OMI 1.43 - HTW 7-3-1-Add.1 - Proyecto de Nuevo Curso Modelo de Formación Sobre La Seguridad de Los Pasajeros Yde La Car... (Secretaría)

S
SUBCOMITÉ DE FACTOR HUMANO, HTW 7/3/1/Add.1

FORMACIÓN Y GUARDIA 28 febrero 2020
7º periodo de sesiones Original: INGLÉS
Punto 3 del orden del día Difusión al público antes del periodo de sesiones: ☒
VALIDACIÓN DE LOS CURSOS MODELO DE FORMACIÓN
Proyecto de nuevo curso modelo de formación sobre la seguridad de los pasajeros y

de la carga y sobre la integridad del casco
Nota de la Secretaría
RESUMEN
Sinopsis: En este documento figura el proyecto de nuevo curso

modelo de formación sobre la seguridad de los
pasajeros y de la carga y sobre la integridad del casco.
Principios estratégicos,
si son aplicables: 1
Resultados: 1.3
Medidas que han de adoptarse: Véase el párrafo 2.
Documentos conexos: HTW 7/3/1.
Generalidades
1 En el anexo de este documento figura el proyecto de nuevo curso modelo de

formación sobre la seguridad de los pasajeros y de la carga y sobre la integridad del casco al
que se hace referencia en el documento HTW 7/3/1.
Medidas cuya adopción se pide al Subcomité
2 Se invita al Subcomité a que examine el proyecto de nuevo curso modelo de

formación sobre la seguridad de los pasajeros y de la carga y sobre la integridad del casco,
que figura en el anexo, junto con el informe del Grupo de examen, que figura en el documento
HTW 7/3/1, y adopte las medidas que estime oportunas.
***
I:\HTW\07\HTW 7-3-1-Add.1.docx
HTW 7/3/1/Add.1
Annex, page 1
ANNEX
DRAFT NEW MODEL COURSE ON PASSENGER SAFETY, CARGO SAFETY

AND HULL INTEGRITY TRAINING
Model
Course
X.XX
PASSENGER SAFETY, CARGO SAFETY

AND HULL INTEGRITY TRAINING
2020 Edition
London, 2020
HTW 7/3/1/Add.1
Annex, page 2
ACKNOWLEDGEMENTS
The International Maritime Organization (IMO) wishes to express its

sincere appreciation to the Philippines, and the Maritime Industry
Authority (MARINA), for the valuable assistance and cooperation in
the development of this model course.
Copyright © International Maritime Organization 2020

HTW 7/3/1/Add.1
Annex, page 3
Foreword
[To be inserted by the Secretariat]
KITACK LIM
Secretary-General
HTW 7/3/1/Add.1
Annex, page 4
Contents
Foreword 3
Introduction 5
Part A: Course framework 8
Part B: General outline 13
Part C: Detailed outline 15
Part D: Instructor manual 21
Part E: Evaluation and assessment 73
Appendix I – Case study 78
Appendix II – Exercises 79
HTW 7/3/1/Add.1
Annex, page 5
Introduction
 Purpose of the model course
The purpose of an IMO model course is to assist organizations that focus on maritime training
with the development and introduction of new training courses. This also includes the updating
and improvement of existing courses so that the quality and effectiveness of seafarers' training
may be consistent internationally.
It is not the intention of the model course programme to present instructors with a rigid
"teaching package" which they are expected to "follow blindly". Nor is it the intention to
substitute audiovisual or "programmed" material for the instructor's presence. As in all training
endeavours, the knowledge, skills and dedication of the instructors are the key components in
the transfer of knowledge and skills to those being trained through IMO model course material.
The educational systems and the cultural backgrounds of trainees in maritime subjects vary
considerably throughout the world. For this reason, the model course material has been
designed to identify the basic entry requirements and trainee target group for each course in
universally applicable terms, and to specify clearly the technical content and levels of
knowledge and skill necessary to meet the intent of the applicable IMO instruments.
In order to keep the training programme up to date, it is essential that the model course users
provide feedback. New information will facilitate the provision of better training for persons
involved in the assessment, examination and/or certification of seafarers. Information,
comments and suggestions should be sent to the Head, Maritime Training and Human Element,
IMO.
 Use of the model course
To use the model course effectively, instructors should review the General outline in part B
and Detailed outline in part C, taking into account the information on the entry standards
specified in the Course framework. The actual level of knowledge and skills and the prior
technical education of the trainees should be kept in mind during this review, and any areas
within the detailed syllabus which may cause difficulties because of differences between the
actual trainee entry level and that assumed by the course designer should be identified.
To compensate for such differences, instructors may delete from the course, or reduce the
emphasis on, items dealing with knowledge or skills already attained by the trainees.
Instructors should also identify any academic knowledge, skills or technical training which the
trainees may not have acquired prior to undertaking the course.
Adjustment of the course objective, scope and content may also be necessary if the trainees
completing the course are to undertake duties which differ from the course objectives specified
in the model course.
 Lesson plans
Having adjusted the course content to suit the trainee intake and any revision of the course
objectives, instructors should draw up lesson plans based on the detailed teaching syllabus.
The detailed teaching syllabus contains specific references to the textbooks or teaching
material proposed for use in the course. Where no adjustment has been found necessary in
the learning objectives of the detailed teaching syllabus, the lesson plans may simply consist
of keywords or other reminders added to assist the instructor in the presentation of the material.
HTW 7/3/1/Add.1
Annex, page 6
 Presentation
The presentation of concepts and methodologies should be repeated in various ways until
instructors are satisfied that the trainee has attained each specified learning objective.
The Detailed outline is laid out in learning objective format and each objective specifies what
the trainee should be able to do as the learning outcome.
 Implementation
For the course to run smoothly and to be effective, considerable attention should be paid to
the availability and use of:
- properly qualified instructors;
- relevant support staff;
- teaching and other spaces;
- appropriate equipment and teaching aids;
- videos, multimedia presentations;
- textbooks, appropriate technical papers etc.; and
- other relevant reference material.
Thorough preparation is the key to successful implementation of the course. IMO has produced
Guidance on the Implementation of IMO Model Courses, which deals with this aspect in greater
details and is included as an appendix to this model course.
In certain cases, the requirements for some or all of the training in a subject area are covered by
another IMO model course. In these cases, the specific part of the STCW Code that applies is
given and the user is referred to the other model course.
 Training and the STCW Convention
The standards of competence that have to be met by seafarers are defined in part A of the
STCW Code. This IMO model course addresses the competences and the training that is
required to achieve the standards for the knowledge, understanding and proficiencies (KUPs)
set out in paragraph 5 of section A-V/2 of the STCW Code.
Part A provides the framework for the course with its scope, objectives and the suggested
teaching facilities and equipment. A list of useful teaching aids, and IMO references are also
included.
Part B provides an outline of lectures, demonstrations and exercises for the course.
Part C gives the detailed outline. This is based on the theoretical and practical knowledge
specified in the STCW Code. It is written as a series of learning objectives, in other words what
the trainee is expected to be able to do as a result of the learning experience. Each of the
objectives is expanded to define a required performance of knowledge, understanding and
proficiency. IMO references, textbook references and suggested teaching aids are included to
assist instructors in designing lessons.
HTW 7/3/1/Add.1
Annex, page 7
Part D gives guidance notes and additional explanations to instructors on the topics and
learning outcomes listed in part C. It is foreseen that such micro level division of each learning
objective in the teaching syllabus will give instructors, with varied backgrounds, ample
guidelines on developing training programme, as well as the flexibility to adapt keeping in mind
the level of the trainees.
Part E presents a generic guide on effective evaluation and assessment of course instructors
and trainees. Part C and D of this model course address the generic subject matter of Part E
in greater detail.
 Validation
The guidance contained in this document has been validated by the Sub-Committee on Human
Element, Training and Watchkeeping for use by Administrations and training providers in
developing relevant training programmes for the effective implementation of uniform minimum
standards for training and certification of seafarers. Validation in this context means that the
Sub-Committee has found no grounds to object to the contents of this model course, but has
not granted its approval to the document, as the Sub-Committee does not consider any model
course to be an official interpretation of IMO Instruments.
HTW 7/3/1/Add.1
Annex, page 8
Part A: Course framework
 Scope
The model course is designed to provide the trainees with required knowledge and skills in
passenger safety, cargo safety and hull integrity training on board ro-ro passenger ships.
This covers the mandatory competences and the required knowledge, understanding and
proficiencies specified in section A-V/2, paragraph 5 of the STCW Code.
 Objective
The objective of the model course is to provide trainees with guidance and information to gain
knowledge, understanding and proficiency (KUP) required to achieve the learning outcomes
to demonstrate their competence in passenger safety, cargo safety and hull integrity in
accordance with section A-V/2 paragraph 5 of the STCW Code, taking into account the
guidance in section B-V/2 of the STCW Code.
Specifically, the trainee should be able to demonstrate the ability to:
.1 manage loading and discharging cargo operations;
.2 embark and disembark passengers, with special attention to disabled

persons and persons needing assistance;
.3 apply special safeguards, procedures and requirements regarding the

carriage of dangerous goods on board ro-ro passenger ships;
.4 apply provisions of the Code of Safe Practice for Cargo Stowage and
Securing in securing cargoes;
.5 use the stability and stress information properly and calculate stability, trim
and stress information;
.6 correctly operate the associated systems and apply properly the procedures
established for the ship regarding the opening, closing and securing of bow,
stern and side doors and ramps, and setting up and stowing retractable
vehicle decks; and
.7 monitor ro-ro deck atmosphere,
taking into account the guidance in section B-V/2 of the STCW Code regarding training of
seafarers on passenger ships.
 Entry standards
Entry standards should be in accordance with the STCW Convention or other applicable IMO
instruments, where such requirements are specified. If such requirements are not specified, it
is left to the Administration to decide entry standards in accordance with national regulations
and system of education.
HTW 7/3/1/Add.1
Annex, page 9
 Course certificate
On successful completion of the course and demonstration of the required competence,

documentary evidence should be issued certifying a holder's acquisition of the mandatory
minimum requirements and competence as prescribed in regulation V/2, paragraph 9 of the
STCW Convention.
 Course intake limitation
The course intake would be limited by the number of instructors that may be available to
conduct the course effectively. The maximum trainee - instructor ratio may be up to 24 to 1 for
classroom lectures, and 8 to 1 for practical sessions and simulations. Teaching staff should
note that the ratios are suggestions only and should be adapted to suit individual groups of
trainees depending on their experience, ability and equipment available.
 Staff requirements
Instructors, supervisors and assessors are to be appropriately qualified in accordance with the
STCW Convention or other applicable IMO instruments for the particular types and levels of
training or assessment of competence of the trainees. It is left to the Administration to decide
staff requirements in accordance with their national regulations.
 Assessment
In determining the achievement of required competence, the assigned assessor should be

guided by the learning outcomes stipulated in the Detailed outline and the assessment tasks
enumerated in the assessment plan.
 Teaching facilities and equipment
For tutorial sessions, an ordinary classroom or lounge, mess room or cinema aboard, should
be provided for instruction, group exercises and discussions. Where the use of audiovisual
material such as simulation, PowerPoint presentations, videos or slides is intended, it should
be ensured that the appropriate multimedia equipment is made available.
Aspects of the practical training required by the regulations are considered ship-specific.
Therefore, while the theory could be conducted virtually or in a classroom or lecture room
ashore, practical training may need to be held on board ship or at an appropriate shore side
facility to ensure that those being trained become proficient in handling situations on board the
ship on which they will perform their duties.
 Teaching aids (A)
A1 Instructor manual (part D of the course)
A2 Visual presentations
A3 Video such as:
• Herald of Free Enterprise
• MV Estonia
HTW 7/3/1/Add.1
Annex, page 10
A4 IMO-approved symbols and safety signs and symbols
A5 Passenger Ship Plans
• Emergency Plan
• General Arrangement Plan
• Damage Control Plan
• Cargo Hold Plan
• Capacity Plan
A6 Manuals
• Cargo Securing Manual for a ro-ro Passenger Ship
• Sample of Damage Stability Booklet
A7 Exercise sheets for all practical activities
A8 Handouts
Note: multimedia training aids such as videos, CD-ROMs, Computer Based Training (CBT)
may be used as deemed fit by instructors when presenting this course.
 IMO references (R)
R1 International Convention for the Safety of Life at Sea (SOLAS), 1974, as amended by
resolution MSC.421(98) and resolution MSC.436(99)
R2 International Convention on Standards of Training, Certification and Watchkeeping

for Seafarers (STCW), 1978, as amended
R3 International Maritime Dangerous Goods (IMDG) Code, as amended
R4 Code of Safe Practice for Cargo Stowage and Securing (CSS Code), as amended by
resolution A.714(17)
R5 International Code on Intact Stability, 2008, as amended
R6 Regulation 19 – Emergency training and drills Chapter III – Life-Saving Appliances

and Arrangements Part B Requirements for ships and life-saving appliances
(resolution MSC.350 (92))
R7 Revised recommendation on a standard method for evaluating cross-flooding

arrangements (resolution MSC.362(92))
R8 Revised explanatory notes to the SOLAS chapter II – 1 subdivision and damage

stability regulations (resolution MSC.429(98))
HTW 7/3/1/Add.1
Annex, page 11
R9 Safe stowage and securing of cargo units and other entities in ships other than cellular
contained ships (resolution A.489(XII))
R10 Elements to be taken into account when considering the safe stowage and securing
of cargo units and vehicles in ships (resolution A.533(13))
R11 Escape route signs and equipment location markings (resolution A.1116(30))
R12 Recommendation on the design and operation of passenger ships to respond to

elderly and disabled persons' needs. (MSC.1/Circ.735)
R13 Guidelines for securing arrangements for the transport of road vehicles on ro-ro
ships, as amended (resolution A.581(14), MSC/Circ.812 and MSC.1/Circ.1355)
R14 Revised guidelines on evacuation analysis for new and existing passenger ships
(MSC.1/Circ.1533)
R15 Guidance for watertight doors for passenger ship (MSC.1/Circ.1380)
R16 Illustrations of segregation of cargo transport units on board containerships and ro-ro
ships (MSC.1/Circ.1440)
R17 Revised design guidelines and operational recommendations for ventilation systems
in ro-ro cargo spaces (MSC.1/Circ.1515)
R18 Revised guidance for watertight doors on passenger ships which may be opened
during navigation (MSC.1/Circ.1564)
R19 Guidelines for damage control plans and information to the Master, as amended
(MSC.1/Circ.1245 and MSC.1/Circ.1570)
R20 IMO Model course 1.44 on Safety training for personnel providing direct services to
passengers in passenger spaces
■ Textbooks and other references (T)
Note: textbooks may be used as deemed fit by instructors.
 Bibliography (B)
B1 Barrass C. (2004) – Ship design and performance for masters and mates, Elsevier,
Butterworht Heineman, page 40 – 51
B2 Bronsart R. – Ship Safety – Damage Stability Roll Motions in Waves – University of

