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Alternative Pilot Training Program

Rory MainMember of the AMPI Training Advisory Board

Overview – “Pilot Training in the Future”

• Background/Development of the Alternative Pilot Training Program (APTP)

• Clarifying the ‘Alternative Pilot Training Program’• Pathways into pilotage• AMPI Pilot Training Industry Certificate and the NTAB Certificate of

Course Completion• AMPI’s lead role in developing and managing the program• What is required? Can AMPI endorse the program? Can AMPI seek

Accreditation and develop Accreditation Standards for Training Courses for pilot training?

(C) AMPI 222/09/2018

Background

• AMSA 2002: engages Thompson Clark to report on “maritime skills availability [and] trends that may impact on skills … in the future”.

• AMPA 2003: Brisbane Workshop recognises the need to address pilot training for the future and establishes an Industry Working Group to develop a report.

• AMPA 2005: the Industry Pilot Training Working Group present their findings and AMPI establishes the Pilot Training Advisory Board.

• TLISC May 2010: provides “accurate industry intelligence to the vocational education and training sector about current and future skill needs and training requirements” report to the National Transport Commission on the proposed National Ports Strategy.

(C) AMPI 322/09/2018

(C) AMPI 422/09/2018

Section 10.2 Guidelines

A pilot’s licence should not be issued unless the applicant is certified as medically fit to perform the duties of a pilot and possesses either:

a) a valid Certificate of Competency as an Australian Master Unlimited or a valid Australian Certificate of Competency for the size of vessel being piloted;

b) a Certificate of Recognition issued by AMSA in relation to an international qualification equivalent to a);

c) Royal Australian Navy qualifications and such additional competencies identified by AMSA as are required to achieve equivalence to an Australian Master Unlimited or an Australian Certificate of Competency for the size of vessel being piloted;

d) a pilots licence issued by the relevant Authority of a flag State that is a party to the International Convention of Training, Certification and Watchkeeping of Seafarers, 1995;

e) a valid pilots licence issued in another Australian jurisdiction; or

f) evidence of competencies equivalent to a) to e) and acceptable to the Authority and port administration.

NOTES:

1. It is anticipated that there may, in future, be nationally agreed equivalent competency solutions; however, these are currently still under development.

2. There may be variations to the competencies listed or additional competencies that might be considered at the local level by users of these guidelines.

3. Guidance on medical standards is given in annex a.

Reference: Guidelines for Marine Pilotage Standards in Australia (2008)(C) AMPI 522/09/2018

Australian Transport Council

• Australian Transport Council (ATC - September 2010): Endorses the “Competencies for Trainee Marine Pilots”.

“The program outlined by this Standard consists of two phases specifically developed for Trainee Marine Pilots. The Standard is intended to provide both a guide for conventional training from deckhand / deck cadet to Class 1 Master certification and a guide to training for those who do not require a superior certificate but aspire to shore-based positions of employment which require a recognised standard of maritime knowledge.Phase 1 of this program provides the candidates with the knowledge required to become a Trainee Marine Pilot and Phase 2 has been designed to provide appropriate experience and opportunity to apply the knowledgegained in Phase 1.”

(C) AMPI 622/09/2018

(C) AMPI 722/09/2018

Ports Australia

Thompson Clarke (2016) engaged to develop a discussion paper on “options for training marine pilots in Australia which will potentially open up greater opportunities for Australian mariners to legitimately enter the pilotage profession.”

(C) AMPI 822/09/2018

Pilot Training Advisory Board (AMPI)

• Last meeting: Monday 27th February 2017 • Planning best way forward considering all options – Group Discussion

and Action Plan. • Continuing Professional Development Progress report and issues.

Planning best way forward and Action Plan.

22/09/2018 (C) AMPI 9

22/09/2018 (C) AMPI 10

The Seafaring Skills Census is the start of a comprehensive analysis on the skills and experience that are critical to Australia’s broader maritime industry.

