (MCS) and law
enforcement of fishing activities and related operations that include, inter-alia:
a) the granting of powers to the officers appointed to carry out monitoring, control
and surveillance activities;
b) legal provision for action to be taken that is of sufficient gravity so as to be effective
in achieving compliance with conservation and management measures;
c) appropriate marking systems for the identification of vehicles, vessels and aircraft
authorized for monitoring, control and surveillance activities; and,
d) a communications network that would ensure that all those engaged in fishing are
aware of regulations in force and the penalties for misconduct.
Education, training and certification
States should adopt systems of education and training programmes that would ensure that
all those engaged in fishing operations are able to carry out their duties competently. In
this respect they should be made aware of the provisions of the Code as well as relevant
international conventions, legal instruments and codes of practice. These systems of education
and training programmes would have to take into account the level of general education and
the fishing activities to be carried out. It would be unreasonable to expect artisanal fishers
to understand the provisions of legal instruments; on the other hand, those who expect to
be placed in charge of large fishing vessels must have a knowledge of such instruments.
The system would have to be developed in such a way that the older existing participants
would not be disadvantaged. They should have the opportunity to attend upgrading courses
and obtain dispensations. Therefore, any new requirements for certificates should include a
“grandfather” clause.
150

States should also maintain records of certificates issued and that these records should
be stored in a readily retrievable format. The entry in the record should give, inter-alia, the
following information:
a) details of the issuing authority;
b) a description of the discipline covered by the certificate;
c) its validity and conditions attached with regard to its scope;
d) name, date of birth and nationality of the holder; and,
e) title, signature of the issuing officer and date of signature.
In this respect, it should be noted that the word “Certificate” is defined in the International
Convention on Standards of Training, Certification and Watchkeeping for Fishing Vessel
Personnel (1995) as meaning “a valid document, by whatever name it may be known, issued
or recognized in accordance with the provisions of the Convention, authorizing the holder to
serve as stated in this document or as authorized by national regulations.”
States should ensure that measures applicable in respect of a person or persons charged
with an offence relating to a fishing operation, should include provisions which may permit,
inter alia, refusal, withdrawal or suspension of authorization:
a) to fish; and,
b) to serve as masters or officers of a vessel.
With regard to masters or other officers of a fishing vessel, the measures taken should be
entered in the record of the offender and, as appropriate, in the record of service and/or
on the certificate of competency held by the offender. The measures should be sufficiently
transparent to ensure that a flag State (other than the State that issued the certificate) would
also be fully aware of the action taken in this respect.
At the request of a flag State intending to employ foreign nationals, other States concerned
should cooperate by providing information concerning the competence of their nationals.
Safety
States should ensure that all fishing operations are carried out in safety.
States should make arrangements together and with the appropriate international organization
for the integration of fishing vessel operations into search and rescue (SAR) systems. For
such purposes, and taking into account the size and types of fishing vessels in a fleet, as
well as the likely disposition of individual vessels, States should give due consideration to the
adoption of integrated safety systems, such as:
a) the IMO Global Maritime Distress and Safety System (GMDSS) the basic concept
of which is that search and rescue authorities ashore, as well as shipping in the
immediate vicinity of the vessel in distress, will be rapidly alerted to a distress
incident so that they can assist in a coordinated SAR;
b) operation with the minimum of delay; the system also provides for urgency and
safety communications and the promulgation of maritime safety information,
151

navigational and meteorological warnings and forecasts and other urgent safety
information to vessels;
c) the International Telecommunications Union (ITU) system of communications for
maritime mobile and maritime mobile-satellite services; and,
d) ship position reporting systems.
States should also make safety arrangements, either individually or together as may be
appropriate, for inland water fisheries.
States should establish a system of forecasting and broadcasting through which fishers
would be given information on weather and areas to be avoided.
GUIDELINES FOR FLAG STATES
Flag allocation, authorization to fish and records
A flag State should establish a system to record details of vessels entitled to fly its flag
whether through the process of the issue of a Certificate of Registry or other document in
connection with the allocation of a flag or licence to fish. In addition, the system should allow
ready comparison with the record of authorizations to fish granted to fishing vessels. Since in
many countries, the competent authority for the register of a fishing vessel is often different
from the authority that would issue an authorization to fish, there should be a link between
both activities; this is particularly important in the case of vessels changing flags.
The “authorization to fish” issued to a fishing vessel should contain conditions to be met by
the owners, managers and/or charterers with regard to:
a) the allocation of a flag to a fishing vessel;
b) information on the vessel required for entry in the national record;
c) information on catch retained and on catch discarded; and, ship position
reporting.
All fishing vessels operating or intending to operate in waters of States other than those of
the flag State or on the high seas, should carry a document that attests to its nationality.
Furthermore, flag States should ensure that their fisheries research vessels, which operate or
intend to operate in waters of States other than those of the flag State or on the high seas,
are also issued with a Certificate of Registry and that they carry authorization issued by
the competent authority in connection with their activities. In this connection, such vessels
should follow internationally agreed codes of practice.
In general, fishing vessels should be subject to a process of immatriculation and a public

record should be kept for fishing vessels in which the following information, as appropriate,
should be recorded:
a) name of vessel or number;
b) port of registry/home port;
c) ITU International Radio Call Sign;
152

d) length overall, as used to measure length for the purpose of the International
Regulations for Preventing Collisions at Sea, 1972;
e) registered length, as defined in the Torremolinos International Convention for the
Safety of Fishing Vessels, 1977, as modified by the Torremolinos Protocol of 1993
relating thereto;
f) gross registered tonnage as defined in the International Convention on Tonnage
Measurement of Ships, 1969;
g) material of build;
h) vessel type/fishing method(s);
i) hold capacities in cubic metres; number of crew;
j) horsepower of main engine(s) in kW;
k) date of build;
l) INMARSAT number (where applicable);
m) name(s) and address of owner(s) and/or manager(s); and,
n) details of mortgages, maritime liens and other encumbrances.
The flag State should ensure that vessels to which it has allocated its flag carry on board the
original of the Certificate of Registry or document in connection with the allocation of a flag.
The vessels should also carry the authorization to fish issued by the competent authority.
A flag State may issue a document in which it calls on all other States to recognize that
the vessel is sailing under its protection. This facility is often used when a vessel is being
delivered to the flag State from the place where it had been built or in the case of a vessel
that has had its registry closed by another State on the sale of the vessel to an entity in a
new flag State. On arrival in the new flag State, a regular Certificate of Register (or Provisional
Certificate) would normally be issued.
An application for closure of the register or entry in a national record of fishing vessels should
be accompanied by supporting information as to:
a) the reason for the application (decommissioning/scrapping/sale); and,
b) if applicable the name(s) and nationality or nationalities of the new owners.
The flag State should provide details of the closure and, where known, the name of the
new flag State to the appropriate international organization and to States Parties to any
international agreement for the conservation and management of living marine resources, to
which the flag State is a party.
A flag State should not delete from its registry, a fishing vessel that is the subject of a joint
venture agreement and should remain responsible for the vessel at all times. In this respect,
it would be important to note that there may be a case for exceptions to this rule with respect
to a vessel under a demise charter (through which a vessel is leased bare of officers and crew
for a fixed period of time) since some States allow for the primary register to be suspended
or cancelled.
153

Fishing vessel maintenance and mandatory survey
A flag State should ensure that fishing vessels entitled to fly its flag are maintained in accordance
with its national rules as well as the provisions of relevant international conventions to which
it is a party and that vessel’s documents are in order at all times.
The competent authority should maintain, as appropriate, a vessel survey service. This may
be supported through arrangements with other States or the major classification societies
particularly where a vessel rarely calls at a port in its flag State.
A flag State should ensure, through regular inspection of vessels entitled to fly its flag
that they do not use anti-fouling paints containing compounds that endanger the aquatic
environment.
Position reporting of a fishing vessel
All fishing vessels should keep appropriate fishing and navigational logs and regularly report
the position of the vessel to the competent authority. The position of the vessel may be
reported in a number of ways and the requirement would differ with regard to the size of
the vessel, its area of operation, the type of safety network in force and weather patterns.
The authorization to fish could include a requirement for the carriage of equipment for the
transmission of the position of a vessel over a local radio network or satellite communications
system.
Marking of fishing vessels and fishing gear
A flag State should also ensure that vessels entitled to fly its flag are marked in accordance
with the Standard Specification and Guidelines approved by the FAO Committee on Fisheries
(COFI) at its 18th Session, Rome, 10-14 April 1989, for adoption on a voluntary basis.
National legislation should also contain a requirement for the marking of fishing gear and
fishing implements in order to identify the owner of the gear. Such requirements should take
into account uniform and internationally recognizable gear marking systems. Nets, lines and
other gear anchored in the sea as well as fish aggregating devices and nets, lines or fish
aggregating devices which drift in the sea should also carry marks to indicate their position
and the extent of the gear. Further details are given in: “Standard Specifications for the
Marking of Fishing Gear”; and “Guidelines for the Application of a Standard System of Lights
and Shapes for the Identification and Location of Fishing Gear”.
Safety of fishing vessels
States should adopt standards of safety for all types and sizes of fishing vessels.
In setting standards of safety for fishing vessels, States should take into account:
a) The Torremolinos International Convention for the Safety of Fishing Vessels, 1977
and its Protocol of 1993 (not in force);
b) FAO/ILO/IMO Code of Safety for Fishermen and Fishing Vessels; and,
c) FAO/ILO/IMO Voluntary Guidelines for the Design, Construction and Equipment of
Small Fishing Vessels.
154

Training and certification
Further to the guidance, flag States should ensure that only trained, experienced and, where
appropriate, certificated persons are placed in charge of fishing vessels entitled to fly their flags.
In this respect, they should take into account the provisions of the FAO/ILO/IMO Document
for Guidance on Fishermen’s Training and Certification. Since it is common practice for the
training of officers and crews for fishing vessels to be conducted by a different authority to
the one responsible for the examination of candidates for Certificates of Competency, States
should ensure that the Code is brought to the notice of the authorities. Trainees should be
well versed in the provisions of the Code in preparation for an examination for a Certificate
of Competency.
A flag State should assure itself that:

a) foreign nationals under consideration for service as masters or other officers on
board fishing vessels entitled to fly its flag, have been adequately trained; and,
b) where, applicable, their Certificates of Competency meet the requirements of the
flag State for its own nationals.
States whose nationals are under consideration for employment on foreign flag vessels
should co-operate by providing details of such nationals on request from the flag State.
Owners, managers and charterers must ensure that a vessel’s documents are in order for the
intended voyage. In particular, they should ensure that a Certificate of Registry is valid since
a lapsed certificate could render a vessel Stateless and such an omission could have serious
consequences for a vessel operating in the waters of another State or on the high seas.
Access to insurance
Flag States should facilitate access to insurance markets by owners, managers and/or
charterers in order to procure coverage for vessels, crew members and liability towards third
parties; actual requirements, which would vary from place to place, may include, inter alia:
a) access to foreign exchange;
b) facilitation of marine mutual organizations;
c) other legal provisions (e.g. limitation of legal liability).
There should be a requirement for owners, managers and/or charterers of a fishing vessel
to carry insurance coverage for the crew and risks to third parties as well as pollution of the
aquatic environment from the operation of the vessel. If a vessel is the subject of a grant or
loan application, there should also be a requirement to take insurance coverage against loss
or damage to the vessel.
Repatriation of crew
Flag States should ensure that crew members are entitled to repatriation in accordance
with the principles laid down in the “Repatriation of Seafarers Convention (Revised), 1987,
(No. 166). The Convention expressly provides, in Article 1 (2), for the application of its contents
to fishing vessels following consultations between the competent authority and the social
partners.
155

GUIDELINES FOR PORT STATES
Assistance to a foreign flag State
Port States should establish procedures in their national legislation, in accordance with
international law, including applicable international agreements or arrangements, for it to
achieve and to assist other States in achieving the objectives of the Code. Details of these
procedures and measures to be taken to enforce them, should be made available by the port
State to all other States.
A port State should not discriminate in form or in fact against vessels of any other State.
Inspection by a port State
A port State should inspect such documentation required to be presented to the competent
authority on entering a port with regard to the fishing vessel, its crew and its cargo. The
examination of the fishing vessel and its documents should include, inter alia:
a) a certificate in connection with the registry of the vessel or other document
associated with the allocation of the flag it wears;
b) the safety certificate of the vessel;
c) the authorization to fish;
d) where applicable, its authorization to fish on the high seas;
e) the examination of the fishing gear and catch to determine whether or not these
comply with:
i) national regulations for vessels operating within the EEZ of the port State;
ii) international agreements for the conservation and management of living marine
resources and protection of the environment.
Detention
A port State may detain a fishing vessel if it has sufficient reason to believe that the vessel
does not comply with the above requirements, unless, in the case of the following:
a) the deficiencies cannot be rectified in the port;
b) in the case of navigation equipment and the vessel’s propulsion machinery, the
emergency or stand-by equipment has been adequately demonstrated;
c) in the case of vessels in class, the classification society surveyor concerned is in
agreement.
The port State should immediately inform the flag State of any deficiencies found and of any
action taken. The port State should also be prepared to take any, or further action as the case
may be, at the request of the flag State.
156