Rostock, No.2013, version 1.0
B3 Bureau Vertias, Safety of ro-ro Passenger and Cruise Ships, January 2016 – NI 388,
Revision 11
B4 Crises and the Media Seminar (latest edition). Seminar Report on Crises and the
Media No. 2. Easingwold: Emergency Planning College
B5 Department of Transportation, The Merchant Shipping Act 1894, mv Herald of Free

Enterprise, Report of Court No. 8074 Formal Investigation, Crown Copyright 1987
HTW 7/3/1/Add.1
Annex, page 12
B6 Eichsen H. – Small Ro/Pax Ship Stability Study
B7 Emergency Planning College. (latest edition). A Digest of Some Well-Known

Disasters No.8. Easingwold: Emergency Planning College
B8 Emergency Planning College. (latest edition). Lessons Learned from Crowd-Related

Disasters No.4. Easingwold: Emergency Planning College
B9 Guidelines for damage control plans Inspectie Leefomgevingen Transport Ministerie

van Infrastructururen Millieu, Netherlands, Version 1, 16-05-2006
B10 Gullaksen J, A Practical Guide to Damage Stability Assessment – Regulation of

Damage Stability, Witherby Seamanship – Livingston U
B11 Marine Insight and Soumra Chakraborty – Article on Intact Stability of Surface Ships
2019. https://www.marineinsight.com/naval-architecture/intact-stability-of-surface-ships/
B12 Pawlowski M, Survival Criteria for Passenger Roll-On/Roll-Off Ships and Survival
Time, Marine Technology, Vol 44, No.1, January 2007, page 27-34
B13 P & O Ferries Holdings Limited, examples of base data included in solved examples
and photographs
B14 Rhodes, M.A Ship Stability for Mates/Master Seamanship International Ltd. Anvil
Publishing, Inc
B15 Ross C.T.F, Stothard S, and Slaney S. – Damage Stability Characteristics of Model
RO/RO Ferries – Marine Technology, Vol 37, 2000, page 57-63
B16 Scanlon, J. (latest edition). Disaster Preparedness: Some Myths and Misconceptions
No.6. Easingwold: Emergency Planning College
B17 Tupper E., (2002) Introduction to Naval Architecture, Third edition1996, Butterworth
– Heinemann, imprint of Elsevier Science – Oxford
B18 UK P&I Clubs – Car Matters – Car Carriers, ro-ro and ro-pax Ship Safety – A Guide
for Crew
B19 Vassalos D & . Papanikolaou A., Stockholm Agreement – Past, Present & Future (Part
I), the Ship Stability Research Centre, Department of Ship and Marine Technology,
Glasgow, UK National Technical University of Athens, Ship Design Laboratory,
Greece
B20 Vanem E. / Skjong R. Collision and Grounding of Passenger Ships – Risk Assessment
and Emergency Evacuations DNV Research
HTW 7/3/1/Add.1
Annex, page 13
Part B: General outline
 Timetable
This model course has been developed providing a recommended range in duration of 12 to 18
hours, for lectures, demonstrations, laboratories or simulation exercises and assessment.
No formal timetable is included in this model course.
Instructors must develop their own timetable depending on:
.1 the level of skills of trainees;
.2 the numbers to be trained;
.3 the number of instructors; and
.4 simulator facilities and equipment available,
and normal practices at the training establishment.
 Course outline
The course comprises lectures, demonstrations and simulation exercises. The outline below
identifies the main areas of the course.
Learning objective format is used in the detailed teaching syllabus given in Part C; the outline
below is a summary of the course material. The numbering system used below reflects that of
the detailed teaching syllabus.
Subject area
Course introduction
1. Loading and embarkation procedures
1.1 design and operational limitation of ro-ro passenger ships
1.2 procedures established for the ship regarding:
1.2.1 loading and discharging vehicles, rail cars and other cargo transport units,
including related communications
1.2.2 lowering and hoisting ramps
1.2.3 setting up and stowing retractable vehicle decks
1.2.4 embarking and disembarking passengers, with special attention to disabled

persons and persons needing assistance
2. Carriage of dangerous goods
2.1 special safeguards, procedures and requirements regarding the carriage of

dangerous goods on board ro-ro passenger ships
HTW 7/3/1/Add.1
Annex, page 14
Subject area
3. Securing cargoes
3.1 provisions of the Code of the Safe Practice for Cargo Stowage and Securing to the
vehicles, rail cars and other cargo transport units carried
3.2 cargo-securing equipment and materials provided, taking into account their
limitations
4. Stability, trim and stress calculations
4.1 stability and stress information, providing specific stability information for ro-ro
passenger ships
4.2 stability and trim for different conditions of loading, using the stability calculators or
computer programs provided
4.3 load factors for decks
4.4 impact of ballast and fuel transfers on stability, trim and stress
5. Opening, closing and securing hull openings
5.1 procedures established for the ship regarding the opening, closing and securing of
bow, stern and side doors and ramps by correct operation of the associated systems
5.2 survey on proper sealing
6. Ro-ro deck atmosphere
6.1 equipment carried for monitoring atmosphere in ro-ro spaces
6.2 procedures established for the ship for ventilation of ro-ro spaces during loading
and discharging of vehicles, while on voyage and in emergencies
Note: care should be taken when indicating the range of duration for the model course taking
into account the entering candidates' knowledge and skills, the class size and the
resources available to each training provider.
The number of hours for the assessment should be determined by the training providers as
maybe required by the Administration.
HTW 7/3/1/Add.1
Annex, page 15
Part C: Detailed outline
The detailed teaching syllabus indicates the contents of the course and appropriate references
and teaching aids.
 Learning objectives
The detailed teaching syllabus has been written in learning objective format in which the
objective describes what the trainee should perform to demonstrate that knowledge has been
transferred and skills obtained. This teaching and assessment format is a tool to express:
- the depth of understanding of a subject and the degree of familiarization with a

subject on the part of the trainee
- what capabilities the trainee should really have and be able to demonstrate
Instructors are encouraged to impart learning in an "objective-related" manner instead of a

"material-related" manner. In this context, all objectives are understood to be prefixed by the
words "The expected learning outcome is that the trainee is able to …"
To indicate the degree of learning outcome of this course, the learning objectives for the
detailed teaching syllabus can be classified in three "dimensions":
- C (cognitive)
- A (affective)
- P (psycho-motor)
The cognitive domain involves knowledge and the development of intellectual skills. This
includes the recall or recognition of specific facts, procedural patterns, and concepts that serve
in the development of intellectual abilities and skills. There are six major categories of cognitive
processes, starting from the simplest to the most complex (see below):
- Knowledge
- Comprehension
- Application
- Analysis
- Synthesis
- Evaluation
The categories can be thought of as degrees of difficulties. That is, the first ones should
normally be mastered before the next one can take place.
 References and teaching aids
The material listed in the course framework has been used to structure the detailed teaching
syllabus.
HTW 7/3/1/Add.1
Annex, page 16
In order to assist instructors, references are shown against the learning objective to indicate
IMO references and publications, bibliographies, textbooks and other references, as well as
additional teaching aids which instructors may wish to use when preparing course material.
The following notations and abbreviations are used:
A Teaching aids;
B Bibliography;
P Page;
R IMO reference; and
T Textbook and other references.
IMO Textbooks Teaching

Knowledge, understanding and proficiency
reference Bibliography aid
Course Introduction R1, R2 A1
.1 explain the provisions of regulation V/2,
paragraph 9 of the STCW Convention and
section A-V/2, paragraph 5 of the STCW
Code
.2 explain the requirements of the course
1. Loading and embarkation procedures R1, R2, B3, B13, B14, A1, A2,
R3, R4, B15, B18 A4, A5,
1.1 design and operational limitation of ro-ro R5, R9, A6, A7,
passenger ships R10, R12, A8
R13, R16,
.1 describe the design of a ro-ro
R17, R19,
passenger ships
R20
.2 explain operational limitation of ro-ro
passenger ships
1.2 procedures established for the ship
regarding:
1.2.1 loading and discharging vehicles,
rail cars and other cargo
transport units, including related
communications
.1 explain the procedures in
loading and discharging
vehicles, rail cars and other
cargo transport units
.2 explain the importance of using
closed-loop communication
style during loading and
discharging operations
HTW 7/3/1/Add.1
Annex, page 17

1.2.2 lowering and hoisting ramps

.1 explain the procedures in
lowering and hoisting ramps
.2 lower and hoist ramp in a safe
manner in accordance with
established procedures
1.2.3 setting up and stowing R1, R2, B13, B18 A1, A2,
retractable vehicle decks R3, R4, A4, A5,
R5, R9, A6, A7,
.1 explain the procedures in setting R10, R11, A8
up and stowing retractable R12, R13,
vehicle decks R16, R17,
R19
.2 set-up and stow retractable
vehicles decks in accordance
with the prescribed procedures
1.2.4 embarking and disembarking R12, R20,

passengers, with special attention
to disabled persons and persons
needing assistance
.1 embark passengers with R12, R20,

special attention to disabled
persons and persons needing
assistance in accordance with
prescribed procedures
.2 disembark passengers with R 12, R20,

special attention to disabled
persons and persons needing
assistance in accordance with
2. Carriage of dangerous goods R1, R2, B13, B18 A1, A2,

R3, R4, A5, A6,
2.1 special safeguards, procedures and R9, R10, A8, A9
requirements regarding the carriage of R13, R17
dangerous goods on board ro-ro
passenger ships
.1 explain the special safeguards,

procedures and requirements
regarding the carriage of dangerous
goods on board ro-ro passenger ships
HTW 7/3/1/Add.1
Annex, page 18

.2 apply special safeguards, procedures
and requirements in the carriage of
dangerous goods on board ro-ro
passenger ships
3. Securing cargoes R1, R2, B3, B4, B8, A1, A2,

R3, R4, B13, B15, A3, A4,
3.1 provisions of the Code of the Safe R5, R6, B18 A5, A6,
Practice for Cargo Stowage and R8, R9, A7, A8
Securing to the vehicles, rail cars and R10, R13,
other cargo transport units carried R17, R18
.1 explain the provisions of the Code of
the Safe Practice for Cargo Stowage
and Securing to the vehicles, rail
cars and other cargo transport units
carried
.2 secure vehicles, rail cars and other
cargo transport units carried in a
simulated scenario in accordance
with the provisions of the Code of the
Safe Practice for Cargo Stowage and
Securing
3.2 cargo-securing equipment and materials
provided, taking into account their
limitations
.1 explain the use of cargo-securing
equipment and materials provided to
secure vehicles, rail cars and other
transport units carried
.2 secure vehicles, rail cars and other
transport units using cargo-securing
equipment and materials in
accordance with prescribed
procedures
4. Stability, trim and stress calculations R1, R2, B1, B2, B3, A1, A2,
R5, R7, B4, B5, B6, A3, A4,
4.1 stability and stress information R8, R14, B7, B9, B10, A5, A6,
R15, R16, B11, B12, A7, A8
.1 explain the principle of stability
R17, R18, B13, B14,
providing specific stability information
R19 B15, B16,
for ro-ro passenger ships
B19,B20
.2 explain how forces acting upon the
ship contributes to stress
.3 explain how stress affect stability
HTW 7/3/1/Add.1
Annex, page 19

4.2 stability and trim for different conditions

of loading, using the stability calculators
or computer programs provided
.1 explain the basic principle of stability
and trim
.2 calculate metacentric height (GM)
using a given formula for loaded and
ballast condition
4.3 load factors for decks

.1 explain the load factors to be taken
into account in calculating stability
and trim
.2 calculate the load factors for given
deck cargoes using a prescribed
formula
4.4 impact of ballast and fuel transfers on
stability, trim and stress
.1 explain the principles on the impact
of ballast and fuel transfers on
stability, trim and hull stress
.2 calculate the impact of ballast and
fuel transfers on stability, trim and
stress
5. Opening, closing and securing hull R1, R2, B2, B3, B10, A1, A2,
openings R3, R4, B13, B15, A3, A4,
R5, R16 B16, B17, A5, A6
5.1 procedures established for the ship B18 A7, A8
regarding the opening, closing and
securing of bow, stern and side doors
and ramps by correct operation of the
associated and appropriate electric and
hydraulic systems
.1 open, close and secure bow door,
stern door, side doors, and ramps
in accordance with the prescribed
procedures
.2 monitor opening, closing and

securing of bow door, stern door,
side doors and ramps and
watertight doors in accordance
with the prescribed procedure
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Annex, page 20

5.2 survey on proper sealing
.1 explain the procedures on

surveying door sealing
.2 check the condition of the sealing
of doors and ramps
.3 test the functionality of the door's
limit switch and corresponding light
6. Ro-ro deck atmosphere R1, R2, B3, B16, A1, A2,