Here is the link to the Seafaring Skills Census: https://www.questionpro.com/t/ALrXuZcbGa

The Census will close on Wednesday, 26 September 2018, please contact MIAL if you are unable to submit your response by this date.

https://www.questionpro.com/t/ALrXuZcbGa

Alte

rnat

ive

Path

way Bachelor of Applied

Science (Pilotage)Master Unlimited UnitsShipboard/Port ExperienceShort Courses• BRM• AMPT• Manned Model• Ship SimulationIndustry Certificate

Trad

ition

al P

athw

ay Master Unlimited• Shipboard

experience• Masters Experience

(preferred)• Pilotage exemption

(preferred)• Short Courses

(preferred, same as opposite)

Alternative Pathway

Qualified to commence training as a marine pilot(C) AMPI 1122/09/2018

Edition: 1.0

First Published: November 2010 (PDF online www.nmsc.gov.au)

Draft for public comment issued: 23 September 2009

Endorsed by the Australian Transport Council: 24 September 2010

(C) AMPI 1222/09/2018

CONTENT OF PILOT COMPETENCY TRAINING AND ASSESSMENT In order to competently conduct the vessel, the pilot will need to possess the following knowledge, skill and ability: a) To be of sound physical and mental fitness. This can be determined by an appropriate

medical examination. b) To have specialised knowledge related to pilotage which includes knowledge of:

I. Navigation; II. Naval Architecture; III. Radio & Electronic Navaids; IV. Marine Engineering; V. Meteorology; VI. Seamanship; VII. Hydrostatics; VIII. Ship Handling and Manoeuvring; IX. Hydrodynamics; and X. Shipboard Management Systems.

Reference: Guidelines for Marine Pilotage Standards in Australia (2008)(C) AMPI 1322/09/2018

COMPETENCIES FOR TRAINEE MARINE PILOTS

2.1 SCOPEThis chapter specifies required outcomes and deemed-to-satisfy solutionsfor obtaining ‘Statement of Program Completion - Trainee Marine Pilot(SPC – TMP)’.2.2 REQUIRED OUTCOMESIn order to qualify for SPC—TMP, candidates shall demonstrate that theyare capable of applying specific skills and knowledge for the safe pilotageof vessels, gained by obtaining relevant qualifications and undergoingapproved training programs.

Reference: National Standard: Competencies for Trainee Marine Pilots (Sept 2010)(C) AMPI 1422/09/2018

COMPETENCIES FOR TRAINEE MARINE PILOTS

3.2.1 Phase 1: Qualifications (Degree course)The minimum qualification required to obtain Statement of ProgramCompletion—Trainee Marine Pilot shall be a full time degree course froman educational institution approved by AMSA, as specified in Annex A.3.2.2 Phase 2: Industrial trainingThe graduates of the academic program shall require significant on-the-jobtraining to gain experience in the industry to the level which would enablethem to commence the port specific pilot training. The industrial trainingshall consist of the following components:• Training at sea• Training at port• Practical ship handling training



Alternative Pathway Outlined

• Attainment of an Advanced Diploma (Master Unlimited), having a common curriculum in certain maritime related core subjects and allow for specialisation leading to a career in a range of maritime related positions

• Students wishing to specialise in pilotage are recommended to undergo … aptitude testing … AMSA medical or equivalent

• Following the completion of a Master Unlimited course and all short courses, pilot trainees undertake the specialist Pilot Training units

Note: Master Unlimited course is currently and Advanced Diploma (AQF level 6). AMSA issues a Masters Certificate on completion of the course, adequate sea time and an orals examination.

(C) AMPI 1722/09/2018

AQF Levels

22/09/2018 (C) AMPI 18

Training Flow Chart

The Training Flow Chart shows the program in three separate sections:1. Education provided at ‘Tertiary Institutions’2. Industry training which is monitored by the ‘Tertiary Institutions’

and supported by the ‘National Pilot Training Board’3. Qualification ‘equivalent to an Unlimited Master’ allowing the

successful applicant to commence training as a marine pilot.4. Port specific training provided to trainees after successful

completion of the Alternative Pilot Training Program (Port Specific training provided by the pilot service provider).

(C) AMPI 1922/09/2018

Career Pathways

(C) AMPI 2022/09/2018

Proposed Pathway

22/09/2018 (C) AMPI 21

Industry Experience – Shipboard Experience

B2 MODULE 1 – PRACTICAL EXPERIENCECandidates shall complete a total of nine months sea time on ships more than 3000 GT. Sea periods shall be of at least six weeks duration.

