maritime pedagogy so that every family within that nation has a resource on how to
learn about the industry. Every crèche and school should have some materials
pitched as the level of the learners that will teach them how to interact with, protect
and research about the maritime world so that even if they never wish to serve in it,
they are fully aware how much the supply chain of international maritime business
affects them directly.
6 Conclusion
In conclusion, this chapter has highlighted some strategies that are at the core of
maritime pedagogy. These strategies are a start, intended for thoughtful consideration the area of international maritime business. The area of maritime pedagogy
strategies is so wide that it may and has in fact formed the basis of several books.
Maritime Pedagogy has also formed the basis of specialist maritime teaching
institutes the world over. There are some gaps however that we need to address so
that through maritime pedagogy, the best talent continues to be attracted to and
grown in the industry.
The case has been made by this chapter that, taught well and supported through
law and policy, international maritime business education can bring new life to
economies around the world, in both the developing and developed nations. This
will be achieved by using maritime pedagogy to enrich a knowledgeable, well
prepared work force that can drive maritime business innovations and provide the
work force necessary to support those innovative business activities. It all however
has to start with knowledge. The knowledge must be contextual.
This chapter has also shown that there is also an opportunity to tap into the
richness of data that can be collected from different class rooms and communities
around the world to establish the current state of the desire to learn about international maritime business so that teaching programmes can be created to serve the
maritime pedagogical needs within the contexts of different communities interested
in international maritime business activities.
References
Borgerson, S. G. (2009). The National Interest and the Law of the Sea, Council of Foreign
Relations, Report No. 46 (CSRs) United States, NY (2009) vii. http://repository.out.ac.tz/
1658/1/LawoftheSea_CSR46.pdf
Brame, C. (2013). Flipping the classroom. Nashville: Vanderbilt University Center for Teaching.
https://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/
Brouer BD, Dirksen J, Pisinger D, Plum CE, Vaaben B (2013) The Vessel Schedule Recovery
Problem (VSRP) – A MIP model for handling disruptions in liner shipping. European Journal of
Operational Research 224(2):362–374
Buckner PA (ed) (1986) Teaching maritime studies. Acadiensis Press, Fredericton
624
F. P. Ndlovu
learn about the industry. Every crèche and school should have some materials
pitched as the level of the learners that will teach them how to interact with, protect
and research about the maritime world so that even if they never wish to serve in it,
they are fully aware how much the supply chain of international maritime business
affects them directly.
6 Conclusion
In conclusion, this chapter has highlighted some strategies that are at the core of
maritime pedagogy. These strategies are a start, intended for thoughtful consideration the area of international maritime business. The area of maritime pedagogy
strategies is so wide that it may and has in fact formed the basis of several books.
Maritime Pedagogy has also formed the basis of specialist maritime teaching
institutes the world over. There are some gaps however that we need to address so
that through maritime pedagogy, the best talent continues to be attracted to and
grown in the industry.
The case has been made by this chapter that, taught well and supported through
law and policy, international maritime business education can bring new life to
economies around the world, in both the developing and developed nations. This
will be achieved by using maritime pedagogy to enrich a knowledgeable, well
prepared work force that can drive maritime business innovations and provide the
work force necessary to support those innovative business activities. It all however
has to start with knowledge. The knowledge must be contextual.
This chapter has also shown that there is also an opportunity to tap into the
richness of data that can be collected from different class rooms and communities
around the world to establish the current state of the desire to learn about international maritime business so that teaching programmes can be created to serve the
maritime pedagogical needs within the contexts of different communities interested
in international maritime business activities.
References
Borgerson, S. G. (2009). The National Interest and the Law of the Sea, Council of Foreign
Relations, Report No. 46 (CSRs) United States, NY (2009) vii. http://repository.out.ac.tz/
1658/1/LawoftheSea_CSR46.pdf
Brame, C. (2013). Flipping the classroom. Nashville: Vanderbilt University Center for Teaching.
https://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/
Brouer BD, Dirksen J, Pisinger D, Plum CE, Vaaben B (2013) The Vessel Schedule Recovery
Problem (VSRP) – A MIP model for handling disruptions in liner shipping. European Journal of
Operational Research 224(2):362–374
Buckner PA (ed) (1986) Teaching maritime studies. Acadiensis Press, Fredericton
624
F. P. Ndlovu