R3, R4, A3, A4,
6.1 equipment carried for monitoring R5, R10, A5, A6,
atmosphere in ro-ro spaces R13, R17, A7 A8
.1 explain the use of the equipment to
monitor atmosphere in ro-ro
spaces
.2 monitor ro-ro deck atmosphere

using portable oxygen analyser or
multi-gas detector
6.2 procedures established for the ship for

ventilation of ro-ro spaces during
loading and discharging of vehicles,
while on voyage and in emergencies
.1 explain ship's procedure for
ventilation of ro-ro spaces during
loading and discharging of vehicles
while on voyage and in
emergencies
.2 ventilate ro-ro spaces in a
simulated scenario in accordance
with established procedures
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Part D: Instructor manual
 Introduction
The instructor manual and its guidance notes provide highlights and summary of the topics
that are to be presented. Instructors should prepare relevant lesson plans for the delivery of
each topic of the course specifying the teaching strategy and method to be used and describing
the learning activities of the trainees.
The guidance notes are presented in accordance with course outline wherein the subject area
is divided into six (6) major headings. However, a brief description on the course introduction
is also included:
.1 loading and embarkation procedures;
.2 carriage of dangerous goods;
.3 securing cargoes;
.4 stability, trim and stress calculations;
.5 opening, closing and securing hull openings; and
.6 ro-ro deck atmosphere.
Instructors should carefully study the training outcomes in the course framework and the
learning outcomes in the course syllabus in order to ensure that the teaching/learning activities
as well the formative assessment are consistent and aligned with each other. Likewise, proper
preparation of all necessary teaching aids/instructional materials is essential prior to the
conduct of the course in order to attain successfully the training of the course.
 Guidance notes
Course Introduction
At the onset of the course, the instructors should give general introduction and background
information why the training is mandatory for masters, chief engineer officers, chief mates,
second engineer officers and every person assigned immediate responsibility for embarking
and disembarking passengers, for loading, discharging or securing cargo, or for closing hull
openings on board ro-ro passenger ships and managing of these ships in critical situations
which will lead to a loss of stability due to damages to ship's hull and cargo decks such as
flooding.
1. Loading and embarkation procedures
1.1 Design and operational limitation of ro-ro passenger ships
1.1.1 describe the design of ro-ro passenger ships
Ro-ro passenger ship means a passenger ship with ro-ro spaces or special category spaces.
Ro-ro spaces are spaces not normally subdivided in any way and normally extending for either
a substantial length or the entire length of the ship in which motor vehicles with fuel in their
tanks for their own propulsion and/or goods (packaged or in bulk, in or on rail or road cars,
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Annex, page 22
vehicles (including road or rail tankers), trailers, containers, pallets, demountable tanks or in
or on similar stowage units or other receptacles) can be loaded and unloaded normally in a
horizontal direction.
Watertight, according to SOLAS regulation II-1/2.17, means having scantlings and

arrangements capable of preventing the passage of water in any direction under the head of
water likely to occur in intact and damaged conditions. In the damaged condition, the head of
water is to be considered in the worst situation at equilibrium, including intermediate stages of
flooding.
Every ship should be subdivided by bulkheads, which should be watertight up to the bulkhead
deck, into watertight compartments the maximum length of which should be calculated
according to the specific requirements given. Every other portion of the internal structure which
affects the efficiency of the subdivision of the ship should be watertight.
Two different ships with the same attained index are of equal safety and, therefore, there is no
need for special treatment of specific parts of the ship, even if they are able to survive different
damages. The only areas which are given special attention in the regulations are the forward
and bottom regions, which are dealt with by special subdivision rules provided for cases of
ramming and grounding.
The primary function of watertight bulkheads is to divide a ship into a number of watertight
compartments. Though most watertight bulkheads are transverse in orientation, some ships
also have longitudinal watertight bulkheads within a compartment for longitudinal
compartmentalization within a compartment. Other than watertight integrity, the transverse
bulkheads also add to the transverse strength of the ship.
Unsymmetrical flooding should be kept to a minimum consistent with the efficient

arrangements. Where it is necessary to correct large angles of heel, the means adopted should,
where practicable, be self-acting, but in any case where controls to equalization devices are
provided they should be operable from above the bulkhead deck of passenger ships.
Each watertight subdivision bulkhead, whether transverse or longitudinal, should be

constructed having scantlings as specified in regulation 2.17. In all cases, watertight
subdivision bulkheads should be capable of supporting at least the pressure due to a head of
water up to the bulkhead deck of passenger ships and the freeboard deck of cargo ships.
The number of openings in watertight bulkheads should be reduced to the minimum compatible
with the design and proper working of the ship; satisfactory means should be provided for
closing these openings.
No doors, manholes, access openings, ventilation ducts or any other openings should be fitted
in the collision bulkhead below the bulkhead deck of passenger ships.
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Use the illustration below, as an example, for better understanding.
Figure 1 – Cross-flooding device or valves

Reference: Revised recommendation on a standard method for evaluating cross–flooding
arrangements (resolution MSC.362(92))
Asymmetric flooding in a damaged ship is a dangerous situation. Cross-flooding ducts are

used to provide the necessary equalization across the ship in order to decrease the heeling
angle. The elapsed time for this passive counteraction depends on the arrangement of the
ducts and the tanks. In addition, the air pipes have a significant effect since air should be
vented from the flooded tanks.
The lack of transverse bulkheads on board ro-ro ships means that a relatively minor incident
such as a trailer toppling over as a result of a defective lashing - can rapidly escalate into
something more serious. Nearby units can be dislodged with the result that a series of units
eventually fall like dominoes. Such shifts of cargo can cause severe stability problems for the
ship.
It is important to know and to understand the rules, regulations and standards for watertight
doors.
Draught marks
Each ship should have scales of draughts marked clearly at the bow and stern. In the case
where the draught marks are not located where they are easily readable, or operational
constraints for a particular trade make it difficult to read the draught marks, then the ship should
also be fitted with a reliable draught indicating system by which the bow and stern draughts
can be determined.
In order that the required degree of subdivision should be maintained, a load line
corresponding to the approved subdivision draught should be assigned and marked on the
ship's sides. A ship intended for alternating modes of operation may, if the owners desire, have
one or more additional load lines assigned and marked to correspond with the subdivision
draughts which the Administration may approve for the alternative service configurations.
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The subdivision load lines assigned and marked should be recorded in the Passenger Ship
Safety Certificate, and should be distinguished by the notation P1 for the principal passenger
service configuration, and P2, P3, etc., for the alternative configurations. The principal
passenger configuration should be taken as the mode of operation in which the required
subdivision index R stipulated in SOLAS regulation II-1/6, will have the highest value.
The different designs of the ro-ro passenger ships
Hinged deck design (flexible design)
For the hinged deck design, an elastic hinge arrangement between the vertical web and the
deck girders increases the ability of the ordinary side web frames to sustain transverse racking
deformations of the upper hull. ln consequence, the side webs are then normally more slender
than for a conventional design. However, the main transverse racking constraining members
should be increased in strength to carry the racking moment. However, the total capacity of
the racking constraining structures should be the same for a conventional (rigid deck) design
as for a hinged deck design.
Rigid conventional deck design
A conventional car carrier design means that the vertical side webs are in line with the deck
transverses. This means that transverse forces on the decks will induce bending of the deck
transverses. Consequently, the frame section (vertical side and transverse deck girder) is rigid
when exposed to transverse forces, compared to the hinged deck design. A considerable
fraction of the racking moment created above the bulkhead deck (freeboard deck) is then
mainly to be carried by the frame section itself.
1.1.2 explain operational limitation of ro-ro passenger ships
A list of all limitations on the operation of a passenger ship stipulated in SOLAS regulation V/30
(Operational limitations) should be compiled before the passenger ship is put in service.
These are:
.1 including exemptions from any SOLAS regulations;
.2 restrictions in operating areas;
.3 weather restrictions;
.4 sea state restrictions;
.5 restrictions in permissible loads, trim, speed and any other limitations,

whether imposed by the Administration or established during the design or
the building stages.
The list, together with any necessary explanations, should be documented in a form acceptable
to the Administration, which should be kept on board readily available to the master. The list
should be kept updated. If the language used is not English or French, the list should be
provided in one of the two languages.
1.2 Procedures established for the ship
1.2.1 Loading and discharging vehicles, rail cars and other cargo transport units,
including related communications
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1.2.1.1 explain the procedures in loading and discharging vehicles, rail cars and other
cargo transport units
a) General arrangements for loading vehicles, rail cars and other cargo transport units
- the guidance in the CSS Code (Code of Safe Practice for Cargo Stowage and
Securing (resolution A.714(17)), as amended), should be followed. Additionally,
loading of vehicle decks is normally done horizontally
- the transfer from shore to ship of vehicles, rail cars and other cargo transport
units is achieved by the use of various cargo handling equipment such as ramps,
linkspans, shell doors, cargo lifts, movable decks etc.
- cargo (vehicles) are arranged according to a stowage plan and adequately

secured/lashed and chocked according to the Cargo Securing Manual carried on
board in accordance with resolution A.489(XII)
- vehicles are generally loaded via a ramp, which may or may not be installed on
the ship
- vehicles are stowed on different cargo decks such as lower hold, main vehicle
deck, upper vehicle deck and at platform or mezzanine decks. The general
principle of heavy cargo units loaded in the lower cargo decks will assist to
maintain stability of the ship
- the heeling pumps for port to starboard transfer will have a high capacity to
transfer ballast quickly transversely across the ship to compensate for the weight
of vehicles, rail cars and other transport units being loaded equally, the ballast
pumps for forward to aft and vice versa transfer of ballast will have a high capacity
to transfer ballast quickly longitudinally to compensate for trim to compensate for
the weight of the vehicles, rail cars and other transport units being loaded
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Reference – Photograph 1 – Discharging of Vehicles – P & O Ferries Holdings Limited
b) General arrangements for the discharging vehicles, rail cars and other cargo transport
units
- discharging of vehicle decks is normally done horizontally
- when the crew members confirm discharge of vehicles can commence the
engines of vehicles will be started and brakes released
- the vehicles will then be discharged in an orderly manner as indicated by the crew
members over the cargo deck access ramps, doors, platforms indicate
of vehicles, rail cars and other transport units being discharged
- equally the ballast pumps for forward to aft and vice versa transfer of ballast will
have a high capacity to transfer ballast quickly longitudinally to compensate for
trim to compensate for the weight of the vehicles, rail cars and other transport
units being discharged
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c) Specific arrangements for the loading and discharging of rail cars, e.g. locomotives
- if heavy cargo items such as rail cars or locomotives are to be loaded the master
should be provided with all necessary information about the cargo such as gross
mass, principal dimensions, centre of gravity, bedding areas, lifting points and
securing points
- the intended method of loading should be fully documented, e.g. lifted on board,
or roll on-off via trailers and discussed between ship and shore personnel
- the gross weight, and axle weights should be checked against the ship ramps'
and decks' weight limits as well as weight per lane metre prior to loading
of the rail cars or heavy loads being loaded or discharged
trim to compensate for the weight of the rail cars or heavy loads being loaded or
discharged
d) Specific arrangements for the loading and discharging of rail cars on/off ro-ro
passenger ships with a rail enabled deck
- in some ports there are specific and special arrangements provided so the berths
and wharfs can load and discharge rail cars on/off ro-ro passenger ferries with a
rail enabled deck
- such berths and wharfs will be provided with "nesting" fenders which will match
the ship's bow or stern fendering and specialized moorings, so the ship is
adequately held in the berth to receive the shore linkspan
- the lower deck of the linkspan is normally provided with rail which links to rails
inset to the ship's freeboard deck over which the rail cars are loaded
- The rails on the linkspan and on the ship should be checked prior to loading to
confirm there are no cracked or broken rails and that rail securing devices and
switching points are in good order
- during loading and discharging of rail cars/wagons it is essential that detailed

safety procedures are in place on the rail deck an only crew members/shore
personnel involved in the operation are on the rail deck
- during loading and discharging of rail cars/wagons it is essential that crew

members are standing in pre-determined "safe -zones"
- all crew members working on the rail deck should be wearing high visibility
clothing, safety boots, ear defenders and safety helmets prior to loading
- a loading and discharging sequence should be agreed between ship and shore
- the rail tracks on the rail deck will be numbered 1. Starboard outer 2. Port Inner
3. Starboard inner and 4. Port outer rail track, as an example
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- specific procedures should be developed for the roles of all those working the rail
deck depending on the requirements of the operation
- specific load/discharge sequence should be pre-determined e.g. load/discharge

rail 1 starboard outer, followed by 4. Port outer, followed by 3. Starboard inner
followed by 2. Port inner to maintain list and trim within pre-set parameters, as
required by the ship/shore linkspan rail interface
- to assist with list and trim the rail cars/trucks will have a speed limit imposed
of the rail cars/rail wagons being loaded or discharged
trim to compensate for the weight of the rail cars or rail wagons being loaded or
discharged
e) Specific arrangements for the loading and discharging of ro-ro passenger ships
- an organized system of vehicular and pedestrian traffic control be established

and maintained at each entrance/exit ramp, and on ramps within the ship, as
traffic flow warrants
- ramps can provide physical separation between vehicles and pedestrians, or a

procedure needs to be implemented to prevent simultaneous usage of the ramps
by persons and vehicles
- owners, operators and masters should control ro-ro traffic at all times by using
signage, barriers and signal persons at appropriate control points
- unauthorized personnel should not ride on mechanically powered vehicles
- all authorized workers working in ro-ro operations should be equipped with high
visibility vests (or equivalent protection)
1.2.1.2 explain the importance of using closed-loop communication style during

loading and discharging operations
A closed-loop communication style can be defined as follows:
- when the sender provides a message, the receiver repeats this message back.
The sender then confirms the repeated message is correct
- when the receiver incorrectly repeats the message back, the sender replies
"negative" and then repeats the correct message
- if the sender does not get a reply back, they should repeat it until the receiver
closes the loop
The importance in using a closed-loop communication style during loading and discharging
operations cannot be emphasized enough. The primary concern during such loading and
discharging of ro-ro spaces, is that it is achieved safely without any injuries to passengers,
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Annex, page 29
crew members, stevedores or dockers. Utilizing a well-established closed-loop communication