B3 PRACTICAL SHIP HANDLING TRAININGPractical ship handling training aims to build on the knowledge and skills gained during phase 1 - Bachelor of Applied Science … by requiring trainees to move into more specific ship handling activities in a variety of conditions.The … elements of competency and performance criteria shall be achieved by undertaking a combination of manned-model and full mission simulation training and assessment accompanied by on-the-job observation of pilotage operations as detailed in Section B4.1.

(C) AMPI 2222/09/2018

Industry Experience

B4.1.1 Pilotage—understudySpend a 28 days period working with a pilot company understudying Senior Marine Pilots to understand pilotage operations within a port. This will include observing pilotage as well as several managerial functions. The trainee is required to spend (at least) one week observing pilotage office operations and become acquainted with the legal obligations of pilotage. On completion of this time the trainee is to complete the assignment described in B4.1.2 and send it to the educational institution for assessment.

(C) AMPI 2322/09/2018

Industry Experience – Practical Port Training

B4.5 Port managementThe trainee shall be required to spend three weeks (15 days) working with the port management team to learn the various facets of the port’s business. In addition, the trainee is required to spend one week (5 days) working in the Harbourmaster’s office to become acquainted with the regulatory function within the port. On completion of this time the trainee is to complete the assignment described in B4.5.1 and send it to the educational institution for assessment.

(C) AMPI 2422/09/2018

Final Year Units

1. Navigation and Hydrography 2. Human Factors and Communications3. Risk Management Principles4. Hydrodynamics and Performance5. Human Factors and Performance6. Naval Architecture 1 (Propulsion, Steering and Control Systems) 7. Naval Architecture 2 (Ship Structure and Stability) 8. Emergency Planning and Response 9. Meteorology

(C) AMPI 2522/09/2018Reference: National Standard: Competencies for Trainee Marine Pilots (Sept 2010)

Recognition of Prior Learning (RPL)

• People with relevant experience and qualifications may also join this program. The educational institutions may recognise their competencies and give credit for some of the units of this program under RPL or RCC.

• Candidates with relevant qualification or industry experience may also join this program. They may get recognition of prior learning (RPL) for some units of this program from the RTOs in accordance with Australian Qualifications Framework (AQF).

• NOTE: There are many suitable candidates with Master 4, Master 3 or Naval background who have the maturity and experience to undertake this program. These candidates may get exemption for some units, depending upon their qualifications and experience.


AMPI’s Industry Certificate

The certificate will consist of successful completion of the Unlimited Master units (Phase 1), Industry Experience (Phase 2) and all four following units:1. Port Logistic Course2. Human Factors and Communications3. Risk Management Principles4. Hydrodynamics and Performance

(C) AMPI 2722/09/2018

1. Port Logistic Unit

• AMC offers International logistics courses. “… a component of international trade and is a multi-billion dollar industry.”

• AMC offers a Master of Business Administration (Maritime and Logistics Management).

• ….other Universities offer suitable marine logistics units such as the Diploma of Logistics or Diploma in International Freight Forwarding.

22/09/2018 (C) AMPI 28

2. Human Factors and Communications

The physiological and psychological processes which underlie pilotage performance• Stress: Sympathetic Nervous System (fight or flight), performance

Degradation, the impact of adrenalin on physiological & cognitive function.• Fatigue: Circadian rhythmicity, Photosensitivity and rest, Neurotransmitter

ANS ramifications on cognition.• Memory: Prospective memory, Selective & divided attention, Information

recall & learning, Problem solving & decision making.• Sensation & perception: Neurons & Synapses, Visual processing, Object

perception, Depth perception, Speech perception, Subliminal perception.

22/09/2018 (C) AMPI 29

2. Human Factors and Communications

• Describe the physiological and psychological structures behind sensation and perception (specific to maritime professionals): Stimulus interpretation and behavioural conditioning techniques.

• Assess the reliability and validity of scientific literature associated with Human Factors: validity, reliability, accuracy.

• Apply elementary Human Factors principles to human machine interfaces: Cognition safety modelling

• Utilise psychological and physiological techniques and strategies to effectively manage stress and fatigue: Neurotransmitter, hormone, amino acid manipulation.