A fishing vessel may not be unreasonably detained. If, in the opinion of the owner, a vessel
is unreasonably detained, compensation may be claimed from the port State. However, the
owner of a fishing vessel should not have the right to claim for lost fishing time or for alleged
loss of income with respect to sale of the catch. For this purpose, the skipper of a fishing
vessel is considered to be an agent of the owner.
The port State should also inform the relevant international organization as may be required
under any international convention, legal instrument or regional arrangement to which the
port State is a Party.
Validity of certificates and authorization to fish
In the event that a certificate or document evidencing the allocation of a flag or authorization
to fish may expire after the vessel leaves port and while the fishing vessel is at sea, the flag
State should be immediately informed. This information should also be made available to the
competent fisheries management organization for the area in which the vessel may operate
with respect to the “Agreement to Promote Compliance with International Conservation and
Management Measures by Fishing Vessels on the High Seas”.
Stateless fishing vessel
If a port State has reasonable cause to believe that a vessel is under the flag of two States
and using them according to convenience, that vessel may be treated as if it were a vessel
without nationality and detained. The vessel may be disposed of if so required to offset the
costs incurred by the port State.
Training
States should cooperate with each other to adopt the common standards of training for port
State inspectors and surveyors.
157

ANNEX I – STABILITY DATA
FUEL OIL TANK S.G = 0.87

Tank Name Full capacity Capacity Weight G KG
F. P. T 20.30 19.49 16.96 (F) 24.47 2.97
No.1 F.O.T (P) 49.75 47.76 41.55 (F) 15.01 1.15
No.1 F.O.T (S) 49.75 47.76 41.55 (F) 15.01 1.15
No.2 F.O.T (P) 33.49 32.15 27.97 (F) 3.83 0.73
No.2 F.O.T (C) 54.41 52.23 45.44 (F) 1.22 0.64
No.2 F.O.T (S) 33.49 32.15 27.97 (F) 3.83 0.73
No.3 F.O.T (P) 22.76 21.85 19.01 (A) 9.94 0.61
No.3 F.O.T (S) 22.52 21.62 18.81 (A) 9.91 0.62
No.4 F.O.T (P) 15.51 14.89 12.95 (A) 20.82 3.39
No.4 F.O.T (S) 15.51 14.89 12.95 (A) 20.82 3.39
No.5 F.O.T (P) 17.87 17.16 14.93 (A) 24.48 3.83
No.5 F.O.T (C) 25.36 24.35 21.18 (A) 24.40 3.60
No.5 F.O.T (S) 17.87 17.16 14.93 (A) 24.48 3.83
Total 378.59 363.46 316.2 – –
FISH HOLD S.G = 0.68 (North)

Hold Name Volume weight G KG
No.1 Fish Hold 187.8 127.7 (F) 14.78 3.02
No.2 Fish Hold 302.08 205.41 (F) 1.21 2.68
No.3 Fish Hold 80.17 54.52 (F) 19.04 5.25
Total 570.05 387.63 – –
LUBRICATING OIL TANK S.G = 0.87

Tank Name Full capacity Capacity Weight G KG
L.O.T (C) 8.85 8.50 7.40 (A) 8.09 0.54
L.O.T (C) 5.53 5.31 4.62 (A) 15.62 0.09
Total 14.38 13.81 12.02 – –
158

FRESH WATER TANK S.G = 1.00

Tank Name Full capacity Weight G KG
F.W.T (P) 8.22 8.22 (A) 28.80 4.01
F.W.T (C) 11.47 11.47 (A) 28.83 3.90
F.W.T (S) 8.22 8.22 (A) 28.81 4.01
Total 27.91 27.91 – –
BILGE OIL TANK S.G = 0.90

B.O.T (s) 1.84 1.66 (A) 15.47 0.55
BALLAST WATER TANK S.G = 1.025

B.W.T. (P) 16.61 17.03 (A) 3.76 0.62
B.W.T.(S) 16.61 17.03 (A) 3.76 0.62
Total 33.22 34.06 – –
SERVICE TANK
L. O. S. T. (S) 1.98 1.72 (A) 13.51 5.29
CYL. O. T. (S) 4.31 3.84 (A) 15.22 5.36
F. O. S. T. (P) 3.35 2.91 (A) 15.50 5.30
F.O. = 0.87 CYL. = 0.89

L.O. = 0.87
FREEZING ROOM
Room Name Full capacity Weight G KG
Freezing Room 163.00 – (F) 10.15 5.12
159

160

161

162

163


■ Introduction
or skill has been transferred to meet the requirements of the STCW-F Convention.
Thus, each training outcome is supported by a number of related performance elements

syllabus; in particular,

The information on each table is systematically organised in the following way. The line
at the head of the table describes the FUNCTION with which the training is concerned. A
function means a group of tasks, duties and responsibilities related activities which make up
a professional discipline or traditional departmental responsibility on board.

● Navigation
● Catch Handling and Stowage
● Controlling the Operation of the Fishing vessel and Care for Persons on Board
comprises a number of competences. For example, the Function 1, Navigation, comprises
a total of COMPETENCES. Each competence is uniquely and consistently numbered in this
model course.
164

In this function the competence is fire prevention and fire fighting and stress. It is numbered
3.1, that is the first competence in function 3. The term competence should be understood as
the application of knowledge, understanding, proficiency, skills, experience for an individual
to perform a task, duty or responsibility on board in a safe, efficient and timely manner.
example, the above competence comprises three training outcomes. The first is concerned
with the fundamental principles of fire prevention and fire fighting. Each training outcome is
uniquely and consistently numbered in this model course. That concerned with fundamental
principles of fire prevention and fire fighting is uniquely numbered 3.1.1.

meeting the specified required performance. For the training outcome concerned with
fundamental principles of fire prevention and fire fighting there are three areas of performance.
These are:
3.2.1.1 Classes and chemistry of fire
3.2.1.2 Fire safety procedures
3.2.1.3 Potable and fixed fire-fighting equipment
and so on.
trainee should complete and which collectively specify the standard of competence that
lessons, lectures, tests and exercises for use in the teaching process. For example, under the
topic 3.1.1.1, to meet the required performance, the trainee should be able to:
● state that steels are alloys of iron, with properties dependant upon the type and
amounts of alloying materials used
● state that the specifications of shipbuilding steels are laid down by classification
societies
● state that shipbuilding steel is tested and graded by classification society surveyors
who stamp it with approval marks and so on.
IMO references (R) are listed in the column to the right hand side – Teaching aids (A), videos
(V) and textbooks (T) relevant to the training outcome and required performances are placed
165

It is not intended that lessons are organised to follow the sequence of required performances
listed in the tables. The syllabus tables are organised to match the competence in the
STCW-F Convention supported by the guidance in the FAO/ILO/IMO Document for
Guidance on Training and Certification of Fishing Vessel Personnel, chapter 7, section 2,
3 and related appendices. Lesson plans and teaching methodology should follow college
practices. It is not necessary, for example, for celestial navigation to be studied before tides.
However it is necessary to ensure that all the elements are covered and that teaching is
effective to allow trainees to meet the standard of the required performance and demonstrate
their competence.
166

COMPETENCE 3.1
IMO Reference
Fishing vessel construction and stability
TRAINING OUTCOMES:
3.1.1 APPLY VESSEL PRINCIPAL STRUCTURAL MEMBER DESCRIPTION Paragraphs 14 and

AND FUNCTION TO FISHING VESSEL OPERATIONS 15 of appendix
to regulation II/2,
STCW-F
3.1.2 MAINTAIN VESSEL STABILITY
167

COMPETENCE 3.1
IMO Reference
3.1.1 APPLY VESSEL PRINCIPAL STRUCTURAL MEMBER DESCRIPTION R1, R2, R3, R19
AND FUNCTION TO FISHING VESSEL OPERATIONS
Textbooks: T1, T3, T4
Teaching aids: A1
1.1 Identify the principal structural members of a vessel (10 hours)

– define following principal structural members of a vessel, and explain their
constructions, materials and functions:
– keel
– bottom
– frame
– beam
– plating
– deck
– stem
– stern frame
– deck girder
– pillar
– bulkhead
– watertight bulkhead
– fish hold
– bilge well
– cofferdam
– hatch
– bulwark
– bilge keel
– superstructure
– deck house
– engine room
– shaft tunnel
1.2 Identify the proper names of the various parts (10 hours)
– describe the proper names of the various parts of fishing vessels taking into account
the category of vessel concerned:
– stern trawlers
– side trawlers
– beam trawlers
– multi rig trawlers
– purse seine vessels
– gill net vessels
– long line vessels
– dredge fishing vessels
168

COMPETENCE 3.1
IMO Reference
– state the location of the various parts of fishing vessels taking into account the
category of vessel concerned:
– stern trawlers
– side trawlers
– beam trawlers
– explain the function of the various parts of fishing vessels taking into account the
category of vessel concerned:
– stern trawlers
– side trawlers
– beam trawlers
1.3 Identify damage control techniques (10 hours)

– define:
– margin line
– permeability of a space
– explain what is meant by ‘floodable length’
– describe briefly the significance of the factor of subdivision
– describe the provisions for dealing with asymmetrical flooding
– state the final conditions of the vessel after assumed damage and, where applicable,
equalization of flooding
– state that the skipper is supplied with data necessary to maintain sufficient intact
stability to withstand the critical damage
– explain the possible effects of sustaining damage when in a less favourable condition
– summarize the equilibrium conditions regarded as satisfactory after flooding
– state that damage to compartments may cause a vessel to sink as a result of:
– insufficient reserve buoyancy, leading to progressive flooding
– progressive flooding due to excessive list or trim
– capsizing due to loss of stability
– structural failure
169

COMPETENCE 3.1
IMO Reference
3.1.2 MAINTAIN VESSEL STABILITY R1, R2, R3

Teaching aids: A1
2.1 Use stability data, stability and trim tables and pre-calculated
operating conditions (26 hours)
Displacement (4 hours)
– state that, for a ship to float, it must displace a mass of water equal to its own mass
– explain how, when the mass of a ship changes, the mass of water displaced changes
by an equal amount
– define the displacement of a vessel as its mass measured in tonnes
– state that displacement is represented by the symbol ∆
– explain that a graph or scale can be drawn to show the relationship between the
displacement and mean draught of a ship given a displacement/draught curve, finds:
– displacements for given mean draughts
– mean draughts for given displacements
– the change in mean draught when given masses are loaded or discharged
– the mass of cargo to be loaded or discharged to produce a required change of
draught
– define ‘light displacement’ and ‘load displacement’
– define ‘deadweight’
– use a deadweight scale to find the deadweight and displacement of a ship at various
draughts in seawater
– define ‘tonnes per centimetre immersion’ (TPC)
– explain why TPC varies with different draughts
– use a deadweight scale to obtain TPC at given draughts
– use TPC obtained from a deadweight to find:
– the change of mean draught when given masses are loaded or discharged
– the mass of cargo to be loaded or discharged to produce a required change of
draught
– define ‘block coefficient’ (Cb)
– calculate Cb from given displacement and dimensions
– calculate displacement from given Cb and dimensions
Buoyancy (2 hours)
– explain what is meant by ‘buoyancy’
– define the force of buoyancy as an upward force on a floating object created by the
pressure of liquid on the object
– state that the buoyancy force is equal to the displacement of a floating object
– explain what is meant by reserve buoyancy
– explain the importance of reserve buoyancy
– explain how freeboard is related to reserve buoyancy
– explain the purpose of load lines
– explain the requirements for maintaining watertight integrity
– demonstrate an understanding of damage stability requirements for certain vessels
– explain reasons for damage stability requirements
170

COMPETENCE 3.1
IMO Reference
– identify damage stability requirements

– identify equilibrium condition after flooding
– identify damage stability requirements for passenger vessels
Statical stability (3 hours)

– state that weight is the force of gravity on a mass and always acts vertically
downwards
– state that the total weight of a ship and all its contents can be considered to act at a
point called the centre of gravity (G)
– define the centre of buoyancy (B) as being the centre of the underwater volume of the
ship
– state that the force of buoyancy always acts vertically upwards
– explain that the total force of buoyancy can be considered as a single force acting
through B
– explain that when the shape of the underwater volume of a ship changes the position
of B also changes
– state that the position of B will change when the draught changes and when heeling
occurs
– label a diagram of a midship cross-section of an upright ship to show the weight
acting through G and the buoyancy force acting through B
– state that the buoyancy force is equal to the weight of the ship
– label a diagram of a midship cross-section of a ship heeled to a small angle to show
the weight acting through G and the buoyancy force acting through B
– describe stability as the ability of the ship to return to an upright position after being
heeled by an external force
– define the lever GZ as the horizontal distance between the vertical forces acting
through B and G
– state that the forces of weight and buoyancy form a couple
– state that the magnitude of the couple is displacement x lever, ∆ x GZ
– explain how variations in displacement and GZ affect the stability of the ship on a
diagram of a heeled ship, shows:
– the force at B and G
– the lever GZ
– state that the length of GZ will be different at different angles of heel
– state that if the couple ∆ x GZ tends to turn the ship toward the upright, the ship is
stable
– state that for a stable ship:
– ∆ x GZ is called the righting lever
– GZ is called the righting lever
Initial stability (4 hours)

– state that it is common practice to describe the stability of a ship by its reaction to
heeling to small angles (up to approximately 10°)
– define the transverse metacentre (M) as the point of intersection of successive
buoyancy tome vectors as the angle of heel increases by a small angle
– state that, for small angles of heel, M can be considered as a fixed point on the
centre line on a diagram of a ship heeled to a small angle, indicates G, B, Z and M
171