style between ship and shore, loading supervisors ship and shore, and ship's loading officer to
the bridge is essential to achieve this goal.
Extra controls and particular care are required with regard to the "ship – shore" interface which
is normally the ship's ramp to shore linkspan where extra dangers exist due to the differing
ship – shore responsibilities. All shipboard staff and shore workers should be aware of the
operational controls and closed-loop communications in place to maintain a safe working
environment in this area e.g. if a trailer and tractor unit need to reverse down the linkspan onto
the ship, extra manpower such as a banksman should be deployed using closed-loop
communications until this operation is completed.
1.2.2 Lowering and hoisting ramps
1.2.2.1 explain the procedures in lowering and hoisting ramps
Most of the ramps will be lowered and hoisted by means of a hydraulic device. In operating
theses ramps always follow the instructions given in the Manufacturers' Manual. In general
terms, the normal procedure is as follows:
- establish closed loop communications, area clear, line of sight or banksman
- confirm all clear to lower or hoist the ramps, secure keys to operate
- switch on hydraulic pumps
- remove any manual locking pins
- operate securing locks so they are open
- lower or raise the ramp
- once lowered put into "float" position (depending on system) or once raised
operate the securing locks into the closed position
- once raised and locked engage any manual locks
- switch off hydraulics and secure keys to operate
1.2.2.2 lower and hoist ramp in a safe manner in accordance with established
procedures
The determining factors in dimensioning the capacity of the hydraulic system are the size of
the door, number of sections and the required speed of opening and closing. A typical time for
opening or closing a 5 x 5 m door is about a minute, excluding opening and closing of the
securing devices (according to MACGREGOR Operational Manual). The corresponding time
for a pilot door is about 30 seconds. The shorter the time, the more costly the required
hydraulics are. An indication should be given of the maximum and minimum ambient
temperatures in which the hydraulic system is to operate.
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1.2.3 Setting up and stowing retractable vehicle decks
1.2.3.1 explain the procedures in setting up and stowing retractable vehicle decks
The setting up, operation and stowing of retractable vehicle decks should be part of the
companies Safety Management System (SMS) to ensure their safe operation at all times
The SMS provides methods of risk identification and mitigation. The Company's SMS also
addresses the operation of the retractable vehicle decks and requires that:
- all operators who are required to set up, operate or stow retractable vehicle decks
have been adequately trained to do so;
- the area beneath the hoistable ramp is to be checked clear of vehicles or other
obstructions;
- before any lowering and hoisting operations, the operator should always have a
clear view of the operation; if this is not possible, a nominated person who has
an uninterrupted view should give the operator clear signal and should maintain
constant contact until the hoisting / lowering operation is safely completed;
- all ramps and decks should be well lit and free of water, oil or other substances
liable to cause slipping; no gear, e.g. stores, securing equipment, refuse to be left
loose;
- while lowering and hoisting ramps or when setting up and stowing retractable
vehicle decks it should be checked that no crew member or passengers are on
or underneath the ramp and/or deck being lowered or hoisted until secured; and
- the operator should always ensure that the control boxes are locked and power
switched off, after being used in order to prevent unauthorized or accidental
operation of the retractable vehicle decks.
1.2.3.2 set-up and stow retractable vehicles decks in accordance with the prescribed
procedures
When setting the retractable vehicle decks and using them, the ship command should consider
that the GM of the retractable vehicle decks is different than from the car decks. This should
be taken into account if preparing the stability calculation for the intended voyage.
Many ships with ro-ro capability incorporate access by the bow as well as by the stern. The
bow doors and bow ramp facilitate for an efficient cargo flow and quick turnaround in port. Most
ro-ro passenger ferries need an efficient drive through facility. Bow access is also invaluable
on train ferries, naval support ships and heavy lift ships. Bow access requires, by regulation,
the highest degree of integrity. Some ships have three successive barriers to water ingress.
In most door access designs two watertight closures will be considered adequate. Bow doors
or a bow visor are the two options for the opening. Bow doors can be of parallel stow type
(or swing-arm type), clam-type, directly-hinged type, side-hinged or wing-type. The door is
detached from the ramp due to safety reasons.
In the closed position the bow ramp functions as a weathertight door.

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When the bow ramp is in its stowed position, it is utilized to double as the inner door and thus
seals the aperture in the collision bulkhead. It is divided in two or more sections, for example
two main sections and an additional folding section with tapered end flaps. When deployed,
the bow ramp provides access from main deck to the shore. When closed and secured, it forms
a weathertight door at the collision bulkhead.
In order to establish the length of the ramp, certain important dimensions are required, as well
as information on the maximum angles at the knuckles (point of interchange between straight
lines), also the maximum gradient. Essential measurements are the height of the threshold
deck above the water level under ballast or full load, together with the quay edge height above
water level at both high and low tide. Further the types of vehicles, clear height, ground
clearance and wheelbase are important factors. Where there is a need for high vehicle speeds
during loading or unloading, a shallower gradient of the ramp will be needed.
The ramp will then be longer than if consideration is given only to the geometrical clearance at
the knuckles. Based on this input we calculate the requisite length of the ramp to suit the
various operating conditions.
Ramp width
Describe the internal cargo flow adjacent to the bow ramp. Indicate the required number of
driving lanes and any pedestrian gangways.
To arrive at correct dimensioning of the steel structure and achieve an acceptable strength to
weight the following should be known:
- what kind of vehicles will drive over the ramp?
- how much is the axle loading and the print area of the wheels?
- how many axles are there and how far apart are they?
- what will be the required total load carrying capacity of the ramp, based on the
maximum number of vehicles expected to be on the ramp at the same time?
Operating system
The main operating system for a bow door and bow ramp is hydraulic power pack.
The governing factors in dimensioning the operating system capacity are the size of the ramp,
time requirements for raising and lowering of the ramp and for a hydraulic system the outside
temperatures to be encountered during operation.
For opening and closing, a time period of approx. 4 to 6 minutes is required, excluding opening
and closing of the securing devices, for an average size door and ramp. The shorter the time,
the greater will be the size and cost of the operating system. Clearly, there is also a limit to the
technical feasibility.
Control options
Two different systems are available:
- automated control system: press one button to initiate and complete the whole
opening or closing sequence.
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Annex, page 32
- manual control system: each step in the operation is controlled by hand-operated

hydraulic valves. The greater the degree of automation of the system, the easier
and faster the operation would be.
A fully automated system will be particularly cost effective on shorter runs where there is a
need for fast loading and unloading.
The manual control system is in practice restricted to simple ramps, non-tight, in locations on
the ship which are not critical for the safety of the ship
1.2.4 Embarking and disembarking passengers, with special attention to disabled

persons and persons needing assistance
1.2.4.1 embark passengers with special attention to disabled persons and persons
needing assistance in accordance with prescribed procedures
Regulation 19 – Emergency training and drills Chapter III – Life-Saving Appliances and
Arrangements Part B Requirements for ships and life-saving appliances (resolution
MSC.350(92)) requires as follows:
- on a ship engaged on a voyage where passengers are scheduled to be on board

for more than 24 h, musters of newly embarked passengers should take place
prior to or immediately upon departure. Passengers should be instructed in the
use of the lifejackets and the action to take in an emergency.
- whenever new passengers embark, a passenger safety briefing should be given

immediately before departure, or immediately after departure. The briefing should
include the instructions required by regulations 8.2 and 8.4, and should be made
by means of an announcement, in one or more languages likely to be understood
by the passengers. The announcement should be made on the ship's public
address system, or by other equivalent means likely to be heard at least by the
passengers who have not yet heard it during the voyage. The briefing may be
included in the muster required by paragraph 2.2. Information cards or posters or
video programmes displayed on ships video displays may be used to supplement
the briefing but may not be used to replace the announcement.
Paragraph 2 in section A-V/2 of the STCW Code, as amended, requires that before being
assigned to shipboard duties, personnel providing direct services to passengers in passenger
spaces should receive the additional safety training required by STCW regulation V/2,
paragraph 6 that requires the at least the attainment of the abilities as follows; and specified in
paragraph 2.3
- embarkation procedures – embarking and disembarking passengers, with special

attention to disabled persons and persons needing assistance.
Masters, chief engineer officers, chief mates, second engineer officers and any person
designated on the muster list of having responsibility for the safety of passengers in emergency
situations on board passenger ships should complete approved training in crisis management
and human behaviour as specified in section A-V/2, paragraph 4 of the STCW Code.
IMO Model Training Course 1.44 for safety training for personnel providing direct services to
passengers in passenger spaces, dealing with this ability identified above and specified in
paragraph 2.3 of the STCW Code section A-V/2, has been validated and published.
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Gangway and accommodation ladder access requirements based on the United Kingdom
Maritime and Coastguard Agency publication of The Code of Safe Working Practices for
Merchant Seafarers are as follows:
- safe means of access between ship and quay;
- handrails properly rigged and secured;
- safety net in place;
- angle of slope is ≤ 55° for accommodation ladder;
- angle of slope is ≤ 30° for gangway;
- adequate illumination;
- lifebuoy with self-activating light and safety line;
- fire Plan at the entrance; and
- watches on duty at all times.
Required for the access:
- details of persons who have declared a need for special care or assistance in
emergency situations should be recorded and communicated to the master prior
to departure;
- all passengers to be counted prior to departure;
- names and gender of all persons on board should be recorded; and
- all of above information should be kept ashore if SAR are needed.
Access for persons needing special attention
Recommendation on the design and operation of passenger ships to respond to elderly

and disabled persons' needs (MSC.1/Circ.735)
The guidance in the above document can be referenced on the design and operation of
passenger ships to respond to elderly and disabled persons' needs and should be followed. A
number of key considerations are described below;
- passenger ships such as ro-ro ferries and cruise ships are very different in their
design construction, ports of call, passenger profile, and operation mode and
should be considered separately.
- the integration of elderly and disabled persons with the other passengers requires
special consideration when designing a new passenger ship.
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Reference – Photograph 2 – Induction Loop system – P & O Ferries Holdings Limited
- access to the terminal should ensure barrier-free movement between entrances

and exits of the terminal building, preferably without change of levels.
- the ship should be constructed and equipped in such a way that wheelchair users
and other disabled persons can embark easily and safely, either unassisted or by
means of ramps, elevators or lifts.
- the maximum slope of ramps for wheelchairs should be 1:20. There should be at
least one access to the ship which is suitable for disabled persons and wheelchair
users.
- for ro-ro passenger ferries, cars with disabled drivers or passengers should be
given a special marking at the gate ashore and be directed to a separate
marshalling lane, before driving on board the ship.
- the gate attendant should have means to communicate with the person in charge
of the marshalling area and the personnel on board the ship.
- there should be no kerb (differences in levels) in the marshalling lanes which

could prevent a disabled person from getting out of a waiting car.
- the ship's crew should guide disabled passengers to a special parking space on
board and give the necessary assistance, including taking any wheelchair out of
the car.
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Reference – Photograph 3 – Designated Parking Space – P & O Ferries Holdings Limited
- at least one elevator should lead from the car deck to a deck with barrier-free
access to public spaces, cabins and toilets.
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Reference – Photograph 4 – Elevator with Ramp Access – P & O Ferries Holdings Limited
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Reference – Photograph 5 – Access from Vehicle Deck with ramp access – P & O Ferries
Holdings Limited
- door openings to public spaces should be wide enough for wheelchairs to pass
unimpeded with a free opening of at least 80 cm.
- there should be sufficient space available for elderly and disabled persons to
move about, especially on board ships at sea for longer periods of time.
- on ships with cabins, a number of cabins suitable for wheelchair users should be
available.
- compatible with the size and use of the ship, a number of toilets suitable for
wheelchair users should be available, if possible, on each passenger deck.
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- in ships with cabins, elderly and disabled persons who may need assistance in
an emergency should be assigned cabins situated in the proximity of the
embarkation deck, so that they may be assisted to the survival craft quickly and
easily.
- a list of cabins occupied by passengers who may need assistance from the crew
should be available.
- the crew should be given training and be issued with clear instructions about the
assistance needed by elderly and disabled persons in an emergency.
- details of persons who are visually impaired and thus in need of special care or
assistance in emergency situations should be recorded and communicated to the
master prior to departure; and
- trained ship's personnel are designated to assist the visually impaired passenger
during emergency situation.
Escape route signs and equipment location marking (resolution A.1116(30))
The guidance in the above document can be referenced on escape route signs and equipment
location marking and should be followed. All visual instructions and safety information should
be displayed in as large and clear form as possible.
1.2.4.2 disembark passengers with special attention to disabled persons and persons
needing assistance in accordance with prescribed procedures
Disembarkation procedures during an emergency at sea
General emergency alarm signal: responses
Upon hearing the general alarm signal which consist of seven short blasts plus one long blast
on the ship's whistle and/or alarm systems, the following actions should be taken:
.1 crew should proceed to their designated emergency station and perform their
assigned tasks and emergency duties.
.2 the passengers should proceed to their designated assembly/muster station

or lifeboat stations as directed.
Lifeboat embarkation alarm signal: responses
Should it become necessary to evacuate the ship the following actions should be taken:
.1 the passengers will be guided and assisted by designated ship's personnel

in an organized and safest way from the assembly station en route to their
assigned lifeboat stations.
.2 crew should proceed to their assigned survival crafts after all the passengers
are cleared from the assembly stations.
Disembarkation procedures during an emergency
It follows the principle of "from fastest to slowest", in order to speed up the movement of people.
HTW 7/3/1/Add.1
Annex, page 39
It is also to avoid the possible blockage of evacuation routes that could hinder the fast
movement of people in case of difficulty in moving the stretcher or wheelchairs along the route.
Abandon ship signal: responses by crew and passengers
Should a decision be made by the Central Command to abandon ship, the following actions
should be taken:
.1 the designated survival craft crew should supervise the orderly distribution,
embarkation and allocation of seating arrangements of persons in the
survival craft;
.2 crew will embark into their assigned survival crafts giving priority to
passengers first; and
.3 the survival crafts will remain loaded at the embarkation deck until lowered
to the water in the sequence ordered by the Central Command (Bridge).
Life-saving appliances
What are the other types of life-saving appliances found on board a passenger ship?
- lifeboats
- rescue boats
- liferaft types
 throw overboard
 davit-launched
 free fall
- marine evacuation systems (slide/chute)
2. Carriage of dangerous goods
2.1 Special safeguards, procedures and requirements regarding the carriage of

dangerous goods on board ro-ro passenger ship
2.1.1 explain the special safeguards, procedures and requirements regarding the
carriage of dangerous goods on board ro-ro passenger ships
SOLAS Convention, 1974, as amended, regulation II-2/19
The purpose of this regulation is to provide additional safety measures in order to address the
fire safety objectives of this chapter for carrying dangerous goods. For this purpose, the
following functional requirements should be met:
.1 fire protection systems should be provided to protect the ship from the added
fire hazards associated with carriage of dangerous goods;
.2 dangerous goods should be adequately separated from ignition sources; and

