seafarers of colour but that was all eradicated thanks to the hard work of men and
women of all nationalities seeking to enforce International Labor Organization
standards for a better shipping career. Unfair discrimination was achieved and
recorded in several amendments of the Act, one of the most important ones in this
regard, being the Merchant Shipping Amendment Act 12 of 2015.
When speaking of maritime pedagogy these negative legacies must be addressed
and repaired in our societies. We are existing in a generation living with an explosion
of information and knowledge, if education is positive then such high learning and
exposure to positive information should improve us as humanity and work hard
against injustice, starting in homes, then classrooms. Justice is for all humanity.
Successful international maritime pedagogy should capture that unity of just purpose
not divide and tear apart nations.
Buckner, a researcher and teachers in the maritime field, highlights the importance of methods used in teaching maritime studies as especially relevant when
taught with an understanding of maritime history.
23 It is submitted that history is an
opportunity to be better people and better teachers. Understanding maritime history
also gives more enlightenment to statistical analyses and data collection, it helps a
student understand markets better. These are all crucial to a well-trained maritime
business participant. It also helps the participant in the field to also know where to
possibly look for answers or solutions when encountering difficult questions or
seeking to offer solutions in daily work activities.
Understanding maritime pedagogy in international business is also going to be
helpful to those charged with the task of recruiting, searching for and retaining
maritime skills and talent. By understanding the various strategies and methods for
maritime pedagogy, those seeking this talent will become better equipped when
assessing the qualifications of a maritime candidate for the discipline or shipping
business they are involved in. For example, dealing with ships may require different
types of skills depending on whether the skills required are for navigation, port
services, customs and boarder protection, able bodied seaman, academics, ship’s
cooks, ship management, ship broking, captains with or without an unlimited license
or otherwise, the court room or any other aspect of international maritime business,
the list is endless.
Shipboard operations or the navigation side of industry, for example, requires
training to be typically on relevant engineering technologies and simulations preparing crew for navigation on the high seas.
24 For, example in the United States a
great deal of maritime training is codified into law and invested into by the
23 Buckner (1986) and Maraist (2011).
24 Hammell (1980). See, for example, in the US, examples of teaching and training methods shown
there are in the form of: ‘simulators for mariner training and licensing: phase 1: role of simulators in
the mariner training and licensing process: CAORF technical report, simulation experiment...
prepared for U.S. Department of Commerce, United States Maritime Administration, Office of
Commercial Development and U.S. Department of Transportation, United States Coast Guard,
Office of Research and Development].’
614
F. P. Ndlovu
women of all nationalities seeking to enforce International Labor Organization
standards for a better shipping career. Unfair discrimination was achieved and
recorded in several amendments of the Act, one of the most important ones in this
regard, being the Merchant Shipping Amendment Act 12 of 2015.
When speaking of maritime pedagogy these negative legacies must be addressed
and repaired in our societies. We are existing in a generation living with an explosion
of information and knowledge, if education is positive then such high learning and
exposure to positive information should improve us as humanity and work hard
against injustice, starting in homes, then classrooms. Justice is for all humanity.
Successful international maritime pedagogy should capture that unity of just purpose
not divide and tear apart nations.
Buckner, a researcher and teachers in the maritime field, highlights the importance of methods used in teaching maritime studies as especially relevant when
taught with an understanding of maritime history.
23 It is submitted that history is an
opportunity to be better people and better teachers. Understanding maritime history
also gives more enlightenment to statistical analyses and data collection, it helps a
student understand markets better. These are all crucial to a well-trained maritime
business participant. It also helps the participant in the field to also know where to
possibly look for answers or solutions when encountering difficult questions or
seeking to offer solutions in daily work activities.
Understanding maritime pedagogy in international business is also going to be
helpful to those charged with the task of recruiting, searching for and retaining
maritime skills and talent. By understanding the various strategies and methods for
maritime pedagogy, those seeking this talent will become better equipped when
assessing the qualifications of a maritime candidate for the discipline or shipping
business they are involved in. For example, dealing with ships may require different
types of skills depending on whether the skills required are for navigation, port
services, customs and boarder protection, able bodied seaman, academics, ship’s
cooks, ship management, ship broking, captains with or without an unlimited license
or otherwise, the court room or any other aspect of international maritime business,
the list is endless.
Shipboard operations or the navigation side of industry, for example, requires
training to be typically on relevant engineering technologies and simulations preparing crew for navigation on the high seas.
24 For, example in the United States a
great deal of maritime training is codified into law and invested into by the
23 Buckner (1986) and Maraist (2011).
24 Hammell (1980). See, for example, in the US, examples of teaching and training methods shown
there are in the form of: ‘simulators for mariner training and licensing: phase 1: role of simulators in
the mariner training and licensing process: CAORF technical report, simulation experiment...
prepared for U.S. Department of Commerce, United States Maritime Administration, Office of
Commercial Development and U.S. Department of Transportation, United States Coast Guard,
Office of Research and Development].’
614
F. P. Ndlovu