COMPETENCE 3.1
IMO Reference
– show on a given diagram of a stable ship that M must be above G and state that the
metacentric height GM is taken as positive
– show that for small angles of heel (θ ), GZ = GM x sin θ
– state that the value of GM is a useful guide to the stability of a ship
– describe the effect on a ship’s behaviour of:
– a large GM (stiff ship)
– a small GM (tender ship)
– use hydrostatic curves to find the height of the metacentre above the keel (KM) at
given draughts
– state that KM is only dependent on the draught of given ship given the values of
KG, uses the values of KM obtained from hydrostatic curves to find the metacentre
heights, GM
– state that, for a cargo ship, the recommended initial GM should not normally be less
than 0.15m
Angle of loll (1 hour)

– show that if G is raised above M, the couple formed by the weight and buoyancy
force will turn the ship further from the upright
– state that in this condition, GM is said to be negative and ∆ x GZ is called the
upsetting moment or capsizing moment
– explain how B may move sufficiently to reduce the capsizing moment to zero at
some angle of heel
– state that the angle at which the ship becomes stable is known as the angle of loll
– state that the ship will roll about the angle of loll instead of the upright
– state that an unstable ship may loll to either side
– explain why the condition described in the above objective is potentially dangerous
Curves of statical stability (3 hours)

– state that for any one draught the lengths of GZ at various angles of heel can be
drawn as a graph
– state that the graph described in the above objective is called a curve of statical
stability
– state that different curves are obtained for different draughts with the same initial GM
– identify cross curves (KM curves and MS curves)
– derive the formula GZ = MS + GM sin θ
– derive the formula GZ = KM – KG sin θ
– derive GZ curves for stable and initially unstable ships from KN curves from a given
curve of statical stability, obtains:
– the maximum righting lever and the angle at which it occurs
– the angle of vanishing stability
– the range of stability
– show how lowering the position of G increases all values of the righting lever and vice
versa
– state that angles of heel beyond approximately 40” are not normally of practical
interest because of the probability of water entering the ship at larger angles
172

COMPETENCE 3.1
IMO Reference
Movement of the centre of gravity (3 hours)

– state that the centre of gravity (G) of a ship can move only when masses are moved
within, added to, or removed from the ship
– state that:
– G moves directly towards the centre of gravity of added masses
– G moves directly away from the centre of gravity of removed masses
– G moves parallel to the path of movement of masses already on board
– calculate the movement of G (GGI) from:
mass added or removed x distance of mass from G
CG1 =
new displacement of the ship
mass moved x distance of mass is moved
CG1 =
displacement of the ship
– perform calculations as in the above objective to find the vertical and horizontal shifts
of the centre of gravity resulting from adding, removing or moving masses
– state that if a load is lifted by using a ship’s derrick or crane, the weight is
immediately transferred to the point of suspension
– state that if the point of suspension is moved horizontally, the centre of gravity of the
ship also moves horizontally
– state that if the point of suspension is raised or lowered, the centre of gravity of the
ship is raised or lowered
– calculate, by using moments about the keel, the position of G after loading or
discharging given masses at stated positions
– calculate the change in KG during a passage resulting from:
– consumption of fuel and stores
– absorption of water by a deck cargo
– accretion of ice on decks and superstructures given the masses and their
positions
Trim (5 hours)
– define ‘trim’ as the difference between the draught aft and the draught forward
– state that trim may be changed by moving masses already on board forward or
aft, or by adding or removing masses at a position forward of or abaft the centre of
flotation
– define ‘centre of flotation’ as the point about which the ship trims, and states that it is
sometimes called the tipping centre
– state that the centre of flotation is situated at the centre of area of the waterplane,
which may be forward of or abaft amidships
– use hydrostatic data to find the position of the centre of flotation for various draughts
– define a trimming moment as mass added or removed x its distance forward or aft
of the centre of flotation: or, for masses already on board, as mass moved x the
distance moved forward of aft
– define the moment to change trim by 1cm (MCT 1cm) as the moment about the
centre of flotation necessary to change the trim of a ship by 1cm
– use hydrostatic curves or deadweight scale to find the MCT 1cm for various draughts
– given the value of MCT 1cm, masses moved and the distances moved forward or aft,
calculate the change in trim
– given the value of MGT 1 cm, the position of the centre of flotation, masses added or
removed and their distances forward of or abaft the centre of flotation, calculate the
change of trim
173

COMPETENCE 3.1
IMO Reference
– given initial draughts and the position of the centre of flotation, extend the calculation
in the above objective to find the new draughts
– given initial draughts and TPC, extend the calculation in the above objective to find
the new draughts
– given initial draughts and TPC, extend the calculation to find the new draughts
– use a trimming table or trimming curves to determine changes in draughts resulting
from loading, discharging or moving weights
– state that in cases where the change of mean draught is large, calculation of change
of trim by taking moments about the centre of flotation or by means of trimming
tables should not be used
– calculate final draughts and trim for a planned loading by considering changes to a
similar previous loading
Actions to be taken in the event of partial loss of intact buoyancy (1 hour)

– state that flooding should be countered by prompt closing of watertight doors, valves
and any other openings which could lead to flooding of other compartments
– state that cross-flooding arrangements, where they exist, should be put into
operation immediately to limit the resulting list
– state that any action which could stop or reduce the inflow of water should be taken
2.2 Identify the effects of free surface and ice accretion, where
applicable (5 hours)
– state that partially filled tanks will have a similar effect as that of water on deck
– state that the following advice should be acted upon in any case of suspected
instability:
– do not empty any fuel or water tanks below the waterline on the low
– press up all slack tanks to reduce liquid free surfaces as much as possible; this
will most likely entail tank transfer
– lower movable weight if possible, e.g. trim down fish in the hold and fishing gear
– secure suspended weights and derricks and do not attempt to haul on the derrick
– ballasting may be attempted
– state that the rise of G due to free surface effect (in metres)
inertia of tank (m4) X density of liquid in tank
=
displacement of the vessel in tonnes
where the density of the liquid is measured in tonne/m3
– state that the inertia of the tank (I) is the second moment of area of the liquid surface
about a fore-and-aft axis through the centre of area
lb3
– state that for a rectangular tank, I =
12
where: l = length of tank
b = breadth of tank
I = second moment of area about a fore-and-aft axis through the centre
– deduce from above formula that halving the breadth of a tank reduces the free
surface effect to one eighth of its original value
– deduce that subdividing a tank at the centre reduces its free surface effect to one
quarter of that of the undivided tank
– state that information for calculating free surface effect is included in tank capacity
tables
174

COMPETENCE 3.1
IMO Reference
– state that the information may be given in one of the following ways:
– inertia in metres
– free surface moments for a stated density of liquid in the tank as a loss of GM,
in tabulated form for a range of draughts (displacements) for a stated density of
liquid in the tank
– state the cause of ice
– state where the intensive ice formation generally occurs
– state where the most dangerous areas as far as ice formation are
– state that the most intensive ice formation takes place when wind and sea come
from ahead
– describe that at ambient temperatures of –4°C to –8°C and wind force 10-15m/s,
rapid accumulation of ice takes place
– state that very fast accumulation of ice takes place at ambient temperatures of –4°C
and lower and wind forces of 16m/s and over and at ambient temperatures of –9°C
and lower and wind force 10 to 15m/s
– state that the following icing allowance should be made in the stability calculations:
– 30 kg/m2 on exposed weather decks and gangway
– 7.5 kg/m2 for the projected lateral area of each side of the vessel above the water
plane
– the projected lateral area of discontinuous surfaces of rail, spars (except masts)
and rigging of vessels having no sails and the projected lateral area of other small
objects should be computed by increasing the total projected area of continuous
surfaces by 5% and the static moments of this area by 10%
– state that the height of the centre of gravity of ice accretion should be calculated
according to the position of corresponding parts of decks and gangways and other
continuous surfaces on which ice can accumulate
– state that combating ice formation may be removal of ice by means of cold water
under pressure, removal of ice with hot water and steam and breaking up of ice using
tools
– list the equipment and hand tools for combating ice formation on larger vessels
2.3 Identify the effects of water on deck (3 hours)

– state that heavy volume of water on deck will have the effect of raising the vessel’s
G, increase the draft, reduce the freeboard, increase displacement, alteration in trim
fore and aft and alter the position of B and M
– explain that angle of heel due to moving a weight such as wet fishing nets, etc.
transversely can be determined by the formula GM = w x d/∆ tan θ
– explain the formulae KG = moment of ∆/∆ and GM = KM-KG
– state that the weight of fish on deck and on shelves in fish hold is that sum with
weight added
2.4 Identify the significance of weathertight and watertight integrity

(10 hours)
– state that transverse bulkheads serve to subdivide a vessel against flooding and
spread of fire, to support decks and superstructures and to resist racking stresses
175

COMPETENCE 3.1
IMO Reference
– state that fishing vessels must have:

– a collision bulkhead, watertight up to the working deck, positioned not less than
0.05L and not more than 0.08L for vessels of 45 metres in length and over: not
less than 0.05L and not more than 0.05L plus 1.35 metres for vessels of less than
45 metres in length except as may be allowed by the Administration; in no case,
less than 2.0
– an afterpeak bulkhead enclosing the stern tube and rudder trunk in a watertight
compartment
– a bulkhead at each end of the machinery space
– explain that fishing vessels require additional bulkheads, as laid down by
classification society rules, according to their length
– describe the construction of a watertight bulkhead and its attachments to sides,
deck and tank top
– describe how watertightness is maintained where bulkheads are pierced by
longitudinals, beams or pipes
– state the rule regarding penetrations of the collision bulkhead
– describe how bulkheads are tested for tightness
– give examples of non-watertight bulkheads
– state that watertight doors should be of an equivalent strength to the adjacent
unpierced structure
– state that in vessels of less than 45m in length, such doors may be of the hinged type
– identify that where watertight doors shall be of the sliding type in case of vessels of
45m in length and over
– explain that sliding watertight doors shall be capable of being operated when the
vessel is listed up to 15 either way and by remote control from an accessible position
above the working deck
– state that deck openings which may be open during fishing operations shall normally
be arranged near to the vessel’s centreline
– state that fish flaps on stern trawlers shall be power-operated and capable of being
controlled from any position which provides an unobstructed view of the operation of
the flaps
– explain that where the height above deck of sills shall be at least 600mm and at least
300mm
– describe how the height above deck of hatchway coamings shall be on exposed
parts of the working deck and superstructure deck in hatchways closed by wood
covers
– state that openings in watertight bulkheads must be fitted with watertight doors
– state that watertight doors installed in watertight bulkhead shall be of an equivalent
strength of the adjacent unpierced structure
– state that in vessels of less than 45 metres in length, such watertight doors may be of
the hinged type, which shall be capable of being operated locally from each side of
the door and shall normally be kept closed at sea
– describe that in vessels of 45 metres in length and over, where watertight doors shall
be of sliding type
– describe that sliding watertight doors shall be capable of being opened when the
vessel is listed up to 15 degrees either side
– state that sliding watertight doors whether manually operated or otherwise shall be
capable of being operated locally from each side of the door
– describe where weathertight doors shall be fitted
– describe that a suitable alarm device is fitted to prevent persons being trapped in
freezer rooms in case of the doors of freezer rooms opening from one side only
176

COMPETENCE 3.1
IMO Reference
– categorize watertight doors as:

– class 1 – hinged doors
– class 2 – hand-operated sliding doors
– class 3 – sliding doors which are power-operated as well as hand-operated
– describe and sketch the arrangement of a power-operated sliding watertight door,
– describe and sketch a hinged watertight door, showing the means of securing it
– state that all watertight doors in main transverse bulkheads, in use at sea, must be
operated daily
– state that watertight doors and their mechanisms and indicators, all valves the
closing of which is necessary to make a compartment watertight and all valves for
damage-control cross-connections must be inspected at sea at least once per week
– state that records of drills and inspections are to be entered in the log, with a record
of any defects found
– illustrate full understanding of the dangerous effect of external forces from fishing
and other gear e.g., when caught in obstructions on the sea-bed or when gear is
acting on a high point in the vessel
– illustrate full understanding of the effect of severe wind and rolling in associated sea
conditions
2.5 Apply theories and factors affecting trim and stability and measures
necessary to preserve safe trim and stability (7 hours)
– state that the usual information supplied may be a general arrangement plan of
the vessel, a general arrangement plan of the machinery space, a rigging plan, a
capacity plan showing the capacity and centres of each compartment and containing
a deadweight/displacement scale, hydrostatic curves or tables, cross curves of
stability and conditions of loading
– state that conditions of loading for fishing vessels should comprise absolute
lightship, working lightship (all fishing gear aboard and perhaps crew and effects, but
all this will be specified), departure from port (working lightship plus all fuel, water,
stores, etc.), arrival at fishing grounds, fishing grounds half-trip condition, departure
from fishing grounds (full catch) and arrival in port (full catch + 10% fuel and stores)
– state that each condition of loading should give a tabular statement of all the
deadweight items, a corresponding displacement, VCG, GM, drafts, freeboard and
the trim by the stern
– state that the object of the inclining test is to determine the position of the centre of
gravity
– explain that picking up a bag of fish from over the side by derrick makes the centre
of gravity move not only vertically but horizontally towards the derrick head, if we
suppose M to be fixed it will be seen that the value of GM and the righting lever has
been considerably reduced
– explain that GM is decreased by the formula GG1=w x a/∆ (w: suspended weight)
– list the dangerous phenomena for vessels in following and quartering seas
– define the following situations:
– surf-riding and broaching-to
– reduction of intact stability caused by riding on the wave crest at midship
– synchronous rolling motion
– parametric rolling motion
– combination of various dangerous phenomena
177