HTW 7/3/1/Add.1
Annex, page 40
.3 appropriate personnel protective equipment should be provided for the

hazards associated with the carriage of dangerous goods.
The Administration should provide an appropriate document as evidence of compliance of

construction and equipment with the requirements of this regulation. Certification for
dangerous goods, except solid dangerous goods in bulk, is not required for those cargoes
specified as class 6.2 and 7 and dangerous goods in limited quantities and excepted quantities.
The Stowage provisions
Loading and unloading operations on each ro-ro space should take place under the
supervision of either a working party consisting of officers and other crew members or
responsible persons appointed by the master.
During the voyage, access to such spaces by passengers and other unauthorized persons
should only be permitted when such persons are accompanied by an authorized crew member.
All doors leading directly to these spaces should be securely closed during the voyage and
notices or signs prohibiting entrance to such spaces should be conspicuously displayed.
The transport of dangerous goods should be prohibited in any ro-ro space in which the
foregoing provisions cannot be met.
Closing arrangements for the openings between ro-ro spaces and machinery and
accommodation spaces should be such as to avoid the possibility of dangerous vapours and
liquids entering such spaces. Such openings should normally be kept securely closed when
dangerous cargo is on board, except to permit access by authorized persons or for emergency
use.
Dangerous goods required to be carried on deck only should not be carried in closed ro-ro
spaces, but may be carried in open ro-ro spaces when authorized by the Administration.
If continuous ventilation is impracticable in a closed ro-ro space other than a special category
space on a passenger ship, ventilation fans should be operated daily for a limited period, as
weather permits. In any case, prior to discharge, the fans should be operated for a reasonable
period. The ro-ro space should be proved gas-free at the end of the period. When the
ventilation is not continuous, electrical systems which are not certified safe should be isolated.
The master of a ship carrying dangerous goods in ro-ro spaces should ensure that, during
loading and unloading operations and during the voyage, regular inspections of these spaces
are made by an authorized crew member or responsible person in order to achieve early
detection of any hazard.
2.1.2 Apply special safeguards, procedures and requirements in the carriage of

dangerous goods on board ro-ro passenger ships
Segregation of dangerous goods on ro-ro passenger ships
The requirements for segregating of dangerous goods are described in the IMDG Code,
Chapter 7.5 Stowage and segregation on ro-ro ships, the master, officers and crew should
strictly follow this segregation requirement.
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Annex, page 41
The provisions for segregation between cargo transport units on board ro-ro ships are given in
the table in paragraph 7.5.3.2 of the IMDG Code. To facilitate familiarization with these
requirements and to support training of relevant personnel further guidance is given in
section 4 of Illustrations of segregation of cargo transport units onboard containerships and
ro-ro ships with illustrations for ro-ro ships (MSC.1/Circ. 1440).
For non-containerized cargo the general stowage and segregation table should be used.
Ventilation of cargo holds carrying dangerous goods on ro-ro passenger ships
Generally, the cargo deck ventilation system to be designed for longitudinal ventilation through
forward supply air and aft exhaust during sailing and loading/unloading condition.
The ventilation for the cargo holds normally consists of frequency controlled axial fans with a
spark-free construction and noise levels appropriately dampened to reduce noise pollution.
Ventilator motors are provided with stand still heating, silencers and other sound insulation
measures are provided if required by noise level calculations.
The air change rate for empty holds is to be a minimum air change rate during
loading/unloading of 20 air changes/hour and 10 air changes/hour at sea.
Cargo hold fan efficiency is to be not less than 75% for normal fans.
Reference – Photograph 6 – Securing of road vehicle carrying dangerous goods – P & O

Ferries Holdings Limited
HTW 7/3/1/Add.1
Annex, page 42
3. Securing cargoes
3.1 Provisions of the Code of the Safe Practice for Cargo Stowage and Securing to
the vehicles, rail cars and other cargo transport units carried
3.1.1 explain the provisions of the Code of the Safe Practice for Cargo Stowage and
Securing to the vehicles, rail cars and other cargo transport units carried
Securing arrangements
.1 Ships intended for the carriage of certain specific cargoes such as road
vehicles, systemized cargo-carrying roll-trailers and automobiles on ro-ro
ships, etc., should be provided with securing points spaced sufficiently close
to each other for the intended operation of the ship and in accordance with
section 4 of the Guidelines for securing arrangements for the transport of
road vehicles on ro-ro ships (resolution A.714(17))
.2 Road vehicles intended for transport by sea should be provided with

arrangements for their safe stowage and securing, as detailed in section 5 of
the annex to resolution A.714(17). Roll-trailers carrying systemized cargo
should be provided with arrangements for the safe stowage and securing of
the vehicle and its cargo. Special consideration should be given to the height
of the stow, the compactness of the stow and the effects of a high centre of
gravity of the cargo.
3.1.2 secure vehicles, rail cars and other cargo transport units carried in a simulated
scenario in accordance with the provisions of the Code of the Safe Practice for
Cargo Stowage and Securing
Stowage and securing of vehicles
.1 Vehicles, including roll-trailers not provided with adequate securing

arrangements, should be stowed and secured in accordance with chapter 5
of this Code.
.2 Ro-ro ships which do not comply with the requirements of section 4 of the
annex to resolution A.714(17) or are not provided with equivalent stowage
and securing means providing for an equivalent degree of safety during
transport by sea should be dealt with in accordance with chapter 5 of this
Code.
.3 Vehicles should be stowed and secured in accordance with sections 6 and 7

of the annex to resolution A.714(17). The same number of not less than two
or not more than six securing points should be provided on each side of the
road vehicle.
.4 Drivers should ensure that each vehicle and/or trailer is safely and correctly
parked, the brakes are set and the power is shut off before exiting.
.5 Semi-trailers should be uncoupled from the tractor unit and supported by a

trestle or similar device placed in the immediate area of the drawplate.
Trailers should not be supported on their landing legs during sea transport.
HTW 7/3/1/Add.1
Annex, page 43
.6 Bearing in mind the characteristics of the ship and the weather conditions
expected on the intended voyage, the master should decide on the number
of securing points and lashings to be used for each voyage.
.7 Special consideration should be given to the stowage and securing of

roll-trailers carrying systemized cargo, road tank-vehicles and portable tanks
on wheels, taking into account the effects of a tank's high centre of gravity
and free surface.
Acceptance of road vehicles for transport by sea on ro-ro ships
The master should not accept a road vehicle for transport on board his or her ship unless
satisfied that the road vehicle is apparently suitable for the intended voyage and is provided
with at least the securing points specified in section 5 of the annex to resolution A.714(17).
In exceptional circumstances, where there is some doubt that the recommendations of 4.3.1
can or need to be fulfilled, the master may accept the vehicle for shipment, after taking into
account the condition of the vehicle and the expected nature of the intended voyage.
Stowage and Securing of Rail Cars
.1 the stowage and securing of heavy cargo units such as rail cars and
locomotives should be done in accordance with annex 5 to the resolution
A.714(17)
.2 the gross weight, and axle weights should be checked against the ship
ramps' and decks' weight limits as well as weight per lane metre prior to
loading.
3.2 Cargo-securing equipment and materials provided, taking into account their
limitations
3.2.1 explain the use of cargo-securing equipment and materials provided to secure
vehicles, rail cars, and other transport units carried.
Vehicle securing
.1 securing should be done in accordance with the provisions in IMO

instruments;
.2 decks should be provided with securing points with longitudinal spacing less
than 2.5 m and transverse spacing within 2.8 m to 3 m;
.3 minimum strength without permanent deformation should be of 20 kN; and
.4 securing of vehicles in accordance with classification societies patterns/ rules

or as may be required by an Administration.
.5 the lashings should not be taken off the cargo units until the ship is safely
within the port and the master gives permission to do so.
.6 the lashings should be removed clear of the running lanes to allow vehicle
access and all wheel chocks should be removed prior to discharge.
HTW 7/3/1/Add.1
Annex, page 44
Securing of trailer
Trailer should be fitted with an equal number of lash points to each side.
Gross vehicle mass Lash point
Gross vehicle mass 3.5 - 20 tonnes 2 lash points
Gross vehicle mass 20 - 30 tonnes 3 lash points
Gross vehicle mass 30 - 40 tonnes 4 lash points

Table 1
Each lashing point should have a strength without permanent deformation of 120 kN = 12
tonnes.
The lashing point should be fittes at suitable places on the vehicle,to ensure efficient restraint
of vehicle lashing such as capable of transferring the forces from the lashing to the chassis of
the vehicle.
Semi-trailers without a tractor unit will need their front end to be supported on the trestle placed
below the chassis close to the rear of the draw plate.
.1 semi-trailers will need to be re-coupled to a tractor unit which will lift the end
of the trailer so the trestle or similar device can be removed,
.2 if jacking-up chassis it should be done in the way of the axes.

HTW 7/3/1/Add.1
Annex, page 45
Reference – Photograph 7 – Road vehicle securing equipment, chain and levers – P & O
Ferries Holdings Limited
Important:
A list can cause cargo to break loose if it is not correctly stowed and secured. The problem is
made worse because the crew of the ship cannot normally see how the cargo is stowed inside
or on the trailer in which it is transported. A heavy load which breaks loose can cause other
units to follow suit. The result can be an increased list, the spillage of dangerous substances
and, in extreme cases, damage to the hull and ship's structure.
The general requirements for lashings
It consists of chain or any other device made of steel or other material of equivalent strength:
.1 strength should be of 120 kN;
.2 one lashing should only be attached to the secure points; and
.3 the angle between the lashing and horizontal and vertical planes should be
30° to 60°.
HTW 7/3/1/Add.1
Annex, page 46
Reference – Photograph 8 – Road vehicle securing equipment, trailer trestles – P & O Ferries
Holdings Limited
The axial load and weight of vehicles and trailers
The variety of vehicles carried
Ro-ro passenger ships should be able to carry many different types of wheeled cargo from
small cars to 45 tonnes trailers. It is challenging to devise a cargo securing system which is
ideal for the wide variety of vehicles carried in all sea conditions.
The design of trailers and containers
Trailers which are carried on ro-ro ships are not normally designed primarily for this use. The
fact that they occasionally should be carried by sea is often of secondary importance to the
land operator who is not always aware of the forces which act upon the ship and its cargo.
The use of cargo-securing equipment and materials provided to secure rail cars, and
other transport units carried
.1 the use of cargo-securing equipment and materials provided to secure heavy

cargo units such as rail cars and locomotives should be done in accordance
with annex 5 to the resolution A.714(17).
HTW 7/3/1/Add.1
Annex, page 47
.2 if lashings are to be attached to securing points on the rail car or other

transport units then these securing points should be of adequate strength
and clearly marked.
.3 lashings such as chains and levers or bottlescrews/tightening devices

attached to the rail car or other transport unit should be used in the correct
way.
.4 the integrity of the securing arrangements for rail cars or other transport units
should be accessible and checked/maintained throughout the voyage.
The use of cargo-securing equipment and materials provided to secure rail cars carried
on ro-ro passenger ships with rail enabled decks
.1 the approved Cargo Securing Manual of a ro-ro passenger ships with rail
enabled decks will detail the cargo-securing equipment and materials
provided to secure rail cars carried on train ferries.
.2 a specific feature of ro-ro passenger ships with rail enabled decks is they
have a buffer at the forward end of each rail on the deck of the ferry into
which the forward rail car will be secured.
.3 the brakes on the rail car are put on and the rail cars are then stowed in a
pre-determined position.
.4 once the all clear is given, the rail cars will be secured with the cargo securing
equipment and material provided.
.5 the requirements for the cargo securing materials can be determined in

accordance with the Code of Safe Practice for Cargo Stowage and Securing.
3.2.2 secure vehicles, rail cars, and other transport units using cargo-securing
equipment and materials in accordance with the prescribed procedures
Securing the cargo within the unit
Containers and other units carried on ro-ro trailers are frequently sealed when they leave the
place where they are loaded, and they are not opened again until they arrive at their final
destination. This is done for reasons of security and also to satisfy customs regulations.
However, this means that the crew of the ship and the port staff responsible for loading it are
unable to examine the cargo to make sure that it is properly secured. They are dependent on
the skill and diligence of people who very often have no knowledge of the forces which may
be encountered on board a ship in rough seas.
Cargo securing manual
One of the most important recommendations made is that ships should carry a Cargo Securing
Manual "appropriate to the characteristics of the ship and its intended service, in accordance
with resolution A.489(XI). This manual should detail in particular the ship's main dimensions,
its hydrostatic properties, the weather and sea conditions which may be expected in the ship's
trading area and also the cargo composition".
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Annex, page 48
Secure rail cars using cargo-securing equipment and materials in accordance with the
.1 rail cars can be secured using the cargo-securing equipment and materials
provided in accordance with annex 5 to the resolution A.714(17);
.2 where necessary the securing arrangements for heavy cargo items should
be verified by an appropriate calculation in accordance with annex 13 to the
resolution A.714(17); and
.3 annex 13 outlines methods to assess the efficiency of securing arrangements