22/09/2018 (C) AMPI 30

3. Risk Management Principles

• Understand the concept of due diligence to ensure good governance• Understand what constitutes due diligence under Australian High Court

case (common) law• Understand the requirements of the Work Health and Safety (WHS)

legislation to positively demonstrate due diligence• Understand why compliance ≠ safety due diligence• Understand why the risk management standard fails to deal with potential

show stoppers (before they happen)• Understand the difference between due diligence and risk management• Decide which risk management sign off paradigms are appropriate• Know when to avoid HazOps and FMECAs and other detailed bottom up

risk assessment processes

22/09/2018 (C) AMPI 31

Unit developed R. Robinson, and J. Kavanagh

4. Hydrodynamics and Performance

• Ship stability and motions module (2 days)• Manoeuvring module (2 days)• Under-keel clearance module (2 days)• Resistance and propulsion module (2 days)• Mooring Systems and Sea trial and practical analysis module

(2 days)

22/09/2018 (C) AMPI 32

Unit developed by Dr. T. Gourlay

Current state of play

• The vocational education and training (VET) institutions are challenged by changes in MAR13/MAR, therefore expect changes in the Maritime Training Units of Competency.

• The MAR13 was in force on 1/7/2014. All colleges meet ASQA program to maintain accreditation (AQF level 5-6: Challenger and Hunter Maritime Training facilities).

• MAR13 has been replaced with MAR in 2015. This provides continuous changes to the training program. Each update will be adopted with a 12 month adoption period.

• AMSA is moving towards all educational institutions meeting the ASQA training requirements. The Australian Skills Quality Authority (ASQA) is the national regulator for Australia’s vocational education and training sector. ASQA regulates courses and training providers to ensure nationally approved quality standards are met.

• To date AMPI has found it very difficult to have the AMC pilot training program mapped to the ASQA Maritime Training program.

(C) AMPI 3322/09/2018

Updated Higher Education Standards Framework

22/09/2018 (C) AMPI 34

Following extensive consultation … the Higher Education Standards Framework (Threshold Standards) 2015 was tabled in both houses of Parliament on 12 October 2015. The disallowance period for the revised framework concluded on 3 December 2015 and the Framework took effect from 1 January 2017• TEQSA media release: New Higher Education Standards Framework• Further information on the TEQSA transition to the Threshold Standards 2015• Higher Education Standards Framework (Threshold Standards) 2015• http://www.teqsa.gov.au/media-publications/news/updated-higher-educationstandardsframework

Higher Education Standards Framework

• The Threshold Standards are a subset of the Higher Education Standards Framework specified under subsection 58(1) of the TEQSA Act. The following Threshold Standards are made, respectively, under paragraphs 58(1)(a) to (d), inclusive:

• the Provider Registration Standards• the Provider Category Standards• the Provider Course Accreditation Standards, and• the Qualification Standards.

• New standard in place as of 1 January 2017

22/09/2018 (C) AMPI 35

Purpose and Operation

• The Standards serve broader purposes in Australian higher education including:

• an articulation of the expectations for provision of higher education in Australia …

• a model framework which higher education providers can themselves apply for the internal monitoring, quality assurance and quality improvement of their higher education activities.

• Provide adequate assurance of the quality of higher education learning, teaching and research.

• The Tertiary Education Quality and Standards Agency is an Australian government agency that regulates and assures the quality of Australia’s higher education sector.

22/09/2018 (C) AMPI 36

Develop Training Standards – What to Consider1. Develop AMPI “Rules for Accreditation and Accreditation Standards

for Training Courses”2. Evidence Based Training (big data or just good research?)3. Development of a national pilot training examination4. Guideline for determining competent graduates5. The role of the PTAB, terms of reference.6. Meet industry: PTAB members, Regulators, Ports, Shipping

Companies to outline the proposed model of pilot training and education

22/09/2018 (C) AMPI 37

Funding the Pilot Training Industry Certificate

• Most professions require trainees to attend educational institutions to develop the knowledge required by the industry.

• These training programs are funded by HECS and Government support for TAFE courses.

• Units accredited by AMPI require a license fee for administration and auditing.

• AMC and Challenger TAFE have agreed not to promote the program to school leavers.

(C) AMPI 3822/09/2018

AMPI Training Advisory Board

1. The TAB is an “Advisory” body within the AMPI organizational structure.

2. The AMPI Executive re-invite organisations and individuals to have a seat on the AMPI Training Advisory Board (TAB).

3. The Chairman of the Board will be appointed by the AMPI Executive and will be independent. This means that the person holding the Chair will not, as an individual or as a representative of an organization, have a stake in marine pilotage.