COMPETENCE 3.1
IMO Reference
– explain that there are two kinds of critical conditions of encountering waves under
which are the dangerous phenomena: when the vessel speed approaches the phase
velocity of wave; when the vessel speed is nearly equal to the group velocity of wave
– state that the procedures of vessel handling to avoid the dangerous situations, e.g.
surf-riding and beaching-to, successive high wave attack, synchronous rolling and
parametric rolling motions, when navigating in severe following and quartering seas
– state that modifications of fishing vessel or changes in its fishing gear effects its light
ship condition and the position of the centre of gravity
– state that where modifications of fishing vessel or changes in its fishing gear is made,
the vessel should be re-inclined and the stability information revised
178

COMPETENCE 3.2
IMO Reference
Fire prevention and fire fighting
TRAINING OUTCOMES:
3.2.1 APPLY FIRE PREVENTION AND FIRE FIGHTING TECHNIQUES Paragraph 10

of appendix to
regulation II/2 in
STCW-F
179


Fire prevention and fire fighting
3.2.1 APPLY FIRE PREVENTION AND FIRE FIGHTING TECHNIQUES

Textbooks:
Teaching aids: A1
2.1 Organize fire and abandon vessel drills (1 hour)

– state that drills shall, as far as practicable, be conducted as if there were an actual
emergency
– state that every crew member shall participate in at least one abandon ship drill
and one fire drill every month. On vessels of less than 45 m in length, at least one
abandon ship drill and one fire drill every three months
fire drills:
– state that fire drills should be planned in such a way that due consideration is given
to regular practice in the various emergencies that may occur depending upon on the
type of fishing vessel
– state that while conducting fire drills the following procedures should be followed:
– reporting to stations and preparing for the duties described in the muster list
– starting of a fire pump, using at least one or two required jets of water
– operation and use of fire-extinguishing appliances
– checking and using firefighter’s outfit as appropriate and other personal rescue
equipment
– testing of relevant communication equipment
– operation of watertight doors, fire doors, fire dampers and main inlets and outlets
of ventilation systems in the drill area
– checking the necessary arrangements for abandoning the ship
– state that the equipment used during drills shall immediately be brought back to its
fully operational condition
– state that any faults and defects discovered during drills shall be remedied as soon
as possible
abandon ship drills:

– state that while conducting ship drills the following procedures must be followed:
– abandon ship drill is called by a particular alarm followed by an announcement
on the public address or other communications system. All persons on board the
fishing vessel shall be familiar with this alarm and announcement
– on hearing the alarm, fishing vessel personnel shall report to stations and prepare
for duties described in the muster list
– all are suitably dressed
– lifejackets are correctly donned
– preparation and lowering of at least one lifeboat, as appropriate
– starting and operating the lifeboat engine as appropriate
– launching method of liferaft is explained
– a mock search and rescue of a crew member trapped in a cabin is carried out
– instruction in the use of radio life-saving appliances
– state that different lifeboats shall be lowered at successive drills
– state that emergency lighting for mustering and abandonment is tested at each
abandon ship drill
180

COMPETENCE 3.3
IMO Reference
Medical care
TRAINING OUTCOMES:
3.3.1 RENDER FIRST AID TO INJURED PERSONS Paragraph 18

of appendix to
regulation II/2 in
See IMO Model Course No. 1.15 for guidance STCW-F
181

COMPETENCE 3.4
IMO Reference
Prevention of pollution of the marine environment
TRAINING OUTCOMES:
3.4.1 PREVENTION OF POLLUTION OF THE MARINE ENVIRONMENT Section 3 of

chapter 7 of
Document for
Guidance on
Training and
Certification of
Fishing Vessel
Personnel
182

COMPETENCE 3.4
IMO Reference
3.4.1 PREVENTION OF POLLUTION OF THE MARINE ENVIRONMENT R1, R2, R16, R17,
Textbooks: R21
Teaching aids: A1
1.1 Apply provisions of the International Convention for the Prevention of

Pollution from Fishing Vessels (5 hours)
MARPOL Annex I – Oil

– state that the certificate issued after survey is the International Oil Pollution
Prevention (IOPP) Certificate
– state that the dates of intermediate and annual surveys are endorsed on the IOPP
Certificate
– state that a record of construction and equipment is attached as a supplement to the
IOPP Certificate
– state that the IOPP Certificate should be available on board the vessel at all times
– explain the duration of validity of the IOPP Certificate
– list the item of life-saving appliances inspection held in weekly, monthly and annually
– state the circumstances in which the IOPP Certificate will cease to be valid
– state the conditions under which oily mixtures from machinery-space bilges may be
discharged into the sea
– explain that the provisions do not apply to the discharge of clean or segregated
ballast
– explain the conditions under which the provisions do not apply to the discharge of
oily mixtures from machinery spaces where the oil content without dilution does not
exceed 15 parts per million
– state that residues which cannot be discharged into the sea in compliance with the
regulations must be retained on board or discharged to reception facilities
– list special areas for the purposes of Annex I
– state that any discharge into the sea of oil or oily mixtures from an oil tanker or other
vessels of 400 tons gross tonnage and above is prohibited while in a special area
– state the conditions under which a vessel, other than an oil tanker, may discharge oily
mixtures in a special area
– state the requirements for the provision of Oil Record Books
– list the entries required for machinery space operations in part A of the Oil Record
Book
– state the entries required for accidental or other exceptional discharge of oil
– state that the Oil Record Book should be kept on board readily available for
inspection and should be preserved for a period of three years after the last entry has
been made
– state that the competent authority of the Government of a Party to the Convention
may inspect the Oil Record Book while the vessel is in its port or offshore terminals
and may make a copy of any entry and may require the skipper to certify that the
copy is a true copy of such entry
– state that a copy certified by the skipper is admissible in any judicial proceedings as
evidence of the facts stated in the entry
183

COMPETENCE 3.4
IMO Reference
MARPOL Annex IV – Sewage

– define, for the purposes of Annex IV:
– holding tank
– sewage
– nearest land
– state the duration of validity of the Certificate
– describe the provisions regarding the discharge of sewage into the sea
– state the vessels to which the provision apply
– state that vessels to which the regulations apply are subject to surveys for the issue
of an International Sewage Pollution Prevention Certificate (1973)
MARPOL Annex V – Garbage

– define, for the purposes of Annex V:
– garbage
– nearest land
– special area
– state that the provisions of Annex V apply to all vessels
– state that the disposal into the sea of all plastics is prohibited
– state the regulations concerning the disposal of other garbage
– explain that when garbage is mixed with other discharges having different disposal
requirements, more stringent requirements apply
– describe the provisions for disposal of garbage from off-shore platforms and from
vessels alongside or within 500 metres from them
– list the special areas for the purposes of this annex
– explain the requirements for disposal of garbage within special areas
– describe the exceptions to regulations 3, 4 and 5
MARPOL Annex VI – Air pollution

– define, for the purpose of Annex VI:
– emission
– continuous feeding
– NOX Technical Code
– Ozone depleting substances
– Sludge oil
– SOX Emission Control Area
– state that the provisions of Annex VI apply to all vessels, except where expressly
provided otherwise in regulations 3,5,6,13,15,18 and 19 of this Annex
184

COMPETENCE 3.5
IMO Reference
Life saving
TRAINING OUTCOMES:
3.5.1 APPLY PERSONAL SURVIVAL TECHNIQUES Paragraph 11

of appendix to
See IMO Model course No. 1.19 for guidance regulation II/2 in
STCW-F
185

COMPETENCE 3.6
IMO Reference
Safety and Health for Fishing vessel personnel
TRAINING OUTCOMES:
3.6.1 APPLY SAFETY AND HEALTH PROCEDURES FOR FISHING VESSEL Section 3 of
PERSONNEL chapter 7 of
Document for
Guidance on
3.6.2 KNOWLEDGE OF THE PROVISIONS OF PART “A” OF THE FAO/ILO/ Training and
IMO CODE OF SAFETY FOR FISHERMEN TO THE OPERATIONAL Certification of
SAFETY OF FISHING VESSELS Fishing Vessel
Personnel
186

COMPETENCE 3.6
IMO Reference
Safety and health for fishing vessel personnel
3.6.1 APPLY SAFETY AND HEALTH PROCEDURES FOR FISHING VESSEL R1, R2, R22
PERSONNEL
Textbooks:
Teaching aids: A1
1.1 Apply safety and health precautions and procedures for fishing
vessel personnel on board (3 hours)
– state the precautions to be taken for safe working on board
– list the responsibilities of fishing vessel officers for vessel safety in general aspects
– describe items in a occupational safety plan
– state the hygienic problems which can occur on board
– state the procedures for disinfection, disinfestation and deratting
– state general principles for personnel to maintain good health
1.2 Identify safety precautions associated with the operation of fishing

gear (3 hours)
– explain that particular care should be taken when nets are hauled by power-block or
the trawl catches obstructions on the seabed
– state that items should be taken into account relating to fishing vessel deck
machinery when designing and operating them with regards to fishing vessel safety
– describe the danger of wearing loose work clothing and appendages and wearing of
rings in case of engaging in operating a deck machinery
– explain that it is dangerous to lift or pull too great a load by placing extra turns of
rope or wire on a warping drum
– state that control handles of deck machinery should be designed to return to the stop
position when released and be provided with a suitable locking device to prevent
accidental movements or displacement or unauthorized use, when practicable and
necessary
– state that winches should be provided with means to prevent over-hoisting and the
accidental release of a load if power supply fails
– state that the brakes of winches should be proof tested under a static load of not
less than 1.5 times the designed safe working load
– state that quick release devices should preferably be fitted in the case of beam
trawling and in purse seining
– state that wire ropes used for hoisting should not have knots, kinks, reverse bends or
broken strands
– state that the skipper or navigator should conduct a formal inspection all running
gear and associated equipment at least once in every twelve months
3.6.2 KNOWLEDGE OF THE PROVISIONS OF PART “A” OF THE FAO/ILO/ R1, R2, R6, R7
IMO CODE OF SAFETY FOR FISHERMEN TO THE OPERATIONAL
SAFETY OF FISHING VESSELS
Textbooks:
Teaching aids: A1
187

COMPETENCE 3.6
IMO Reference
1.1 Knowledge of fishing vessel on board safety procedures (2 hours)

– demonstrate knowledge of fishing vessel on board safety procedures
– list the responsibilities of fishing vessel skipper for vessel safety in general aspects
(code section III, chapter 1, 1.1)
– list items which should be taken into account relating to stability and associated
seaworthiness (code section III, chapter 1, 1.2) in fishing vessel safety
– state that special care is required in bad weather, for example by easing down when
crew members are traversing the deck
– explain that the crew should be alerted to all the dangers of following or quartering
seas
– explain that bilges should be kept drained and free of debris and oil
– state that the initial stability of a fishing vessel can be approximately determined by
means of the rolling period test
– explain that partially filled tanks can be dangerous
– state that before vessels depart into areas subject to icing, the freeing port cover, if
fitted, should be kept in the open position or removed
– state the management of freeing ports, openings and closing appliances with regard
to fishing vessel safety
– describe the importance of being given instruction manuals made by manufacturer
concerning the proper operation of main and auxiliary machinery
– state that hoisting machinery, derricks and associated running gear, should be load
tested at not more than two yearly intervals
– state that the maximum effort necessary for operating handles, levers, etc. should
not exceed 16kg and in the case of pedals not exceed 32kg
– state that whenever any harmful gas is used in a refrigeration system, at least
two sets of supplied air or self-contained breathing apparatus should be placed
conveniently near to the refrigeration plant
– explain why flame producing devices, or hot surfaces or smoking should not be
permitted in which refrigeration machinery spaces
– explain the dangers of allowing water and oil to accumulate in compressed air
systems
– state that the length of the threaded end of eyebolt should be one thread less than
the depth of the threaded hole
– state that wooden ladders should not be painted but varnished
– state that stairways and ladders should have non-skid treads
– state that rope ladders should be provided with two cross battens to prevent twisting
– list the precautions against falling overboard (chapter 5, 5.3)
– describe that suitable lifelines with manila ropes should be rigged on the working
deck in bad weather
– describe that a safety harness with a safety line attached should be used in adverse
weather when work is carried out on an exposed deck
– state that in heavy weather, crew members should not work alone on deck without
the watch in the wheelhouse being aware of their presence
– list the precautions against using ropes and lines (chapter 5, 5.4)
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– state that crew members responsible for the operation and maintenance of
machinery and electrical equipment should be given clear instructions regarding:
– testing procedures for electrical circuits
– standing procedures for the isolation of circuits and/or equipment prior to
hands-on maintenance
– routine inspection of electrical machinery and equipment and fault detection
– proper maintenance of circuit breakers and fuse carriers
– proper maintenance of storage batteries
Special safety precautions (chapter 6)
– describe when fishermen should wear goggles to protect their eyes
– state that fishermen should keep clear of water dripping from nets, as the drip may
be an irritant to the eyes
– describe the requirements of fishermen’s working clothes with regard to safety
– list protective equipment which fishermen should be wearing (chapter 6, 6.3)
– describe precautions against painting which should be taken for safety
– list hazardous work on fishing vessels
– describe precautions against loading and unloading which should be taken on fishing
vessels
– state that where wire rope is used, it should be free of kinks and broken strands
– state that where rope of synthetic fibre is used, care should be taken to avoid
slippage on whipping drums that could lead to excessive temperature rise
– state that whenever several conveyor belts are used, they should be fitted with
emergency switches at intervals of not more than 10m for stopping all working in the
line
– state that where the length of the conveyor is 15m or more, sound or light signals
should be provided for giving warning when the conveyor starts
– list precautions against taking fuel on board which should be taken
– list precautions against working in closed spaces which should be taken
– list the situations in which automatic steering should not be used
– describe the special fishery signals included in the Code of Signals
– explain the importance of sending position signals at not more than 24-hour intervals
– describe the action to be taken by the skipper of any fishing vessel at sea on
receiving a signals from a vessel or aircraft or survival craft in distress
– list the seven basic categories which consist of maritime safety information
– state that MSI for a given area is usually broadcast over either NAVTEX or SafetyNET
1.2 Knowledge of safety in fishing operations techniques and

procedures (3 hours)
See IMO Model Course 1.33
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COMPETENCE 3.7
IMO Reference
Human relationships
TRAINING OUTCOMES:
3.7.1 APPLY PERSONNEL MANAGEMENT RECOMMENDATIONS Section 2 of

chapter 7 of
Document for
3.7.2 CONDUCT ON BOARD TRAINING AND ASSESSMENTS Guidance on
Training and
Certification of
Fishing Vessel
Personnel
190