for non-standardized cargo.
Secure rail cars, on train ferries using cargo-securing equipment and materials in
accordance with the prescribed procedures
.1 the approved Cargo Securing Manual of a ro-ro passenger ships with rail
enabled decks will detail the cargo-securing equipment and materials
provided to secure rail cars carried on train ferries;
.2 the requirements for the cargo securing materials can be determined in

accordance with the Code of Safe Practice for Cargo Stowage and Securing;
.3 a critical input into the to the lashing calculations is the loaded rail car centre
of gravity;
.4 lashings should be at less than an angle of 45 degrees from the

perpendicular of the rail car; and
.5 if the angle of the lashings of less than 45 degrees from the perpendicular
cannot be achieved, then extra lashings should be used.
4. Stability, trim and stress calculations
4.1 Stability and stress information
4.1.1 explain the principle of stability
A stable ship
Ship stability can be defined in simple terms as its characteristics or tendency to return to its
original state or upright state, when an external force is applied on or removed from the ship.
A ship is at equilibrium when the weight of the ship acting down through centre of gravity is
equal to the upthrust force of water acting through centre of buoyancy and when both of these
forces are in same vertical line.
B is center of buoyancy and G is center of gravity. A ship will come to its upright position or will
become stable, when an external force is applied and removed, if the centre of gravity remains
in the same position well below metacentric height of the ship. When ship is inclined, centre of
buoyancy shifts from B to B1, which creates a movement and the righting lever returns the
ship to its original position and makes it stable.
HTW 7/3/1/Add.1
Annex, page 49
M is metacenter and GZ is righting lever. A ship is seaworthy if it fulfills two important stability
criteria – Intact and Damage stability. Requirements for Intact and Damage Stability of the Ship.
Intact stability
For a cargo ship, the intact stability requirements are follows:
.1 initial GM or metacentric height should not be less than 0.15 m;
.2 righting lever GZ should be at least 0.2 m and angle of heel Ѳ ≥ 30°; and
.3 Maximum righting lever should occur at heel > 30° preferably but not less
than 25°.
The area of the GZ curve should be at least:
.1 0.055 m radian up to Ѳ = 30°;
.2 0.090 m radian up to Ѳ = 40°; and
.3 0.03 m radian between 30° and 40° or between 30° and angle of down
flooding.
The angle of down flooding is an angle at which deck immersion takes place with subsequent
water ingress.
For a passenger ship and ro-ro passenger ship, the intact stability requirements will be
specified in the stability booklet.
The revised explanatory notes to SOLAS Chapter II-1 Subdivision and damage stability
regulations (Resolution MSC.429(98)) as amended by Resolution MSC.421(98) (adopted
on 15 June 2017) Amendments to the International Convention for the Safety of Life at
Sea 1974, of CHAPTER II-1 as amended by Resolution MSC.436(99) (adopted on 24 May
2018) Amendments to the International Convention for the Safety of Life at Sea 1974, of
CHAPTER II-1/1 and II-1/8-1 as amended
should be referred to as they provide both general and specific details with reference to
passenger ships as follows;
New Amendments to SOLAS 1974 Chapter II-1 entering into force on 1 January 2020 are
as follows;
for Subdivision and Damage Stability
MSC 98 adopted amendments relating to subdivision and damage stability following a wide
ranging review of Chapter II-1 focusing on new passenger ships which also took into account
recommendations from the COSTA CONCORDIA 2012 incident. The amendments aim to
ensure an increased capability for passenger ships to remain stable after collision or grounding
when flooding has occurred. The amendments should only apply to ships:
.1 for which the building contract is placed on or after 1 January 2020; or
.2 in the absence of a building contract, the date of which the keel was laid, or
which are at a similar stage of construction on or after 1 July 2020; or
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Annex, page 50
.3 the delivery of which is after 1 January 2024
MSC also approved revised guidance for watertight doors on passenger ships which may be
opened during navigation
MSC adopted the Revised Explanatory Notes to SOLAS Chapter II-1 subdivision and damage
stability regulations at the same time as adopting the above.
For Passenger Ship Safety
MSC 99 adopted amendments relating to SOLAS Chapter II-1/1 and II-1/8-1 concerning
computerized stability support in the event of flooding of existing passenger ships.
For the purpose of providing operational support to the master for safe return to port after a
casualty, passenger ships should have:
.1 an onboard stability computer; or
.2 shore-based support based on the guidelines developed by IMO.
For Damage Control Drills
MSC 98 adopted amendments relating to SOLAS regulations III/1.4, III/30 and III/37 by
introducing new regulation in Chapter II-1/19-1 which requires that:
.1 a damage control drill should take place at least every three months.
.2 at least one damage control drill each year should include activation of the
shore-based support, if provided in compliance with regulation II-1/8-1.3, to
conduct stability assessments for the simulated damage conditions.
Instructions on the use of the booklet and contents of the stability booklet, including
specific information for ro-ro passenger ships
Each ship should be provided with an approved stability booklet which will enable a rapid and
simple process to obtain accurate guidance as to the stability of the ship under varying
conditions of service. This approved stability booklet will provide guidance to the master
including specific stability information for ro-ro passenger ships such as the following;
- the GM value of the actual loading condition corrected by free surface moment
should always be higher than the minimum allowable GM limit curve;
- when it is intended to introduce or discharge ballast water during the voyage the
master should check compliance with the allowable minimum GM curve prior to
departure; and
- compliance with intact stability and damage stability criteria has been
investigated and calculations have been carried out for different draughts and
trims, examples of which are provided in the approved stability booklet.
Extract and apply the information on allowable deck loading should non-standardized cargo
be carried.
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Annex, page 51
4.1.2 explain how forces acting upon the ship contributes to stress
There are various internal and external forces which contribute to stress when acting upon
the ship as follows;
.1 internal forces acting upon the ship which contribute to stress;
- the weight and distribution of cargo such as cargo transport units, cars
and coaches, ballast, fuel, fresh water and provisions within the ship
contributes to stress particularly if they are not distributed evenly and/or
in accordance with the loading conditions in the stability booklet.
- an electronic loading and stability computer or equivalent means, which

is a carriage requirement for some ships, can calculate such stresses
acting upon the ship known as "shear forces" and "bending moments",
and check them against the pre-determined acceptable limits.
- when cargo such as cargo transport units, cars and coaches, ballast or
fuel are loaded in a compartment and the adjacent compartment is
empty, a shear force can exist between the two compartments,
contributing to stress.
- when cargo such as cargo transport units, cars and coaches, ballast or
fuel are loaded in fore and aft compartments and no cargo, ballast or
fuel are loaded in the midship compartments, or vice versa, a bending
moment can exist within the ship, contributing to stress. This bending
moment condition of the hull structure is termed "hogging" when there is
greater bending moment fore and aft than midships, and "sagging" when
there is a greater bending moment midships than fore and aft.
- if an internal shift of weight of cargo, ballast or fuel were to take place

the ship would be in a condition of "list". A list could also be caused by
a shift of cargo within the ship, free surface effects, crowding of
passengers on one side of the ship or asymmetrical icing of the
superstructure.
.2 external forces acting upon the ship which contribute to stress;
- the wind, waves and swell conditions are external forces to the ship
which contribute to stress
- such external forces cause a ship to roll, pitch and heave in a seaway
- strong beam winds can cause a ship to be in a condition of "heel"
- such external forces causing motions of roll, pitch and heave in a seaway,
contribute to stress in addition to the still water "shear force" and
"bending moments"
- an electronic loading and stability computer or equivalent means, which

is a carriage requirement for some ships, can calculate such "shear
force" and "bending moment" stresses, when the ship is at sea as well
as in still water/port and check them against the pre-determined
acceptable limits
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Annex, page 52
4.1.3 explain how stress affect stability
.1 a ship is at equilibrium and upright when the weight of the ship acting down
through centre of gravity is equal to the upthrust force of water acting through
centre of buoyancy and when both of these forces are in same vertical line.
Figure 2 – Ship at equilibrium and upright

Reference: https://www.marineinsight.com/naval-architecture/ship-stability-introduction-
hydrostatics-stability-surface-ships/
.2 an internal force can contribute to stress when a weight is moved within the
ship which causes the ship to "list". This would cause the centre of gravity G
to move to a new position G1, and the centre of buoyancy B would move to
a new position B1. The ship will reach an equilibrium position when the
buoyancy acting vertically upwards through B1 is in line with the weight
acting vertically downwards through G1. The angle between this line and the
original line with buoyancy acting upwards through B and weight acting
downwards through G1 is the angle of list.
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Annex, page 53
Figure 3 – Initial Condition after Weight Shift and Final Equilibrium condition with list
Reference: https://www.marineinsight.com/naval-architecture/intact-stability-of-surface-ships/
.3 an external force can contribute to stress when a force external to the ship,
such as strong beam winds, causes the ship to "heel". When this occurs the
centre of gravity G remains in the same place, but the centre of buoyancy
moves to a new place B1. The ship will reach an angle of heel when the
buoyancy acts vertically upwards through B1 to the metacenter M with the
weight acting vertically down through the centre of gravity G. The horizontal
distance from G to where it intersects the buoyancy line acting vertically
upwards at Z is known as the GZ or righting lever. The force involved in
returning the ship to the upright position, is the weight of the ship acting down
through the vertical centre of gravity G, multiplied by the righting lever GZ.
This is referred to as the moment of static stability.
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Annex, page 54
Figure 4 – Initial Condition and Final Equilibrium condition with heel.

Figure 5 – Final Equilibrium condition with heel due to wind force

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Annex, page 55
.4 when a ship with a full tank is heeled, the liquid within the tank acts like a
solid mass or weight. Its centre of gravity remains constant, so there is no
change in the ship's centre of gravity G, or its metacentric height GM, as the
ship is heeled. There is no free surface effect from full tanks.
.5 when a ship with a partially filled or "slack" tank is heeled, the liquid will
remain parallel with the waterline. The centre of gravity of the liquid will move
with the liquid and can have a considerable adverse effect on the ship's
stability. This free surface effect is similar to adding weight on deck which
causes the ship's centre of gravity G to rise, which causes a decrease in the
ship's metacentric height GM and thereby its stability.
.6 partially filled or "slack" tanks have the greatest adverse effect upon a ship's
metacentric height GM, so the number of partially filled or slack tanks should
be kept to an absolute minimum at any one time. Tanks that are either
completely full or completely empty do not have a free surface effect and
therefore do not reduce the metacentric height GM.
.7 great care should be taken when endeavouring to correct a list by filling tanks,
as having more than one partially filled tank will create additional free surface
effects. If there is a possibility the ship's list is caused by loll, it is
recommended that the tank on the low side be filled before commencing to
fill the tank on the high side.
.8 an "angle of loll" is when a ship is in a condition which is unstable when

upright by having a negative metacentric height or GM and therefore takes
an angle of heel to port or starboard. In this condition any external force
applied to the ship will cause it to heel until it reaches an angle of heel, say
between 9 and 11 degrees, where the KM will increase to be equal to the KG,
making the metacentric height or GM equal to zero. When this occurs, the
ship goes into neutral equilibrium and the angle of heel at which it happens
is known as the "angle of loll".
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Annex, page 56
Figures 6 and 7 - Equilibrium at angle of loll

Reference: https://www.marineinsight.com/naval-architecture/intact-stability-of-surface-ships
.9 free surface effects are not only caused by partially filled tanks. This effect
can be caused by asymmetrical icing of the superstructure or by water on
deck. Ships should have adequate freeing ports and/or scuppers to enable
the water to run off quickly.
4.2 Stability and trim for different conditions of loading, using the stability
calculators or computer programs provided
4.2.1 explain the basic principle of stability and trim
.1 a simplified stability book which contains sufficient information for the master
to comply with the regulations may be provided at the discretion of the
authority concerned.
.2 the stability book will give details of a number of pre-determined load

conditions consisting of the weight of and centre of gravity of passengers,
cargo, fuel, ballast, provisions, fresh water and provide stability calculations
with resultant stability and trim conditions.
.3 the stability book should be consulted to establish any pre-determined limits

such should not be surpassed. These include limiting KG ranges, and any
limiting trim ranges e.g. ship not permitted to proceed to sea with more than
0.5 m trim by head or more than 2 m trim by the stern.
HTW 7/3/1/Add.1
Annex, page 57
.4 the stability and trim results obtained should be matched against the range
of permitted results, to determine the ship meets the stability criteria in the
relevant regulations and can safely proceed to sea.
.5 the determination of the ship's stability should always be made by calculation,

on completion of loading and prior to the ship's departure from the berth.
.6 the Administration may accept the use of an electronic loading and stability
computer or equivalent means for the purpose of calculating the ship's
stability on ro-ro and ro-ro passenger ships for example.
.7 where an electronic loading and stability computer or equivalent means is

used for stability calculations, a printout of the sailing condition should be
made, which is reviewed and signed by the master and mate, prior to the
ship's departure from the berth.
.8 a flooding detection system for watertight spaces below the bulkhead deck
should be provided based on the guidelines developed by the Organization.
4.2.2 calculate metacentric height (GM) using a given formula for loaded and ballast
condition
Solved example on "Calculation of Metacentric Height (GM) using a given formula for
loaded and ballast condition"
.1 loaded condition – obtain calculated displacement as follows
sub-total (1) includes diesel oil, fresh water, fuel oil, heeling water, lubricating oil, sub
miscellaneous and water ballast.
sub-total (2) includes cargo on all decks, passengers, crew, stores and miscellaneous.
sub-total (3) includes lightship weight.
sub-total (1) + (2) + (3) includes the deadweight and lightship e.g. the displacement
Obtain the observed drafts in Salt Water (SW) (SG 1.025)
Aft draft marks = 6.265 m

Forward draft marks = 6.235 m
Midships Port = 6.230 m
Midships starboard = 6.270 m
Mean of Mean Draught = 6.265 + 6.235 + 6.230 + 6.270 / 4

= 6.250 m
Trim = 6.235 – 6.265

= - 0.03 m by stern
From the trimmed hydrostatics (SG 1.025) by interpolation
Displacement from observation = 24560 tonnes

