of MAAP Class 2010 -2013 Cadets
1CL Jean Dale H. Dizon
1CL Witt Cecil M. Vergara
Maritime Academy of Asia and the Pacific
1cl Witt Cecil M. Vergara, College of Marine Engineering, section Tokyo, the Maritime Academy of Asia and the Pacific, General Santos City, Philippines; 1cl Jean Dale H. Dizon, College of Marine Engineering, section Tokyo, the Maritime Academy of Asia and the Pacific, General Santos City.
Correspondence concerning this article should be addressed to 1cl Witt Cecil M. Vergara, College of Marine Engineering, section Tokyo, the Maritime Academy of Asia and the Pacific, General Santos City. E-mail: firstname.lastname@example.org
The recurrent delay in shipboard training embarkation of second class cadets of MAAP contributes a decline in the number of returning enrolees for the final academic year. This subsequently decreases the total strength of the supposed graduating class; a drawback in the academy’s vision of producing competent seafarers who will respond to the growing demand for maritime officers and engineers. It affects mainly the growth and development in the training and education of the cadets involved. This paper seeks for the contributing factors that cause the delay in the embarkation of MAAP cadets of class 2010-2013. It describes which events and situations are common to the majority of reported cases. It discusses the grounds for the occurrence of these factors and the effects of shipboard embarkation delay in the cadets’ training both onboard and in readmission to MAAP. Records from the Department of Shipboard Training of the concerned classes, firsthand information gathered from the affected midshipmen were analyzed to determine the common causes of the delay in shipboard training embarkation. The information assessed was used to find out the effects in the students training and subsequently provide recommendations in preventing recurrence of the observed event. Determinants of the Delayed Shipboard Embarkation
of MAAP Class 2010 -2013 Cadets
In the maritime profession, it is imperative that one must gain the required competency and skill to be able to navigate the open oceans. As for the education and training of the maritime students, The Standard of Training and Certification and Watchkeeping (STCW) 1978, as amended, specified the competencies in both knowledge and skills to perform their duties efficiently.
The Maritime Academy of Asia and the Pacific (MAAP), as a leading institution in maritime education, provides its cadets with three years of theoretical and practical studies and one year cadetship training aboard international merchant vessels. MAAP follows a 2-1-1 system wherein the students take academic instructions for the first two years in the academy, overseas shipboard training for the third year, and another academic year to complete the required three-year Bachelor of Science degree.
Shipboard training is a mandatory requirement and component of the Bachelor of Science in Marine Transportation (BSMT) and the Bachelor of Science in Marine Engineering (BSMarE) programs that pertains to the required seagoing service as provided under Regulation II/1 and Regulation III/1 of the STCW Convention. It is an essential part of a deck or engineer cadet’s training for it gives them the opportunity to attain experience and apply the knowledge provided in college and covers the required training and experience for an officer in charge of a watch. Here, a cadet is required to board an international merchant vessel for at least 12 months and perform as many training tasks in his Training Record Book which will be used for his assessment.
Also, a cadet’s shipboard embarkation is an integral part of the curriculum for a Bachelor of Science degree and thus the Commission on Higher Education (CHED) requires of at least 12 months sea service for OIC deck candidates and at...