COMPETENCE 3.7
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3.7.1 APPLY PERSONNEL MANAGEMENT RECOMMENDATIONS R1,

Textbooks: R2. App 41
Teaching aids: A1
1. Identify fishing vessel personnel management requirements

(10 hours)
1.1 Personnel management regarding fatigue (2 hours)
1.1.1 Consideration of fatigue issues

.1 danger of fatigue
– explain the danger of fatigue
– state that fatigued persons do not realize they are fatigued and do not react
adequately to situations
– state that fatigued persons may suffer physically and mentally from a range of
conditions not apparently related to fatigue
– state that excessively long periods without sleep produce performance effects
equivalent to those produced by use of alcohol to the legal blood alcohol limit for
driving a motor vehicle
– explain that fatigue can be cured by sleep not by drugs and stimulants
– explain that rest without sleep is not a substitute
.2 sleep and fatigue
– explain alertness and fatigue
– explain biological clock
– explain sleep and wake cycle
– explain the nature and function of sleep
– state average quantity of sleep necessary for normal persons
– explain quality of sleep and fatigue
– explain sleep disorder and disturbances
– explain effect of irregular schedules
– explain circadian dysrhythmia (jet lag)
– explain effects of fatigue on performance
1.1.2 Fatigue factors

.1 fatigue factors relating to management
– explain the fatigue factors affected by management ashore and aboard the fishing
vessels as well as responsibilities of the Administration include:
– scheduling of work and rest periods
– manning levels
– assignment of duties
– shore-ship-shore support and communication
– standardization of work procedures
– voyage planning
– watchkeeping practices
– management policy
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– in-port operations
– recreational facilities
– administrative duties
.2 fishing-vessel-specific factors
– explain that fatigue factors related to the fishing vessel itself include:
– level of automation
– reliability of equipment
– motion characteristics
– vibration, heat and noise levels
– quality of working and living environment
– fishing vessel design
.3 personnel specific factors
– explain that fatigue factors related to fishing vessel personnel include:
– thoroughness of training
– experience
– personnel composition-cohesiveness
– personnel competency and quality
.4 external environment factors
– explain that external environmental factors affecting the fatigue of fishing vessel
personnel include:
– weather
– port conditions
– ice conditions
– density of vessel traffic
– fishing operations
1.1.3 Prevention of fatigue

.1 areas affecting prevention of fatigue:
– explain that areas affecting prevention of fatigue include:
– scheduling of work on board
– rest periods
– manning levels
– watchkeeping practices and assignment of duties
1.2 General personnel management (8 hours)
1.2.1 Principles for controlling subordinates and maintaining good

relationships
– state that the principles include:
– being consistently calm and even in temperament when giving orders and dealing
with offenders
– being honest and fair in all matters, and being firm when necessary
– treating all staff on the same basis, i.e. having no favourites
– avoiding causing disappointment to staff
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– avoiding making promises, if possible; if any are made, then they must be kept.
The number of promises made should be restricted to perhaps three, as they can
be remembered easily
– keeping staff well informed
– choosing the more difficult path of making, rather than breaking, a person who
has been an offender
– making allowances for differences in nationality, language, religion and other
cultural matters affecting behaviour and attitude
– making changes to a management method to allow for the personality of the user
– being in control as a necessity for good management
– being aware that managing staff on a ship in a declining fleet is more difficult than
normal
– being aware of the factors which govern attitudes of staff
– ensuring that all staff feel that their services on board are appreciated
– having a good attitude to staff welfare by:
– being helpful when a member of staff requires assistance on a personal
problem
– encouraging the social life of the ship
– keeping a watchful eye on the on-board consumption of alcohol, use of
cannabis resin (hash) and hard drugs such as cocaine and its derivatives and
illegal trading in pornographic material, and when necessary applying early
correction
1.2.2 Staff attitudes

.1 state that the reasons why people work include:
– the need to earn money
– the need to be a useful member of society
– the need for security of their standard of living
– the need to use their manual and mental skills and to derive satisfaction from them
– the need to achieve their ambitions and improve their status
– the desire to have authority over other people, even for an indirect reason such as
avoiding being controlled by a bully
1.2.3 Exercise of authority

.1 explain why a person must make his own authority, and state that:
– the appointment of a person to a higher rank gives potential authority only
– the real authority of a rank is achieved when the person concerned demonstrates
that he is fit for the rank by showing that:
– he/she knows the work
– he/she is decisive
– his/her decisions are generally correct
– his/her orders are clear and are quickly carried out without argument
– he/she seeks advice when necessary and helps others
– he/she can accept orders from superiors and carry them out
– the need for a person to be accepted by those with whom he/she works
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1.2.4 Group behaviour

.1 state that group behaviour, discipline and the amount of work done by the crew are
affected by:
– the need for a person to be accepted by those with whom he/she works
– the identification of the main troops on a ship, e.g. deck department officers and
crew and, similarly, for other departments, depending on how the vessel is manned
– unofficial groupings, for example by nationality or by religion
– keeping the aims of the groups in line with the well-being of the vessel, its
commercial success and the aims of the owning company
– conflict between a self-chosen leader of a group and the appointed leader
.2 describe how the performance of individuals can be affected by conforming to the
behavioural patterns of a group
2. Establish training arrangements for safeguarding human

relationships on board fishing vessels (9 hours)
2.1 Organizing for safety and emergencies

.1 state that, at least, the following actions are required:
– appointment of a safety officer/who may be chosen from the list of officers
– appointment of a fire officer who would normally be the chief officer
– appointment of the chief engineer as technical adviser to the fire officer for fires in
machinery spaces
– preparation and display of the muster list and distribution of muster cards to all staff
– checking that all fire-fighting and emergency equipment, including survival craft, is
serviceable
– holding fire and abandon ship drills as soon as is practicable after the crew joins the
ship, in accordance with the Torremolinos Convention requirements
2.2 Manning arrangements

.1 state that the organization on board depends on vessel design and manning
arrangements, including:
– whether the vessel has unattended machinery space and bridge control of main
engines
– how the fishing gears are operated and how labour-intensive this is
– whether an automatic pilot is fitted
– how labour-intensive is the fishing operation
– to what extent hydraulic spanners are used for speedy removal and replacement of
nuts, especially in the engine-room
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2.3 Analysis of work

.1 state that the following would be included:
– statutory and non-statutory requirements
– watchkeeping
– maintenance
– fishing operation
– testing systems
– training for emergencies
– training for the education and training of others on board
– associated work in particular:
– mooring and unmooring
– food and hygiene
– storing and bunkering
– preparing for dry-docking and surveys
– administration
– evaluation of personnel
– hours of work
2.4 Allocation of staff

.1 state that the skipper is responsible for all staff allocation but that the following
arrangements are typical:
– conventional departmental system in which:
– chief engineer officer (all work including deck machinery, including desk
machinery)
– chief officer (in addition to watchkeeping, all work associated with deck
equipment and fishing operation)
– purser/catering officer (all work associated with obtaining, storing and processing
food)
– all of the above (all work associated with training and the prevention of unhygienic
conditions and accidents in their respective fields)
2.5 Organizing for staff duties

.1 draw up watchkeeping, security and other rotas for use at-sea and in-port, with regards to
fitness for duty including those conditions, including:
– for engine-room
– watchkeeping officers and their duties
– in UMS condition, officers in charge
– day-work officers and staff and their duties
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COMPETENCE 3.7
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Human relationships
2.6 Organizing for maintenance

.1 list, where appropriate to the skill of the trainee, the checklists and work schedules,
including:
– safety
– fire alarms and boat stations alarms and fire detectors
– maintaining survival craft and equipment
– maintaining survival craft and equipment
– maintaining all fixed and portable fire-extinguishing equipment, including
fireman’s outfit
– emergency generation and emergency fire pump
– engine-room
– planned maintenance schedules of machinery
– steering gear
– electrical equipment and wiring systems
– control systems and automation equipment
– deck machinery
– domestic services/including hot and cold water, sanitary services, air
conditioning, domestic cold rooms and galley refrigerators
2.7 Organizing communications on the ship

.1 state that the holding of regular meetings is a good method of keeping staff informed and
providing liaison on matters relating to:
– the general operation of the vessel
– safety
– maintenance
.2 state that, preferably, safety meetings should be held monthly and management meetings
weekly
.3 state that the chairman and the composition of committees should be agreed with the
master except where stipulated by national rules, e.g. election of representatives to the
safety committee
.4 state that the basics on which the meetings are run should include:
– an agenda and its value in limiting the scope of a meeting
– the keeping of minutes and their confirmation by the committee concerned
– restricting the duration of a meeting to about one hour
.5 state that the minutes of meetings should be sent to those persons who attended the
meeting and, after confirmation, to others as required by the skipper
2.8 Meeting techniques

.1 state different ways of performing at meetings
.2 describe the influence of training on meeting techniques and on how a person must
conduct himself
.3 explain the psychology of the table
.4 describe:
– the ideal with disagreements
– the duration of a group meeting
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.5 explain how an agenda must be based on a timetable

.6 describe the most common pitfalls concerning:
– the subjects
– the arrangement
– the disregarding of meeting techniques
.7 explain four steps which can be followed in order to produce a successful meeting
.8 state the situations when:
– meetings are convenient
– other methods of communication can be used
.9 describe the types of meeting
.10 define, for the requirements of on-board ship administration:
– the types of meeting that are necessary
– the objectives of the meetings
– the preferred sequence of the meetings
3.0 Apply measures to minimize loneliness and isolation among fishing

vessel personnel (5 hours)
3.1 Causes of loneliness

.1 state that loneliness is a universal emotion felt by almost (if not) all persons at some point
in time or another
.2 state that a five factor model of the causes of loneliness include:
– personal inadequacies
– developmental deficits
– unfulfilled intimate relationships
– relocation and significant separations
– social marginality
.3 state that the links between loneliness and various problems include:
– emotional problems
– low self-esteem
– depression
– social anxiety
– social problems
– peer rejection and victimization
– lack of friendships
– lack of high-quality friendships
– behavioural problems
– shyness
– social withdrawal
– spending more time alone
– decreased participation in religious and extra curricular activities
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COMPETENCE 3.7
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.4 state that the associations between loneliness and other psychosocial problems include:
– physical illness
– suicide
– alcohol use
– poor psychological adjustment
– aggression
– low grades in training
– stealing
– vandalism
– social problems
– peer rejection and victimization
– lack of friendships
– lack of high-quality friendships
– behavioural problems
– shyness
– social withdrawal
– spending more time alone
– decreased participation in religious and extra curricular activities
3.2 Loneliness and coping strategies

.1 state that recent surveys revealed that lonely persons’ coping strategies focused more on
behavioural than on mental coping strategies
.2 state that coping strategies include:
– active solitude
– study or work
– write
– listen to music
– exercise
– walk
– work on a hobby
– go to a movie
– read
– play music
– increased activity
– devoting more of one’s self to work as well as taking on extra activities to make one’s
solitary time more pleasant, productive, and meaningful
– social contact
– calling a friend, visiting someone
– social support network and increased social involvement and interaction with others
and seeking romantic connections
– sad passivity
– cry, sleep, sit and think, do nothing, overeat, take tranquilizers, watch TV, drink,
getting “stoned”
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COMPETENCE 3.7
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– distancing and denial

– unhealthy behaviour such as exaggerated consumption of medication, alcohol
and drug abuse [sic], self-induced isolation, attempted suicide, turning to crime or
denying loneliness altogether
.3 explain that various measures need to be applied according to individual cases
.4 explain that organizing various social activities on board fishing vessel is essential
.5 explains that welfare facilities and services at sea should be provided:
– TV, radio, video films, DVD, etc.
– sports equipment
– a library containing vocational and other books
– facilities for recreational handicrafts
– access to ship-to-shore telephone communication
– reliable forwarding of fishing vessel personnel’s mail
– granting shore leave upon arrival in port
– possibility of allowing fishing vessel personnel to be accompanied by their spouses
on an occasional voyage
– granting permission to have their spouses, relatives and friends as visitors on board
their vessel when in port

Textbooks:
Teaching aids: A1
2.1 Conduct functional skill training arrangements (7 hours)