HTW 7/3/1/Add.1
Annex, page 58
Displacement from calculations = 24593.3 tonnes
Difference (Not significant) = 24593.3 – 24560 = 33.3 tonnes
Weight
Tank Tonnes VCG LCG Gm Corr (tm) GM Corr
(m)
sub-total (1) 3755.0 3.31 89.11 23115.6 1.10
sub-total (2) 390.0 22.14 100.628
(1) + (2) deadweight 4145.0 5.082 90.193 23115.6 0
sub-total (3) Lightship 16929.5 14.244 94.764
(1) + (2) + (3) 21074.5 12.44 93.865 23115.6 1.10
displacement
KMt interpolated from the trimmed hydrostatic = 17.594 m
GM = KMt – KG – (fs/displacement) = 17.594 – 14.022 – (4051 / 24560)
Actual GM (fluid) = 3.407 m
Sailing Status Stability: OK Trim : OK Stress : OK

Drafts : OK Shear Force : OK Bending Moment : OK
Table 2 – solved example a) loaded condition (reference: P & O Ferries Holdings Limited)
.2 Ballast Condition – Obtain Calculated Displacement as follows
sub-total (1) includes diesel oil, fresh water, fuel oil, heeling water, lubricating oil,
sub-total (2) includes cargo on all decks, passengers, crew, stores and
miscellaneous.
sub-total (3) includes Lightship Weight.
sub-total (1) + (2) + (3) includes the deadweight and lightship e.g. the Displacement.
Aft draft marks = 5.592 m
Forward draft marks = 5.500 m
Midships Port = 5.546 m
Midships starboard = 6.546 m

HTW 7/3/1/Add.1
Annex, page 59
Mean of Mean Draught = 5.592 + 5.500 + 5.546 + 5.546 / 4

= 5.546 m
Trim = 5.500 - 5.592

= - 0.092 m by stern
Displacement from observation = 21074.5 tonnes
Displacement from calculations = 21074.5 tonnes
Difference (Not significant) = 21074.5 – 21074.5 = 0.0 tonnes
KMt interpolated from the trimmed hydrostatic = 18.48 m
GM = KMt – KG – (fs/displacement) = 18.48 – 12.44 – (23115.6 / 21074.5 =

1.10)
Actual GM (fluid) = 4.94 m
Sailing Status Stability: OK Trim: OK Stress: OK

Drafts: OK Shear Force: OK Bending Moment OK
Table 3 – solved example b) ballast condition (Reference: P & O Ferries Holdings Limited)
Practice stability calculations, manually and/or by computer on the stability conditions on

previous sailings or check with the standard operating conditions and examples for developing
other acceptable loading conditions using the information contained in the stability booklet.
The computer should be validated periodically by running four loading conditions taken from
the stability booklet, and checked manually, and the printouts kept on board as check
conditions for future reference.
Compare all stability calculations with the information on loading restrictions contained in the
stability book, such as maximum KG or minimum GM curve or table that can be used to
determine compliance with the applicable stability criteria.
Pre-calculate changes of stability and trim during partial discharge if it is anticipated

that this will cause any problems.
Hydrostatic curves refer to a series of graphs drawn to a vertical scale of draught and a base
of length, which gives values such as the centre of buoyancy, displacement, moment causing
unit trim, and centre of flotation.
4.3 Load factors for decks
4.3.1 explain the load factors to be taken into account in calculating stability and trim
.1 check the normal loading conditions for trucks, trailers, coaches and cars in
the stability book establishing the maximum weight each deck can take;
HTW 7/3/1/Add.1
Annex, page 60
.2 check the minimum GM permitted and any operational restrictions in the

stability book e.g. ro-ro passenger ship not permitted to sail at a trim of more
than 0.5 m by the bow;
.3 check the total tonnage of cargo to be loaded and tonnage of cargo to be

loaded on each deck;
.4 check the planned loading configuration is permitted by the ship's design

criteria and stability booklet eg for example, is it permitted to load cargo on
the upper vehicle deck, when the main vehicle deck and lower hold below it
have no cargo loaded on those decks;
.5 check the distribution of cargo on each deck including cars on platform decks;
.6 determine the axle loading from the weight of the cargo units e.g. tonnes per
axle to be loaded;
.7 consult the ship's plans for maximum axle loading permitted for cargo units;
.8 general loading principles demonstrating good practice, such as heavy

trucks on lower deck and lighter cars on upper vehicle decks and/or platform
decks should be considered and practiced to ensure that adequate stability
is maintained; and
.9 when part loads are taken, care should be taken not to load all cargo forward
or aft, so as to avoid excessive trim.
4.3.2 calculate the load factors for given deck cargoes using a prescribed formula
Illustration of segregation of cargo transport units on board ro-ro ships (MSC.1/Circ.1440),

paragraph 4.3 describes;
The standard dimension of a cargo transport unit used for the illustrations as
- length 12.0 metres.
- width 2.5 metres.
- note the cargo transport unit described in the Circular is the semi-trailer carrying
the cargo only without a tractor unit attached.
- road train units carried on ro-ro passenger ships consisting of two semi-trailers
and a tractor unit are normally 18.5 metres in length and up to 3.0 metres in width
Main deck = 13 tonnes/axle

Platforms = 2 tonnes/axle
- details of the deck loading resulting from the proposed stowage or operation of
vehicles are to be supplied by the ship builder. These details include wheel load,
axle and type of tyre for the vehicle.
- the deck and supporting structures are designed on the maximum loading to
which they are planned to carry in-service. The vehicles types and axle loads for
which the vehicle carrying decks have been approved, are stated in the loading
manual and are shown on a notice displayed on each deck:
HTW 7/3/1/Add.1
Annex, page 61
- if the deck axle loading for a particular deck is likely to be exceeded, then the
cargo transport unit should be stowed on a deck which does not exceed the deck
axle load, OR advice should be sought on how to compensate for this, OR the
cargo transport unit should be refused carriage;
- shipboard personnel should always liaise with the shore side freight marshal as
the link span will also have a safe working load and axle weight limit for the cargo
transport units it can take; and
- damage or overloading of the link span and or ship's ramp may compromise the
safety of the ship and should not be permitted.
A solved example for the calculation of load factors for decks is as follows;
Examples of Uniform Loads (Average)
- For uniform loads on main vehicle decks (decks 3 & 5) = 1.5t/m2
- For uniform loads on vehicle decks for cars (deck 7) = 0.3t/m2
- Platform (mezzanine) decks for cars = 0.3/m2
- For uniform loads on specified lanes (e.g. next to centre casing or outer side
lanes) vehicle decks 3 & 5 heavy loads = 2.5t/m2
(or according to the heavy loads intended to be carried)
Examples of Axle Loads (Average)
- road trailer load of 30t distributed across 2 axles = 15t / axle

(Some road trailers in Europe of 15.5 - 18m length have a load of 45t but
distributed across 3 axles) = 15t/ axle)
- tug master = 16t/axle
- forklift truck = 20t/axle
- private cars (depends on car types) = 1.5t/axle
- campers, caravans and vans = 2.0t/axle
Table 4 – solved example c) examples of uniform loads and axle loads (Reference: P & O
Ferries Holdings Limited)
4.4 Impact of ballast and fuel transfers on stability, trim and stress
4.4.1 explain the principles on the impact of ballast and fuel transfers on stability,
trim and stress:
.1 the normal principles of the impact of ballast and fuel transfers on stability,
trim and stress apply
.2 the pre-determined load conditions in the stability book which include normal
distribution of ballast and fuel are to be fully considered
HTW 7/3/1/Add.1
Annex, page 62
.3 partially full or "slack" ballast or fuel tanks will introduce free surface effect
thereby reducing GM and stability
.4 transferring considerable amounts of ballast or fuel forward or aft will

significantly affect the trim of the ship
.5 transferring considerable amounts of ballast transversely from port or

starboard between heeling tanks will enable the list of the ship to be
corrected and the ship be brought upright
.6 the stability book and loading computer should be consulted for any limiting
factors which could cause undue stress in the ship.
4.4.2 calculate the impact of ballast and fuel transfers on stability, trim and stress:
.1 refer to and familiarize with general arrangement plans for the type and
location of ballast and fuel tanks;
.2 consult stability booklet for tank sounding tables showing capacities, centre
of gravity and free surface data for each tank;
.3 use the pre-determined examples in the stability book for determining the
stability and trim in different loading conditions; and
.4 use pro forma tables such as those provided in the stability book to calculate
the impact of ballast and fuel transfers on stability, trim and stress.
.5 the Administration may accept the use of an electronic loading and stability
computer or equivalent means for the purpose of calculating the ship's
stability and this means can be used to calculate the impact of ballast and
fuel transfers on stability, trim and stress.
.6 it should be recognized that during transfer of ballast & fuel the effects of free
surface in partially full or "slack" tanks can be considerable and may have a
significantly adverse effect.
.7 if the impact of proposed or intended ballast and fuel transfers provide a

significantly adverse effect on stability, trim and stress, then alternative
proposals for such transfers of ballast and fuel should be considered.
Major key points/executive summary:
.1 an approved stability book will be provided to the master for his guidance;
.2 the master and his officers should familiarize with the stability book and the
general arrangement plan layout of ballast and fuel tanks;
.3 the master and his officers should practice stability calculations;
.4 an electronic loading and stability computer or equivalent means for the

purpose of calculating the ship's stability may be provided and should be
used;
.5 axle or point deck loadings limits should be visible and not exceeded; and
HTW 7/3/1/Add.1
Annex, page 63
.6 considerations and review of where and when ballast and fuel are transferred
should be carried out and operational limits not exceeded.
Solved example on "Calculation of impact of ballast and fuel transfers on stability, trim
and stress"
Tank Weight LCG TCG VCG Gm Corr GM Corr

Tonnes (m) (tm)
Heeling Tanks 470.4 81.71 0 7.34 0.04 955
All other Tanks 3692.8 89.90 0 4.42 0.39 9781
Sub Total (1) 4163.2 88.98 0.05 4.75 0.43 10736
Sub Total (2) 3866.3 82.38 0.16 14.15 0 0
(1) + (2) Deadweight 8029.5 85.80 0.10 9.23 0.43 10736
Sub Total (3) Lightship 16929.5 94.76 0.00 14.24 0 0
(1) + (2) + (3) 24959.0 91.87 0.03 12.64 0.43 10736
Displacement
a) loaded condition – impact of ballast transfer – heeling tanks Pt 0%, St 100%

Tonnes (m) (tm)
Heeling Tanks 470.4 81.71 -12.04 8.14 0.00 0
All Weights except 24488.6 91.87 0.03 12.74 0.39 9781
Heeling Tanks
Total Displacement 24959.0 91.87 -0.17 12.66 0.39 9781
b) loaded condition – impact of ballast transfer – heeling tanks Pt 50%, St 50% / heeling
tanks Pt 0%, St 100%

Tonnes (m) (tm)
Heeling Tk Pt 50%, St 24959.0 91.87 0.03 12.64 0.43 10736
50%
Heeling Tk Pt 0%, St 24959.0 91.87 -0.17 12.66 0.39 9781
100%
Difference 0 0 -0.20 +0.02 -0.04 -955
sub-total (1) includes diesel oil, fresh water, fuel oil, heeling water, lubricating oil,
sub-total (2) includes cargo on all decks, passengers, crew, stores and
miscellaneous.
sub-total (3) includes Lightship Weight
HTW 7/3/1/Add.1
Annex, page 64
sub-total (1) + (2) + (3) includes the deadweight and lightship e.g. the Displacement

Heeling Tank Status = a) Pt 50% St 50% b) Pt 50% St 100%
Forward draft marks = 5.983 m = 5.989 m
Aft draft marks = 6.611 m = 6.596 m
Trim by stern = 0.628 m = 0.607 m
Draft at C Mark = 6.292 m = 6.287 m
Distance Waterline to C Mark Port = 0.298 m = 1.018 m

Distance Waterline to C Mark Star = 0.556 m = -0.155 m
Distance Waterline to C Mark Mean = 0.427 m =
0.432 m
Resulting List = 0 degrees = 3.0
degrees to Stb
Displacement from observation = 24959.0 tonnes = 24959.0
tonnes
Displacement from calculations = 24867.9 tonnes = 24867.9
tonnes
Difference (Not significant) = 91.1 tonnes = 91.1 tonnes
Maximum Permissible KG = 14.917 m = 14.915 m
Calculated KG = 13.077 m = 13.054 m
Vertical KG = 12.64 m = 12.66 m

Apply Free Surface Effect = +0.43 m = +0.39 m
Vertical KG (Fluid) = 13.07 m = 13.05 m
Sailing Status Stability: OK Trim: OK Stress: OK

Both Conditions
Sailing Status Both Drafts: OK Shear Force: OK Bending Moments:

Conditions 86% OK 89%
Ballast transfer stability = Increase in Solid KG

Impact Free Surface Effect = Reduction in FSE
Overall Stability Impact = Reduction of Fluid KG
HTW 7/3/1/Add.1
Annex, page 65
Impact on GM = Increase of GM by 2cms