4. AMPI’s Head of Training and Standards will be the TAB’s Deputy Chairman.

(C) AMPI 3922/09/2018

Training Advisory Board (TAB) Role – AMPI

• That the TAB would have a continuous improvement role in respect to the development and adoption of standards and the range of appropriate programmes to encourage all in the industry, including the pilotage profession, to adopt and meet these standards.

• As the TAB is an advisory entity with a focus on pilotage effectiveness and safe maritime practice, there is no need to include a specific obligation to comply with relevant laws and regulations (which the TAB would satisfy in delivering on the terms of reference developed).

• AMPI would be registered with Tertiary Education Quality and Standards Agency.

(C) AMPI 4022/09/2018

Past TAB Participants

• Peter Forster (Chairman), • AMPI: Rob Buck, Peter Liley, Craig Eastaugh, Rory Main• Industry Stakeholders: Teresa Lloyd/Angela Gilham (ASA/MIAL), Rod

Nairn (Shipping Australia), Mike Flemming (AMOU)• AMSA: Mark Eldon-Roberts • State Regulators: Joe Rossitano (SA), Jim Huggett (MSQ) and an open

invitation to all other State Regulators who wish to be involved.• Industry advisors: Richard Robinson, John Watkinson, Ravi Nijjer• Educational Institutions: Assoc. Professor Dev Ranmuthugala (AMC),

Nihar Rai (Challenger Institute of Tech.), Rajiv Singh

(C) AMPI 4122/09/2018

National Pilot Training Board or the National Pilotage Administration BoardThe name of the entity may change, but its role is to:1. Monitor the education provided at 'Tertiary Institutions'2. Assist the Educational Institutions to place candidates for Industry

Experience (Phase 2 of the training program)3. Provide the final assessment board for the trainees:

1. An AMSA or 'Tertiary Institutions’ examiner 2. A Pilot (Cert IV in Training and Assessment)3. Industry representative (i.e. member of AMPI TAB)

(C) AMPI 4222/09/2018

Summary

• AMPI formally recognise the Industry Certificate. (AMPI workshop closed session 21st September 2018?)

• AMPI executive to invite TAB committee to meet and review course structure for APTP, especially the final 4 units.

• It is imperative to maintain Stakeholder support. Previous discussion with the AMPI TAB members indicates continued participation

• There are significant barriers which still need addressing. However, there is industry support to continue dialogue to find solutions to develop the Pilot Training Industry Certificate.

(C) AMPI 4322/09/2018

Summary cont.

• Phase 1 of the Pilot Training Program can be delivered by AMC and Challenge TAFE.

• The AMPI TAB will need to ratify the phase 2 elements and develop a strategy for monitoring the delivery of these courses.

• APTP-Phase 2 also requires assistance from industry in providing on-the-job-training. (a register to assist students to make contact with suitable industry participants in finding industry placement).

(C) AMPI 4422/09/2018

Implementation – Phase 1

The role of the Training Advisory Board • AMPI Rules for Accreditation and Accreditation Standards for Training Courses• Evidence Based Training – research required• Development of a national pilot training examination• Determine competent graduate guidelines• Meet Industry Stakeholders for open transparent discussion • Establish the National Pilot Training Board

22/09/2018 (C) AMPI 45

Implementation – Phase 2

1. Seek industry support for, define the role of, and establish the National Pilot Training Board

2. TAB to finalise the final year units with the support of the program developers

3. Four final year units to be written to Higher Education Standard (2017)

4. AMPI seek registration with the Tertiary Education Quality and Standards Agency (TEQSA)

22/09/2018 (C) AMPI 46

22/09/2018 (C) AMPI 47

The Seafaring Skills Census is the start of a comprehensive analysis on the skills and experience that are critical to Australia’s broader maritime industry.

Here is the link to the Seafaring Skills Census: https://www.questionpro.com/t/ALrXuZcbGa

The Census will close on Wednesday, 26 September 2018, please contact MIAL if you are unable to submit your response by this date.

https://www.questionpro.com/t/ALrXuZcbGa

Rory MainPh: 0437870007

Email: [email protected]

(C) AMPI 4822/09/2018