− explain the purpose of on-board training
− describe the preparation needed before the start of a training session
− state that training should be relevant to the trainees’ work and duties aboard vessel
− describe how to conduct a training session
− describe how to maintain in routine training such as fire drills and abandon ship drills
− describe methods for training:
− in attitude
− in skills
− in knowledge
− list the areas in which training is required and areas in which it is desirable
− deliver a training session to other members of the class
− state that training in the use of life-saving appliances and on the best methods of
survival should be based on the training manual on the vessel and should include the
following:
− donning of lifejackets and immersion suits as appropriate
− mustering at the assigned stations
− boarding, launching and clearing the survival craft and rescue boats
− methods of launching from within the survival craft
− release from launching appliances
− method and use of devices for protection in launching areas, where appropriate
− illumination in launching areas
− use of all survival equipment
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COMPETENCE 3.7
IMO Reference
Human relationships
– use of all detection equipment with the assistance of illustrations, the use of radio
life saving appliances
– use of drogues
– use of engine and accessories
– recovery of survival craft and rescue boats, including their stowage and securing
– hazards of exposure and the need for warm clothing
– best use of the facilities of a survival craft in order to survive
– methods of retrieval, including the use of helicopter rescue gear (slings, baskets,
stretchers), breeches buoy, shore life-saving apparatus and ship’s line-throwing
apparatus and all other functions contained in the muster list and emergency
instructions
− instructions for emergency repair of the life-saving appliances
− state that abandon ship drills must be carried out monthly on fishing vessels of 45 m
in length or more and every three months on other fishing vessels
− state that each member of the crew must be given instructions, which must include:
− operation and use of the ship’s inflatable liferafts
− problems of hypothermia, first-aid treatment of hypothermia and other
appropriate first-aid procedures
− special instructions necessary for use of the ship’s life-saving appliances in
severe weather and severe sea conditions
− state that:
− instructions in the use of the ship’s life-saving appliances and in survival at sea
should be given at the same interval as the drills individual instruction may cover
different parts of the ship’s life-saving system
– all of the vessel’s life-saving equipment and appliances must be covered within
any period of two months
2.2 Make on board functional skill assessments (2.5 hours)

− explain what is meant by:
– education
– training
– a learning system
– performance
– assessment
− explain the purpose of assessment
− explain the methods of assessment
− describe situations where training and assessment should be of benefit
− explain the difference between symptoms and causes when applied to performance
at work
− describe the effect of learning on a person
− explain five areas in which training can improve performance
− generate tasks for a required job performance – given relevant information
− identify training needs from given information or observation
− determine whether a performance gap could be closed by training
− discuss how attitude might be changed
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− explain what is meant by the cognitive domain

− explain what is meant by knowledge, comprehension and application
− explain what is meant by the affective domain
− explain what is meant by the psychomotor domain
− determine additional knowledge and skills required in a given case
− discuss the value of issuing assessment criteria to trainees
− determine additional knowledge, comprehension and application
− discuss the constraints and issues to be considered by shipboard assessor
− explain knowledge-based assessment
− explain skill-based assessment
− explain what is meant by “competence-based assessment”
− discuss the factors which influence the choice of assessment method
− explain briefly how the various factors affect the choice of assessment method
− list the common factors of all assessment systems
− explain the purpose of “traditional assessment”
− explain the purpose of “competence-based assessment”
− describe how the assessment process operates
− explain what makes the competence-based assessment different
− explain the implication of introducing competence-based assessment
− explain the fundamental responsibilities of an assessor
− state that an assessor’s role is to plan, manage and control assessment proceedings
− describe the qualities essential to be a successful assessor
− discuss the characteristics of trainees which influence assessment methods
− select suitable assessment methods for specified subject areas
− describe the role of the assessor in the various assessment methods
− define shipboard assessment
− define performance objective
− define shipboard measures
− define performance objective
− list the issues to take into account when preparing and conducting shipboard
assessments
− list the stages of developing shipboard assessment methods
2.3 Conduct musters and drills (2.5 hours)

– state that drills should be carried out as follows:
– routine exercises
– essential tasks should be repeated at each drill, including:
– operation of emergency bilge pump
– operation of remote shut-off valves and remote stop switches
– checking for ingress of air when handles of fire flaps are in ‘closed’ position
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– list essential tasks as:

– donning compressed-air breathing apparatus (CABA)
– preparing hoses and nozzles
– collecting foam compound
– collecting fire extinguishers
– collecting first-aid gear
– collecting evacuation equipment
– state that emergency teams are assembled in accordance with the muster list
– state that it may be necessary to improvise when persons are absent from
emergency teams
– describe examples of fire drills as:
– attacking fires with appropriate equipment in cabin, lockers, hatches, galley and
machinery spaces
– evacuating a wounded or unconscious person from the above spaces
– starting the emergency generator
– starting the emergency bilge pump
– describe examples of boat drills as:
– collecting additional survival gear
– using different disciplines to prepare for launching and to launch survival craft
– state that departmental training may include in the deck department:
– steering the vessel and function of the automatic pilot
– operation of windlass and mooring winches
– operation of fishing gears, e.g. trawl winch, line hauler net hauler, otter board,
purse winch or derricks
– securing of fish catches or fishing gears
– operation of bridge control of the main engines
– operation of the speed log, fish finder, fishing sonar, current meter and gyro-
compass and their repeaters the vessel carries
– operation of the navigation lights and other vessel’s lights and signals
– operation of the vessel’s whistle or siren
– the recording and care of spares and stores
− state that departmental training may include in the engine department:
– operation of the main engine and auxiliaries
– operation of electrical alternators and other electrical equipment
– operation of steering gear
– operation of oily-water separators
– operation of control and automation equipment
– tracing of pipe lines for the various services such as lubricating oil, fuel oil and
fresh and salt water
– the compiling of methodical inspections
– the recording and care of spare gear and stores
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− state that departmental training may include in the catering department:

– operation of galley equipment
– the recording and care of provisions and other materials
– the loading of provisions and dry stores
− state that departmental training may include in the deck department:
– painting hull, deck and superstructure
– planned maintenance procedures
– gyro-compass and repeaters
– fire extinguishers and fireman’s outfits
– survival craft and launching equipment
− state that departmental training may include in the radio department:
– radar scanners and communications aerials
– radars and communication equipments
– emergency radio equipment for survival craft
− state that departmental training may include in the engine department:
– planned maintenance of machinery
– preservation and painting of structures and pipe work
– maintenance of fixed fire-extinguishing systems
– methods and details of servicing and repairing selected items of equipment,e.g.
changing piston rings and repairing pumps, alternator engines and fuel injectors
– methods and details of testing and repairing electrical and electronic equipment
– making proper use of drawings and of instruction and maintenance manuals
− state that departmental training may include in the catering department:
– painting of galley, storerooms (not refrigerated) and alleyways, where required
– keeping galley stove and other equipment in good clean condition
– keeping filters and trunks of the galley air extractor fans clean and free of any
build-up of grease, to avoid fires
203

COMPETENCE 3.8
IMO Reference
FAO Code of Conduct for Responsible Fisheries
TRAINING OUTCOMES:
3.8.1 PRINCIPLES AND GUIDELINES OF THE CODE OF CONDUCT Section 2 of

chapter 7 of
Document for
3.8.2 RESPONSIBLE HARVESTING PRACTICES Guidance on
Training and
3.8.3 RESPONSIBLE FISHING GEAR/SELECTIVITY Certification of
Fishing Vessel
3.8.4 ENERGY OPTIMIZATION Personnel
204

COMPETENCE 3.8
IMO Reference
3.8.1 PRINCIPLES AND GUIDELINES OF THE CODE OF CONDUCT R2, R6, R7

Textbooks:
Teaching aids: A1
1.1 The objectives of the Code of Conduct

– explain that the objectives of the Code of Conduct are to establish, serve, provide
and promote the following:
– principles for responsible fishing and fisheries activities, taking into account all
their relevant biological, technological, economic, social, environmental and
commercial aspects
– principles and criteria for the elaboration and implementation of national policies
for responsible conservation of fisheries resources and fisheries management and
development
– technical, financial and other cooperation in conservation of fisheries resources
and fisheries management and development
– protection of living aquatic resources and their environments and coastal areas
– standards of conduct for all persons involved in the fisheries sector
– explain that the objectives of the Code of Conduct is to ensure:
– the long term sustainability of living marine resources so that they can be
harvested by generations to come thus making a substantial contribution to world
food security and employment opportunities is one of the long term objectives of
the Code
– state that responsible fishing involves fishing in a manner that the total annual fishing
mortality allows for the maintenance of the long-term sustainable yield and ensures
the productive character of the environment and biodiversity of the environment is
not threatened
3.8.2 RESPONSIBLE HARVESTING PRACTICES

Textbooks:
Teaching aids: A1
2.1 The effects of discard and by-catch R2, R6, R7

– describe the effect of by-catch
– state that by-catch may result in discarding fish catches
– describe the effect of discards
– explain which fishing method leads to relatively high level of by-catch
2.2 Define the detrimental effects of lost fishing gear

– state the effect of lost fishing gear, e.g. ghost fishing, marine environment pollution
– describe the detrimental impact of lost fishing gear on fishery resources
– describe the effects of lost fishing gear as follows:
– presents a hazard to the navigation of surface and sub-surface vessels
– fouls reefs
– fouls spawning beds
– becomes an impediment to fishing
– would lead to ghost fishing
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– state except in case of force majeure, no fishing vessel should dump in the sea any
substance which may interfere with fishing or obstruct or cause damage to fish,
fishing gear, other fishing vessels or the aquatic environment
– state that when a fishing vessel fouls other vessel’s gear, it should take all necessary
measures to reduce the damage and avoid taking any action which may tend to
aggravate the damage
– state that those in charge of a fishing vessel should endeavour to retrieve lost fishing
gear
2.3 Identify the causes of habitat damage due to fishery operation

– identify the causes of habitat damage due to fishery operation
– state that some habitat degradation may be related to fishing with explosives or toxic
substances, and mangrove clearance, use of chemicals for aquaculture development
and sedimentations of seagrass beds and reefs due to soil run-off associated with
deforestation or poor land-use practice
2.4 The purpose of marine reserves

– describe the purpose of marine reserves
2.5 The appropriate utilization of fish as food

– explain the appropriate utilization of fish as food
3.8.3 RESPONSIBLE FISHING GEAR/SELECTIVITY

Textbooks:
Teaching aids: A1
3.1 The importance of fishing gear selectivity

– explain the importance of fishing gear selectivity
– state that selective fishing gears and practices contribute to maintaining biodiversity
and to conserve the population structure and aquatic ecosystems and protect fish
quality
– explain the factors that affect size selection
– explain factors that affect species selection
– define fishing gear selectivity
– explain the limitations of selectivity
– describe the subsidiary devices such as BRDs, TED and grids
– state that the failure of selectivity results in by-catch
– explain selectivity by size
– state that minimum mesh size or dimensions of mouth opening of nets or traps is
generally introduced to improve selectivity
– explain selectivity by species
– explain survival of escaping fish from trawl net
– state that successful introductions of selectivity gears are various BRDs in
shrimp trawl
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3.8.4 ENERGY OPTIMIZATION R2, R6, R7

Textbooks:
Teaching aids: A1
4.1 The factors that affect size selection

– explain the factors that affect size selection
4.2 Factors that affect species selection

– explain the factors that affect species selection
4.3 The various factors that can optimize energy use in the fishing
industry
– explain the various factors that can optimize energy use in the fishing industry
– describe how improving the Geographic Information System (GIS) and through the
provision of fisheries-related information regarding stocks, their distribution, and
migrations as well as sea-bed characteristics would contribute to energy saving
– state that electronic chart systems and satellite-generated information for use in
real time as well as for forecasting fishing conditions would also enhance energy
optimization
– identify that the dangerous substances to the atmosphere are exhaust gas emissions
(NOX, SOX), CFC, Halon and VOCs
– state the phasing out of the use of CFC in refrigeration systems as well as Halon in
fire-extinguishing systems
– explain the various factors that can optimize energy use in the fishing industry

Textbook:
Teaching aids: A1
5.1 The duties of all States (0.5 hour)

– describe items which the authorization to fish should contain
– state that States should establish systems for the monitoring, control and
surveillance and law enforcement of fishing activities and related operations
– list the information which should be given in the entry in the records of certificates
issued
– state the duties of all States relating to fishing safety operations
207

COMPETENCE 3.8
IMO Reference
5.2 The duties of flag States (1.0 hour)

– state the duties of all flag States relating to fishing operations
– state the duties of flag States relating to various information concerned with flag
allocation, authorization to fish and its records
– state the duties of flag States relating to fishing vessel maintenance and mandatory
survey
– state the duties of flag States relating to position reporting of a fishing vessel,
marking of fishing vessels and fishing gear, safety of fishing vessel and training and
certification
– describe the duties of flag States relating to access to insurance and repatriation of
crew
5.3 The duties of port States (0.5 hour)

– state the duties of all port States relating to fishing operations, such as assistance to
a foreign flag State, inspection by a port State, detention etc.
– describe the duties of port States relating to validity of certificates and authorization
to fish, stateless fishing vessel and training
208

Guidance on the
Implementation of
Model Courses

Contents
Page
Part 1: Preparation 213
Part 2: Notes on teaching technique 218
Part 3: Curriculum development 220
Annex A1 Preparation checklist 223
Annex A2 Example of a Model Course syllabus in a subject area 225
Annex A3 Example of a lesson plan for annex A2 230
211

