required, and as long as that trade requires the carriage of large volumes of cargo, the
maritime industry will be relevant and should be well adapted to the increasingly
globalized and technological world including through the international law instruments which help govern it. Irrespective of their location (whether remotely ashore
or onboard), the people who operate ships will have to be educated in a paradigm of
lifelong learning that accommodates the rapid changes characteristic of the twentyfirst century. The international regulatory regime for the education and training of
seafarers must contend with rapidly changing influences on shipping that require
increased sustainability of efficient operations, safety, security and speed in a world
where sovereignty remains a reality. If this regime is to lead and/or adapt appropriately in this context, it must be proactive and just as dynamic and adaptable.
However, if the international legislative framework is unable to perform as expected,
it will be increasingly challenged by national and regional actions to exclude
sub-standard shipping.
80
It remains imperative that global attention is given to matters that influence
seafarer education and training—how it is conducted, resourced, verified and
improved and in the particular context of this chapter, importantly, how it is
regulated.
References
Allianz Global Corporate & Specialty (2017) In: Dobie G (ed) Safety and shipping review 2017: an
annual review of trends and developments in shipping losses and safety. Allianz Global
Corporate & Specialty, Munich
Argiroffo E (1974) Flags of convenience and substandard vessels: a review of the ILO’s approach to
the problem. Int Labour Rev 110(5):437–454
Bhattacharya S (2009) The impact of the ISM Code on the management of occupational health and
safety in the maritime industry, Ph.D (Cardiff University)
Bloom BS, Krathwohl DR, Masia BB (1956) Taxonomy of educational objectives: the classification of educational goals. Handbook I: cognitive domain. David McKay, New York
Braudel F (1992) The wheels of commerce: civilization & capitalism - 15th-18th century (trans:
Sian Reynolds). (II). University of California Press, Berkely
Buchet C, Balard M (eds) (2017) The sea in history: the medieval world. The Boydell Press,
Woodbridge
Buchet C, de Souza P, Arnaud P (2017) The sea in history: the ancient world. The Boydell Press,
Woodbridge
Butt N, Johnson D, Pike K, Pryce-Roberts N, Vigar N (2013) 15 years of shipping accidents: a
review for WWF. Solent University, Southampton
Cockroft AN, Lameijer JNF (2012) A guide to the collision avoidance rules: international regulations for preventing collisions at sea, 7th edn. Butterworth-Heinemann/Elsevier, London
Dubois DD, Rothwell WJ (2004) Competency-based human resource management. Nicholas
Brealey Publishing, London
Dyrcz C (2016) Analysis of sea accidents (2002–2015). Ann Navigation 23:151–157
80 Ibid.
The Evolution of Seafarer Education and Training in International Law
493
maritime industry will be relevant and should be well adapted to the increasingly
globalized and technological world including through the international law instruments which help govern it. Irrespective of their location (whether remotely ashore
or onboard), the people who operate ships will have to be educated in a paradigm of
lifelong learning that accommodates the rapid changes characteristic of the twentyfirst century. The international regulatory regime for the education and training of
seafarers must contend with rapidly changing influences on shipping that require
increased sustainability of efficient operations, safety, security and speed in a world
where sovereignty remains a reality. If this regime is to lead and/or adapt appropriately in this context, it must be proactive and just as dynamic and adaptable.
However, if the international legislative framework is unable to perform as expected,
it will be increasingly challenged by national and regional actions to exclude
sub-standard shipping.
80
It remains imperative that global attention is given to matters that influence
seafarer education and training—how it is conducted, resourced, verified and
improved and in the particular context of this chapter, importantly, how it is
regulated.
References
Allianz Global Corporate & Specialty (2017) In: Dobie G (ed) Safety and shipping review 2017: an
annual review of trends and developments in shipping losses and safety. Allianz Global
Corporate & Specialty, Munich
Argiroffo E (1974) Flags of convenience and substandard vessels: a review of the ILO’s approach to
the problem. Int Labour Rev 110(5):437–454
Bhattacharya S (2009) The impact of the ISM Code on the management of occupational health and
safety in the maritime industry, Ph.D (Cardiff University)
Bloom BS, Krathwohl DR, Masia BB (1956) Taxonomy of educational objectives: the classification of educational goals. Handbook I: cognitive domain. David McKay, New York
Braudel F (1992) The wheels of commerce: civilization & capitalism - 15th-18th century (trans:
Sian Reynolds). (II). University of California Press, Berkely
Buchet C, Balard M (eds) (2017) The sea in history: the medieval world. The Boydell Press,
Woodbridge
Buchet C, de Souza P, Arnaud P (2017) The sea in history: the ancient world. The Boydell Press,
Woodbridge
Butt N, Johnson D, Pike K, Pryce-Roberts N, Vigar N (2013) 15 years of shipping accidents: a
review for WWF. Solent University, Southampton
Cockroft AN, Lameijer JNF (2012) A guide to the collision avoidance rules: international regulations for preventing collisions at sea, 7th edn. Butterworth-Heinemann/Elsevier, London
Dubois DD, Rothwell WJ (2004) Competency-based human resource management. Nicholas
Brealey Publishing, London
Dyrcz C (2016) Analysis of sea accidents (2002–2015). Ann Navigation 23:151–157
80 Ibid.
The Evolution of Seafarer Education and Training in International Law
493