GUIDANCE ON THE IMPLEMENTATION OF MODEL COURSES
Part 1: Preparation
1 Introduction
1.1 The success of any enterprise depends heavily on sound and effective preparations.
1.2 Although the IMO model course “package” has been made as comprehensive as
possible, it is nonetheless vital that sufficient time and resources are devoted to
preparation. Preparation not only involves matters concerning administration or
organization, but also includes the preparation of any course notes, drawings,
sketches, overhead transparencies, etc., which may be necessary.
2 General considerations
2.1 The course “package” should be studied carefully; in particular, the course syllabus
and associated material must be attentively and thoroughly studied. This is vital if a
clear understanding is to be obtained of what is required, in terms of resources
necessary to successfully implement the course.
2.2 A “checklist”, such as that set out in annex A1, should be used throughout all stages
of preparation to ensure that all necessary actions and activities are being carried out
in good time and in an effective manner. The checklist allows the status of the
preparation procedures to be monitored, and helps in identifying the remedial actions
necessary to meet deadlines. It will be necessary to hold meetings of all those
concerned in presenting the course from time to time in order to assess the status of
the preparation and “troubleshoot” any difficulties.
2.3 The course syllabus should be discussed with the teaching staff who are to present
the course, and their views received on the particular parts they are to present. A study
of the syllabus will determine whether the incoming trainees need preparatory work to
meet the entry standard. The detailed teaching syllabus is constructed in “training
outcome” format. Each specific outcome states precisely what the trainee must do to
show that the outcome has been achieved. An example of a model course syllabus is
given in annex A2. Part 3 deals with curriculum development and explains how a
syllabus is constructed and used.
2.4 The teaching staff who are to present the course should construct notes or lesson
plans to achieve these outcomes. A sample lesson plan for one of the areas of the
sample syllabus is provided in annex A3.
2.5 It is important that the staff who present the course convey, to the person in charge of
the course, their assessment of the course as it progresses.
3 Specific considerations
3.1 Scope of course

In reviewing the scope of the course, the instructor should determine whether it needs
any adjustment in order to meet additional local or national requirements (see Part 3).
213

3.2 Course objective

.1 The course objective, as stated in the course material, should be very carefully
considered so that its meaning is fully understood. Does the course objective require
expansion to encompass any additional task that national or local requirements will
impose upon those who successfully complete the course? Conversely, are there
elements included which are not validated by national industry requirements?
.2 It is important that any subsequent assessment made of the course should

include a review of the course objectives.
3.3 Entry standards

.1 If the entry standard will not be met by your intended trainee intake, those
entering the course should first be required to complete an upgrading course to raise
them to the stated entry level. Alternatively, those parts of the course affected could
be augmented by inserting course material which will cover the knowledge required.
.2 If the entry standard will be exceeded by your planned trainee intake, you may
wish to abridge or omit those parts of the course the teaching of which would be
unnecessary, or which could be dealt with as revision.
.3 Study the course material with the above questions in mind and with a view to
assessing whether or not it will be necessary for the trainees to carry out preparatory
work prior to joining the course. Preparatory material for the trainees can range from
refresher notes, selected topics from textbooks and reading of selected technical
papers, through to formal courses of instruction. It may be necessary to use a
combination of preparatory work and the model course material in modified form. It
must be emphasized that where the model course material involves an international
requirement, such as a regulation of the International Convention on Standards of
Training, Certification and Watchkeeping (STCW) 1978, as amended, the standard
must not be relaxed; in many instances, the intention of the Convention is to require
review, revision or increased depth of knowledge by candidates undergoing training
for higher certificates.
3.4 Course certificate, diploma or document

Where a certificate, diploma or document is to be issued to trainees who successfully
complete the course, ensure that this is available and properly worded and that the
industry and all authorities concerned are fully aware of its purpose and intent.
3.5 Course intake limitations

.1 The course designers have recommended limitations regarding the numbers of
trainees who may participate in the course. As far as possible, these limitations should
not be exceeded; otherwise, the quality of the course will be diluted.
.2 It may be necessary to make arrangements for accommodating the trainees

and providing facilities for food and transportation. These aspects must be considered
at an early stage of the preparations.
214

3.6 Staff requirements

.1 It is important that an experienced person, preferably someone with experience
in course and curriculum development, is given the responsibility of implementing the
course.
.2 Such a person is often termed a “course co-ordinator” or “course director”.

Other staff, such as lecturers, instructors, laboratory technicians, workshop
instructors, etc., will be needed to implement the course effectively. Staff involved in
presenting the course will need to be properly briefed about the course work they will
be dealing with, and a system must be set up for checking the material they may be
required to prepare. To do this, it will be essential to make a thorough study of the
syllabus and apportion the parts of the course work according to the abilities of the
staff called upon to present the work.
.3 The person responsible for implementing the course should consider

monitoring the quality of teaching in such areas as variety and form of approach,
relationship with trainees, and communicative and interactive skills; where necessary,
this person should also provide appropriate counselling and support.
3.7 Teaching facilities and equipment

.1 Rooms and other services
It is important to make reservations as soon as is practicable for the use of lecture
rooms, laboratories, workshops and other spaces.
.2 Equipment
Arrangements must be made at an early stage for the use of equipment needed in the
spaces mentioned in 3.7.1 to support and carry through the work of the course. For
example:
● blackboards and writing materials

● apparatus in laboratories for any associated demonstrations and experiments
● machinery and related equipment in workshops
● equipment and materials in other spaces (e.g. for demonstrating fire fighting,
personal survival, etc.).
3.8 Teaching aids

Any training aids specified as being essential to the course should be constructed, or
checked for availability and working order.
3.9 Audio-visual aids

Audio-visual aids (AVA) may be recommended in order to reinforce the learning
process in some parts of the course. Such recommendations will be identified in Part
A of the model course. The following points should be borne in mind:
.1 Overhead projectors
Check through any illustrations provided in the course for producing overhead
projector (OHP) transparencies, and arrange them in order of presentation. To
produce transparencies, a supply of transparency sheets is required; the illustrations
can be transferred to these via photocopying. Alternatively, transparencies can be
215

produced by writing or drawing on the sheet. Coloured pens are useful for
emphasizing salient points. Ensure that spare projector lamps (bulbs) are available.
.2 Slide projectors
If you order slides indicated in the course framework, check through them and arrange
them in order of presentation. Slides are usually produced from photographic
negatives. If further slides are considered necessary and cannot be produced locally,
OHP transparencies should be resorted to.
.3 Cine projector
If films are to be used, check their compatibility with the projector (i.e. 16 mm, 35 mm,
sound, etc.). The films must be test-run to ensure there are no breakages.
.4 Video equipment
It is essential to check the type of video tape to be used. The two types commonly
used are VHS and Betamax. Although special machines exist which can play either
format, the majority of machines play only one or the other type. Note that VHS and
Betamax are not compatible; the correct machine type is required to match the tape.
Check also that the TV raster format used in the tapes (i.e. number of lines,
frames/second, scanning order, etc.) is appropriate to the TV equipment available.
(Specialist advice may have to be sought on this aspect.) All video tapes should be
test-run prior to their use on the course.
.5 Computer equipment
If computer-based aids are used, check their compatibility with the projector and the
available software.
.6 General note
The electricity supply must be checked for voltage and whether it is AC or DC, and
every precaution must be taken to ensure that the equipment operates properly and
safely. It is important to use a proper screen which is correctly positioned; it may be
necessary to exclude daylight in some cases. A check must be made to ensure that
appropriate screens or blinds are available. All material to be presented should be
test-run to eliminate any possible troubles, arranged in the correct sequence in which
it is to be shown, and properly identified and cross-referenced in the course timetable
and lesson plans.
3.10 IMO references

The content of the course, and therefore its standard, reflects the requirements of all
the relevant IMO international conventions and the provisions of other instruments as
indicated in the model course. The relevant publications can be obtained from the
Publication Service of IMO, and should be available, at least to those involved in
presenting the course, if the indicated extracts are not included in a compendium
supplied with the course.
3.11 Textbooks
The detailed syllabus may refer to a particular textbook or textbooks. It is essential that
these books are available to each student taking the course. If supplies of textbooks
are limited, a copy should be loaned to each student, who will return it at the end of
216

the course. Again, some courses are provided with a compendium which includes all
or part of the training material required to support the course.
3.12 Bibliography
Any useful supplementary source material is identified by the course designers and
listed in the model course. This list should be supplied to the participants so that they
are aware where additional information can be obtained, and at least two copies of
each book or publication should be available for reference in the training institute
library.
3.13 Timetable
If a timetable is provided in a model course, it is for guidance only. It may only take
one or two presentations of the course to achieve an optimal timetable. However, even
then it must be borne in mind that any timetable is subject to variation, depending on
the general needs of the trainees in any one class and the availability of instructors
and equipment.
217

Part 2: Notes on teaching technique

1 Preparation
1.1 Identify the section of the syllabus which is to be dealt with.
1.2 Read and study thoroughly all the syllabus elements.
1.3 Obtain the necessary textbooks or reference papers which cover the training area to
be presented.
1.4 Identify the equipment which will be needed, together with support staff necessary for
its operation.
1.5 It is essential to use a “lesson plan”, which can provide a simplified format for co-
ordinating lecture notes and supporting activities. The lesson plan breaks the material
down into identifiable steps, making use of brief statements, possibly with keywords
added, and indicating suitable allocations of time for each step. The use of audio-
visual material should be indexed at the correct point in the lecture with an appropriate
allowance of time. The audio-visual material should be test-run prior to its being used
in the lecture. An example of a lesson plan is shown in annex A3.
1.6 The syllabus is structured in training outcome format and it is thereby relatively
straightforward to assess each traineeʼs grasp of the subject matter presented during
the lecture. Such assessment may take the form of further discussion, oral questions,
written tests or selection-type tests, such as multiple-choice questions, based on the
objectives used in the syllabus. Selection-type tests and short-answer tests can
provide an objective assessment independent of any bias on the part of the assessor.
For certification purposes, assessors should be appropriately qualified for the
particular type of training or assessment.
REMEMBER – POOR PREPARATION IS A SURE WAY TO LOSE THE INTEREST

OF A GROUP
1.7 Check the rooms to be used before the lecture is delivered. Make sure that all the
equipment and apparatus are ready for use and that any support staff are also
prepared and ready. In particular, check that all blackboards are clean and that a
supply of writing and cleaning materials is readily available.
2 Delivery
2.1 Always face the people you are talking to; never talk with your back to the group.
2.2 Talk clearly and sufficiently loudly to reach everyone.
2.3 Maintain eye contact with the whole group as a way of securing their interest and
maintaining it (i.e. do not look continuously at one particular person, nor at a point in
space).
218

2.4 People are all different, and they behave and react in different ways. An important
function of a lecturer is to maintain interest and interaction between members of a
group.
2.5 Some points or statements are more important than others and should therefore be
emphasized. To ensure that such points or statements are remembered, they must be
restated a number of times, preferably in different words.
2.6 If a blackboard is to be used, any writing on it must be clear and large enough for
everyone to see. Use colour to emphasize important points, particularly in sketches.
2.7 It is only possible to maintain a high level of interest for a relatively short period of time;
therefore, break the lecture up into different periods of activity to keep interest at its
highest level. Speaking, writing, sketching, use of audio-visual material, questions,
and discussions can all be used to accomplish this. When a group is writing or
sketching, walk amongst the group, looking at their work, and provide comment or
advice to individual members of the group when necessary.
2.8 When holding a discussion, do not allow individual members of the group to
monopolize the activity, but ensure that all members have a chance to express
opinions or ideas.
2.9 If addressing questions to a group, do not ask them collectively; otherwise, the same
person may reply each time. Instead, address the questions to individuals in turn, so
that everyone is invited to participate.
2.10 It is important to be guided by the syllabus content and not to be tempted to introduce
material which may be too advanced, or may contribute little to the course objective.
There is often competition between instructors to achieve a level which is too
advanced. Also, instructors often strongly resist attempts to reduce the level to that
required by a syllabus.
2.11 Finally, effective preparation makes a major contribution to the success of a lecture.
Things often go wrong; preparedness and good planning will contribute to putting
things right. Poor teaching cannot be improved by good accommodation or advanced
equipment, but good teaching can overcome any disadvantages that poor
accommodation and lack of equipment can present.
219

Part 3: Curriculum development

1 Curriculum
The dictionary defines curriculum as a “regular course of study”, while syllabus is

defined as “a concise statement of the subjects forming a course of study”. Thus, in
general terms, a curriculum is simply a course, while a syllabus can be thought of as
a list (traditionally, a “list of things to be taught”).
2 Course content
The subjects which are needed to form a training course, and the precise skills and
depth of knowledge required in the various subjects, can only be determined through
an in-depth assessment of the job functions which the course participants are to be
trained to perform (job analysis). This analysis determines the training needs, thence
the purpose of the course (course objective). After ascertaining this, it is possible to
define the scope of the course.
(Note: Determination of whether or not the course objective has been achieved may
quite possibly entail assessment, over a period of time, of the “on-the-job
performance” of those completing the course. However, the detailed learning
objectives are quite specific and immediately assessable.)
3 Job analysis
A job analysis can only be properly carried out by a group whose members are
representative of the organizations and bodies involved in the area of work to be
covered by the course. The validation of results, via review with persons currently
employed in the job concerned, is essential if undertraining and overtraining are to be
avoided.
4 Course plan
Following definition of the course objective and scope, a course plan or outline can be
drawn up. The potential students for the course (the trainee target group) must then
be identified, the entry standard to the course decided and the prerequisites defined.
5 Syllabus
The final step in the process is the preparation of the detailed syllabus with associated
timescales; the identification of those parts of textbooks and technical papers which
cover the training areas to a sufficient degree to meet, but not exceed, each learning
objective; and the drawing up of a bibliography of additional material for
supplementary reading.
220

6 Syllabus content
The material contained in a syllabus is not static; technology is continuously

undergoing change and there must therefore be a means for reviewing course
material in order to eliminate what is redundant and introduce new material reflecting
current practice. As defined above, a syllabus can be thought of as a list and,
traditionally, there have always been an “examination syllabus” and a “teaching
syllabus”; these indicate, respectively, the subject matter contained in an examination
paper, and the subject matter a teacher is to use in preparing lessons or lectures.
7 Training outcomes
7.1 The prime communication difficulty presented by any syllabus is how to convey the
“depth” of knowledge required. A syllabus is usually constructed as a series of “training
outcomes” to help resolve this difficulty.
7.2 Thus, curriculum development makes use of training outcomes to ensure that a
common minimum level and breadth of attainment is achieved by all the trainees
following the same course, irrespective of the training institution (i.e. teaching/lecturing
staff).
7.3 Training outcomes are trainee-oriented, in that they describe an end result which is to
be achieved by the trainee as a result of a learning process.
7.4 In many cases, the learning process is linked to a skill or work activity and, to
demonstrate properly the attainment of the objective, the trainee response may have
to be based on practical application or use, or on work experience.
7.5 The training outcome, although aimed principally at the trainee to ensure achievement
of a specific learning step, also provides a framework for the teacher or lecturer upon
which lessons or lectures can be constructed.
7.6 A training outcome is specific and describes precisely what a trainee must do to
demonstrate his knowledge, understanding or skill as an end product of a learning
process.
7.7 The learning process is the “knowledge acquisition” or “skill development” that takes
place during a course. The outcome of the process is an acquired “knowledge”,
“understanding”, “skill”; but these terms alone are not sufficiently precise for describing
a training outcome.
7.8 Verbs, such as “calculates”, “defines”, “explains”, “lists”, “solves” and “states”, must be
used when constructing a specific training outcome, so as to define precisely what the
trainee will be enabled to do.
7.9 In the IMO model course project, the aim is to provide a series of model courses to
assist instructors in developing countries to enhance or update the maritime training
they provide, and to allow a common minimum standard to be achieved throughout the
world. The use of training outcomes is a tangible way of achieving this desired aim.
221

7.10 As an example, a syllabus in training-outcome format for the subject of ship

construction appears in annex A2. This is a standard way of structuring this kind of
syllabus. Although, in this case, an outcome for each area has been identified – and
could be used in an assessment procedure – this stage is often dropped to obtain a
more compact syllabus structure.
8 Assessment
Training outcomes describe an outcome which is to be achieved by the trainee. Of

equal importance is the fact that such an achievement can be measured
OBJECTIVELY through an evaluation which will not be influenced by the personal
opinions and judgements of the examiner. Objective testing or evaluation provides a
sound base on which to make reliable judgements concerning the levels of
understanding and knowledge achieved, thus allowing an effective evaluation to be
made of the progress of trainees in a course.
222

Annex A1
Preparation checklist
Ref Component Identified Reserved Electricity Purchases Tested Accepted Started Finished Status OK
supply
1 Course plan
2 Timetable
3 Syllabus
4 Scope
5 Objective
6 Entry
standard
7 Preparatory
course

8 Course
certificate
9 Participant
numbers
10 Staffing
Co-ordinator
Lecturers
Instructors
Technicians
Other
223
224
Annex A1
Preparation checklist (continued)
Ref Component Identified Reserved Electricity Purchases Tested Accepted Started Finished Status OK
supply
11 Facilities
(a) Rooms
Lab
Workshop
Other
Class
(b) Equipment
Lab
Workshop
Other
12 AVA
Equipment

and materials
OHP
Slide
Cine
Video
13 IMO reference
14 Textbooks
15 Bibliography
Annex A2
Example of a Model Course syllabus in a subject area
Subject area: Ship construction
Prerequisite: Have a broad understanding of shipyard practice
General aims: Have knowledge of materials used in shipbuilding, specification of

shipbuilding steel and process of approval
Textbooks: No specific textbook has been used to construct the syllabus, but
the instructor would be assisted in preparation of lecture notes by
referring to suitable books on ship construction, such as Ship
Construction by Eyres (T12) and Merchant Ship Construction by
Taylor (T58)
225

Course outline
Total hours
for each
Knowledge, understanding and proficiency Total hours for subject area of
each topic required
performance
Competence:
3.1 CONTROL TRIM, STABILITY and STRESS
3.1.1 FUNDAMENTAL PRINCIPLES OF SHIP

CONSTRUCTION, TRIM AND STABILITY
.1 Shipbuilding materials 3
.2 Welding 3
.3 Bulkheads 4
.4 Watertight and weathertight doors 3
.5 Corrosion and its prevention 4
.6 Surveys and dry-docking 2
.7 Stability 83 102
226

Part C3: Detailed teaching syllabus

Introduction
The detailed teaching syllabus is presented as a series of learning objectives. The
objective, therefore, describes what the trainee must do to demonstrate that the
specified knowledge or skill has been transferred.

in which the trainee is required to be proficient. The teaching syllabus shows the
Required performance expected of the trainee in the tables that follow.
publications, textbooks and teaching aids that instructors may wish to use in preparing
and presenting their lessons.
The material listed in the course framework has been used to structure the detailed
training syllabus; in particular:

● IMO references (indicated by R), and
The information on each table is systemtically organized in the following way. The line
at the head of the table describes the FUNCTION with which the training is concerned.
A function means a group of tasks, duties and responsibilities as specified in the STCW
Code. It describes related activities which make up a professional discipline or
traditional departmental responsibility on board.
comprises a number of COMPETENCES. Each competence is uniquely and
consistently numbered on this model course.
In this function the competence is Control trim, stability and stress. It is numbered
3.1, that is the first competence in Function 3. The term “competence” should be
understood as the application of knowledge, understanding, proficiency, skills,
experience for an individual to perform a task, duty or responsibility on board in a safe,
efficient and timely manner.
Shown next is the required TRAINING OUTCOME. The training outcomes are the
areas of knowledge, understanding and proficiency in which the trainee must be able to
demonstrate knowledge and understanding. Each COMPETENCE comprises a
number of training outcomes. For example, the above competence comprises three
training outcomes. The first is concerned with FUNDAMENTAL PRINCIPLES OF
SHIP CONSTRUCTION, TRIM AND STABILITY. Each training outcome is uniquely
227

and consistently numbered in this model course. That concerned with fundamental
principles of ship construction, trim and stability is uniquely numbered 3.1.1. For clarity,
training outcomes are printed in black type on grey, for example TRAINING OUTCOME.
Finally, each training outcome embodies a variable number of Required performances

– as evidence of competence. The instruction, training and learning should lead to the
trainee meeting the specified Required performance. For the training outcome
concerned with the fundamental principles of ship construction, trim and stability there
are three areas of performance. These are:
3.1.1.1 Shipbuilding materials

3.1.1.2 Welding
3.1.1.3 Bulkheads
Following each numbered area of Required performance there is a list of activities that
the trainee should complete and which collectively specify the standard of competence
that the trainee must meet. These are for the guidance of teachers and instructors in
designing lessons, lectures, tests and exercises for use in the teaching process. For
example, under the topic 3.1.1.1, to meet the Required performance, the trainee should
be able to:
● state that steels are alloys of iron, with properties dependent upon the type and
amount of alloying materials used
● state that the specification of shipbuilding steels are laid down by classification
societies
● state that shipbuilding steel is tested and graded by classification society
surveyors who stamp it with approved marks
and so on.
IMO references (Rx) are listed in the column to the right-hand side. Teaching aids (Ax),
videos (Vx) and textbooks (Tx) relevant to the training outcome and Required
performances are placed immediately following the TRAINING OUTCOME title.
It is not intended that lessons are organized to follow the sequence of Required
performances listed in the Tables. The Syllabus Tables are organized to match with the
competence in the STCW Code Table A-II/2. Lessons and teaching should follow
college practices. It is not necessary, for example, for shipbuilding materials to be
studied before stability. What is necessary is that all of the material is covered and tha
teaching is effective to allow trainees to meet the standard of the Required
performance.
228

FUNCTION 3: CONTROLLING THE OPERATION OF THE SHIP AND CARE FOR

PERSONS ON BOARD AT THE MANAGEMENT LEVEL
COMPETENCE 3.1 Control trim, stability and stress IMO reference
3.1.1 FUNDAMENTAL PRINCIPLES OF SHIP

CONSTRUCTION, TRIM AND STABILITY
Teaching aids: A1, A4, V5, V6, V7
1.1 Shipbuilding materials (3 hours) R1
● states that steels are alloys of iron, with properties dependent upon the type
and amounts of alloying materials used
● states that the specifications of shipbuilding steels are laid down by
classification societies
● states that shipbuilding steel is tested and graded by classification
surveyors, who stamp it with approved marks
● explains that mild steel, graded A – E, is used for most parts of the ship
● states why higher tensile steel may be used in areas of high stress, such as
the sheer strake
● explains that the use of higher tensile steel in place of mild steel results in
saving of weight for the same strength
● explains what is meant by:
– tensile strength
– ductility
– hardness
– toughness
● defines strain as extension divided by original length
● sketches a stress-strain curve for mild steel
● explains
– yield point
– ultimate tensile stress
– modulus of elasticity
● explains that toughness is related to the tendency to brittle fracture
● explains that stress fracture may be initiated by a small crack or notch in a
plate
● states that cold conditions increase the chances of brittle fracture
● states why mild steel is unsuitable for the very low temperatures involved in
the containment of liquefied gases
● lists examples where castings or forgings are used in ship construction
● explains the advantages of the use of aluminium alloys in the construction of
superstructures
● states that aluminium alloys are tested and graded by classification society
surveyors
● explains how strength is preserved in aluminium superstructures in the
event of fire
● describes the special precautions against corrosion that are needed where
aluminium alloy is connected to steelwork
229

230
Annex A3
Example of a lesson plan for annex A2
Subject area: 3.1 Control trim, stability and stress Lesson number: 1 Duration: 3 hours
Training Area: 3.1.1 Fundamental principles of ship construction, trim and stability
Main element Teaching Textbook IMO A/V aid Instructor Lecture Time
Specific training outcome in teaching sequence, with method reference guidelines notes (minutes)
memory keys
1.1 Shipbuilding materials (3 hours)
States that steels are alloys of iron, with properties Lecture T12, T58 STCW II/2, V5 to V7 A1 Compiled 10
dependent upon the type and amounts of alloying A-II/2 by the
materials used lecturer
States that the specifications of shipbuilding steels are Lecture T12, T58 STCW II/2, V5 to V7 A1 Compiled 20
laid down by classification societies A-II/2 by the
lecturer
Explains that mild steel, graded A to E, is used for most Lecture T12, T58 STCW II/2, V5 to V7 A1 Compiled 15
parts of the ship A-II/2 by the
lecturer
States why higher tensile steel may be used in areas of Lecture T12, T58 STCW II/2, V5 to V7 A1 Compiled 10

high stress, such as the sheer strake A-II/2 by the
lecturer
Explains that use of higher tensile steel in place of mild Lecture T12, T58 STCW II/2, V5 to V7 A1 Compiled 15
steel results in a saving of weight for the same strength A-II/2 by the
lecturer

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This electronic edition is licensed to

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Electronic edition, 2010

Copyright © International Maritime Organization 2008

All rights reserved.

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Part A1: Course Framework 8

Part B1: Course Outline and Guidance Notes 12

Part C1: Detailed Teaching Syllabus 38

Function 2: Catch Handling and Stowage 87

Part A2: Course Framework 88

Part B2: Course Outline and Guidance Notes 90

Part C2: Detailed Teaching Syllabus 104

Part A3: Course Framework 112

Part B3: Course Outline and Guidance Notes 116

Part C3: Detailed Teaching Syllabus 164

Guidance on the Implementation of Model Courses 209

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Following the adoption of the International Convention on Standards of Training, Certification

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flag state implementation.indd vii 04/03/2010 09:16

flag state implementation.indd viii 04/03/2010 09:16

■ Use of the model course

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Licensed to BSMA for 1 copy. © IMO

On successful completion of the course and demonstration of competence, a document

■ Course intake limitations

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■ Teaching facilities and equipment

A classroom equipped with an overhead projector and a blackboard or flipchart should be

■ Teaching aids and textbooks

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■ Training and the 1995 STCW-F Convention

“Mandatory minimum requirements for certification of officers in charge of a navigational

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Each function is addressed in three parts: Part A, Part B and Part C.

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Part A1: Course Framework 8

Part B1: Course Outline and Guidance Notes 12

Part C1: Detailed Teaching Syllabus 38

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■ Teaching aids (A)

A1 Instructor Guidance (Part B1 of this course)

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A24 Echo sounder

Available from: IMO Publications Section

V3 Know the current rules (Code No. 328)

Available from: Videotel Marine International Ltd

■ IMO references (R)

R1 International Convention on Standards of Training, Certification and Watchkeeping for

Licensed to BSMA for 1 copy. © IMO

Licensed to BSMA for 1 copy. © IMO

Textbooks may be available from the following:

Fishing News Books Ltd. Osney Mead, Oxford OX2 OEL, UK

Licensed to BSMA for 1 copy. © IMO

No formal example of a timetable is included in this model course.

and normal practices at the training establishment.

An effective manner of presentation is to develop a technique of giving information and then

Licensed to BSMA for 1 copy. © IMO

Licensed to BSMA for 1 copy. © IMO

Licensed to BSMA for 1 copy. © IMO

Licensed to BSMA for 1 copy. © IMO