Impact on Trim = Trimmed 2cms by Head
Impact on Drafts = 3 degrees starboard list
Impact on Stress = No impact Shear Force
= No impact Bending Moment
Table 5 – solved example c) ballast transfer (Reference: P & O Ferries Holdings Limited
5. Opening, closing and securing hull openings
5.1 Procedures established for the ship regarding the opening, closing and
securing of bow, stern and side doors and ramps by correct operation of the
associated systems
5.1.1 open, close, and secure bow door, stern door, side doors and ramps in
accordance with the prescribed procedures
Correct operation of the associated system monitoring of cargo loading and shell doors
Ramp – a sloping surface joining two different levels, generally at the entrance and floors:
.1 external ramp and internal ramp;
.2 stern ramp and bow ramp are external ramp, because it is used externally
for loading or unloading; and
.3 stern ramp – fitted at stern.
Straight stern ramp
The straight ramp for the tidal variations under consideration should be about 20 metres long
by 7 metres wide and should be able to handle two 80 tonnes vehicles moving on her at the
same time with a maximum axle load of 45 tonnes.
Stern ramp also functions as a watertight door and is fitted with a rubber seal in a channel
around the opening of the hull. It is normally operated by hydraulic cylinders acting directly on
the ramp, although other options are available. The length of the ramp is chosen to cope with
tidal variations, whether the quay is conventional, ro-ro berth, or designed to match the link
spans.
Angled ramp
The same ship, equipped with an angled ramp with the characteristics of the straight ramp,
would require one of 36 metres length which would weigh about 130 tonnes.
Slewing ramp
Flexibility in loading from both sides as well as stern-to is achieved only with a slewing ramp.
This is often a requirement today and, for ships, the slewing ramp would have the same overall
dimensions as the angled ramp.
HTW 7/3/1/Add.1
Annex, page 66
Jumbo ramp
This type of ramp has been recently introduced. It has a clear width at ship's entry of about
25.5 metres, a clear width (minimum) of about 12 metres and a length of 50 metres, tipping
the scales at just 425 tonnes.
Bow Ramp
Fitted at bow
It is not used nowadays due to various reasons regarding stability. In most door access
designs, two watertight closures will be considered adequate. Bow doors or a bow visor are
the two options for the opening. Bow doors can be of parallel stow type (or swing-arm type),
clam-type, directly-hinged type, side-hinged or wing-type. The door is detached from the ramp
due to safety reasons.
In the closed position, the bow ramp functions as a weathertight door. When the bow ramp is
in its stowed position, it is utilized to double as the inner door and thus seals the aperture in
the collision bulkhead. It is divided in two or more sections; for example, two main sections
and an additional folding section with tapered end flaps. When deployed, the bow ramp
provides access from main deck to the shore. When closed and secured, it forms a
weathertight door at the collision bulkhead.
Side ramp door
A side ramp increases the loading and discharging capacity considerably, especially where
several deck levels are incorporated higher up in the ship.
Quarter Ramp
The quarter ramp/door is divided into three sections: two ramp sections and a ramp foot.
The quarter ramp/door may be designed to double as the watertight door when it is in the
closed position. It is normally built and divided into three separate sections; hinged at the lower
end of the stern in the threshold deck, provided with hinged shore flaps and internal bridge
plates in way of the access opening at the deck, for smooth vehicle transition.
The stern quarter ramp/door is arranged at 30 to 40 degrees angle to the ship's centre line,
which allows it to berth at a conventional quay without the need for dedicated ro-ro
arrangements. It should be designed to cope with all tidal conditions and ship draught.
The main section functions as a watertight door.
Internal ramp
Use internally, i.e. it is used for vehicles arrangement at different locations inside the ship:
.1 slope of the internal ramps is normally between 8° to 6°;
.2 widths between 7 and 12 metres; and
.3 anti-skid surfaces.
HTW 7/3/1/Add.1
Annex, page 67
5.1.2 monitor opening, closing and securing of bow door, stern door, side doors and
ramps and watertight doors in accordance with the prescribed procedure
Closure of cargo loading doors
The following doors located above the bulkhead deck should be closed and locked before the
ship proceeds on any voyage and should remain closed and locked until the ship is at its next
berth:
.1 cargo loading doors on the shell or the boundaries of enclosed

superstructures;
.2 bow visors fitted in positions as indicated in sub-paragraph .1;
.3 cargo loading doors in the collision bulkhead; and
.4 weathertight ramps forming an alternative closure to those defined in

sub-paragraphs .1 and .2 above.
Provided that where a door cannot be opened or closed when the ship is at the berth such a
door may be opened or left open while the ship approaches or draws away from the berth, but
only so far as may be necessary to enable the door to be immediately operated. In any case,
the inner bow door should be kept closed.
Particular doors can be opened at the discretion of the master, if necessary, for the operation
of the ship or the embarking and disembarking of passengers when the ship is at safe
anchorage and provided that the safety of the ship is not impaired.
The master should ensure that an effective system of supervision and reporting of the closing
and opening of the door is implemented.
The master should ensure, before the ship proceeds on any voyage that an entry in the logbook
is made of the time of the last closing of the doors and the time of any opening and closing of
particular doors.
5.2 Survey on proper sealing
5.2.1 explain the procedures on surveying door sealing
Survey and monitoring of cargo loading and shell doors
Indicators should be provided on the navigating bridge for all shell doors, loading doors and
other closing appliances which, if left open or not properly secured could, in the opinion of the
Board, lead to major flooding of a special category space or ro-ro space. The indicator system
should be designed on the fail-safe principle and should show if the door is not fully closed or
not secured. The power supply for the indicator system should be independent of the power
supply for operating and securing the doors.
5.2.2 check the condition of the sealing of doors and ramps
Means should be arranged, such as television surveillance or a water leakage detection

system, to provide an indication to the navigating bridge of any leakage through bow doors,
stern doors or any other cargo or vehicle loading doors which could lead to major flooding of
special category spaces or enclosed ro-ro spaces.
HTW 7/3/1/Add.1
Annex, page 68
Special category spaces and enclosed ro-ro spaces should either be patrolled or monitored by
effective means, such as television surveillance, so that movement of vehicles in adverse
weather and unauthorized access by passengers can be observed while the ship is underway.
The condition of the sealing arrangements of doors and ramps can be checked by visual
inspection of the condition of the rubber packing of the door or ramp and the round sealing bar
or the steel edge of the door frame which makes contact with the rubber packing to make the
seal when closed. The rubber packing should be fully intact without damages and there should
be no damages to the round sealing bar or steel edge of the door frame. The compression of
the sealing arrangements can be checked:
a) by chalk test, or
b) water hose test.
5.2.3 test the functionality of the door's limit switch and corresponding light
Tests of the functionality and satisfactory operation of the door's limit switch and corresponding
light can be performed by a two crew members, one operating the limit switch and another
crew member viewing and monitoring the panel light indicator, which is normally located on an
indicator panel in the wheelhouse.
6. Ro-ro deck atmosphere
6.1 Equipment carried for monitoring atmosphere in ro-ro spaces
6.1.1 explain the use of the equipment to monitor atmosphere in ro-ro spaces
Common equipment used to monitor atmosphere in ro-ro spaces ventilation systems

on board ro-ro ships
Exhaust gases from motor vehicles contain hazardous substances. Carbon monoxide (CO)
from petrol engines, and nitric oxide (NO) and nitrogen dioxide (NO 2) from diesel engines are
the substances affecting crew and passenger.
Carbon monoxide (CO) is a colourless and odorless gas which, to a lesser or greater extent,
inhibits the ability of the blood to absorb and transport oxygen. Inhalation of the gas can cause
headaches, dizziness and nausea and in extreme cases causes weakness, rapid breathing,
unconsciousness and death.
Nitric oxide (NO) and nitrogen dioxide (NO2) are compounds of nitrogen and oxygen, together
commonly referred to as oxides of nitrogen or NOx. NO, a colourless gas is the main oxide of
nitrogen formed in the combustion process. Nitric oxide (NO) itself is not of great concern as
regards health effects; however, a proportion of the NO formed will combine with oxygen to
form NO2, which is of concern from the point of view of human health.
NO2 is a brown gas which has a stinging, suffocating odor. It exerts a detrimental effect on the
human respiratory system. Asthmatics in particular a susceptible to exposure.
Measures should be considered as follows:
.1 a reduction in exhaust gas emissions;
.2 provision of an adequate ventilation system; and

HTW 7/3/1/Add.1
Annex, page 69
.3 prevention of exposure to the gases.
Ventilation systems on board ro-ro ships
Ventilation systems for ro-ro spaces on board ships generally operate according to the
principle of dilution ventilation, whereby the supply airflow to the area is sufficient for the
exhaust gases to mix thoroughly with the air and be removed.
There are two main types of dilution ventilation are:
.1 exhaust air ventilation; and
.2 supply air ventilation.
Exhaust air ventilation
Fans remove air from a ro-ro space, and this is then replaced by outdoor air entering through
open ramps, doors and other openings. Exhaust air ventilation is employed when
sub-atmospheric pressure is required in the ro-ro space. The sub-atmospheric pressure
prevents the pollution from spreading to adjacent areas.
Supply air ventilation
It works in the opposite way. Fans deliver outdoor air into the ro-ro space and the air is then
exhausted through ramps and other openings. Supply air ventilation usually creates slight
pressurization of the ro-ro space. If supply air ventilation is used exclusively, pollutants may
mix with the supply air, be pushed up the internal ramps and contaminate other decks.
However, if sufficient mixing with supply air does not occur, contaminants may remain on the
deck in question. Particularly hazardous conditions may occur on lower decks. Ventilation
systems on board ship often combine these two principles. The fans can then be reversible,
so that they can either supply air into the ro-ro space or exhaust air from it.
The following generally applies:

.1 the airflow should reach all parts of the ro-ro space. However, ventilation should
be concentrated in those areas in which the emissions of exhaust gases are
particularly high and which are occupied by the crew or other workers.
.2 consideration should be given to the likelihood of unventilated zones being
screened behind an object, and also to the fact that exhaust gases readily
accumulate in low-lying spaces under the vehicles and in decks beneath the one
being unloaded. Furthermore, depending on airflow patterns, it may be possible
for contaminants to move into decks above the one actually being offloaded.
.3 the airflow on vehicle deck should be suited to the height of the deck.
.4 the airflow will follow the path of least resistance, and most of the air will thus
flow in open spaces, such as above the vehicles etc.
.5 polluted air from ro-ro spaces should be prevented from being dispersed into
adjacent spaces, for instance accommodation and engine rooms.
.6 whenever possible, places which are sheltered from the airflow should be
indicated on the plan. The actual locations of such spaces on the deck should
be painted in a conspicuous manner to indicate that personnel should not
stand on that part of the deck, and signs should be hung on the bulkhead to
provide a backup warning.
HTW 7/3/1/Add.1
Annex, page 70
Measurement of airflow
Instruments for measurement of airflow
Although alternative techniques, such as the pilot traverse method are available, anemometers
are generally employed for low velocity airflow measurements. There are two general types of
anemometers:
The direct-reading anemometer
The direct-reading anemometer of the electronic type which registers the air velocity is almost
instantaneously. This has a distinct advantage when measuring at terminals where there is
unstable or non-uniform airflow as any instability or random changes of velocity are
immediately seen and the true mean of the velocity at a point can be judged. It is also very
quick to use.
The mechanical type of direct reading anemometer with a rotating vane
The movement is a rotary deflection against the action of a spring. These types of anemometer
are small and compact, easy to read and use, give reasonably steady readings and any fault
or inconsistency developing is usually quite apparent. Where a correction chart is supplied with
an anemometer the correction factors should be applied to the measured velocities before
comparing them. With a good quality instrument in proper repair used by an experienced
operator, the probable error on the comparative value obtained will range from a maximum
of ±2% when comparing similar velocities to a maximum of ±5% when comparing widely
differing velocities.
6.1.2 monitor ro-ro deck atmosphere using portable oxygen analyser or multi-gas
detector
.1 SOLAS regulation XI-1/7 requires ships to carry an appropriate portable

atmosphere testing instrument or instruments capable as a minimum of
measuring concentrations of oxygen, flammable gases or vapours, hydrogen
sulphide and carbon monoxide, prior to entry into enclosed spaces. Cargo
spaces are considered an enclosed space and are covered by this
regulation.
.2 a "portable" detector usually refers to a small, handheld device that can be

used for testing an atmosphere in a confined space before entry, for tracing
leaks or to give an early warning of the presence of flammable gas or vapour
when hot work is being carried out in a hazardous area.
.3 point detectors measure the concentration of the gas at the sampling point
of the instrument. The unit of measurement can be:
■ % volume ratio;
■ % lower explosion limit (LEL) for a flammable gas;
■ ppm or mg/m3 for low level concentrations (primarily used for toxic gases).
.4 in many fixed gas detection systems, the sensor units are designed to use
natural diffusion as the sampling method. The sensors are located at or near
points where there is the possibility of a gas release. However, natural
diffusion as a sampling method can be slow. In many cases a faster response
is needed, and the sample is transported to the sensor using a sampling
pump. This is called aspirated or extractive sampling.
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.5 portable detectors can be used in diffusion or aspirated mode. They can be

fitted with probes for leak seeking or testing inside confined spaces beyond
the normal reach of the user. Probes are normally rigid and about 1 m in
length, although they may be telescopic and may be connected to the
apparatus by a flexible tube.
.6 for a portable gas detector, the alarm is part of the instrument itself. If the
instrument is put down for some reason, for example to carry out a task, then
it is important that the operator should be able to see or hear the alarm from
the work position. The selection and use of flammable gas detectors. An
alarm to warn of a fault condition is vitally important because, if a detector
fails, it could falsely indicate a safe condition such as showing a zero reading.
There should be no non-detectable fault conditions in the detector, where
practicable.
6.2 Procedures established for the ship for ventilation of ro-ro spaces during
loading and discharging of vehicles while on voyage and in emergencies
6.2.1 explain ship's procedure for ventilation of ro-ro spaces during loading and
discharging of vehicles while on voyage and in emergencies
An operation manual should be supplied and should include a plan of the ventilation system,
showing fans, supply air and exhaust air openings and doors, ramps, hatches, etc. The location
of the control panel for the ro-ro space ventilation system should also be marked.
Crew members who are assigned duties in the ro-ro spaces should be familiar with and trained
in the procedure for ventilation of ro-ro cargo decks during:
a) loading and discharging of vehicles; generally, the cargo deck ventilation system is
designed for longitudinal ventilation through forward supply air and aft exhaust
loading/unloading condition. The minimum air change rate during loading/discharging is 20 air
changes/hour as per the rules. However, for ro-ro passenger ships which can load via the bow
and the stern such cargo deck ventilation can be reversed when loading through the bow.
b) voyage at sea; generally, the cargo deck ventilation system is designed for longitudinal
ventilation through forward supply air and aft exhaust when sailing on voyage. The minimum
air change rate when at sea is 10 air changes/hour as per the rules.
c) emergencies; generally, when there is an emergency on the ro-ro cargo decks, such as a
fire alarm, the ventilation will be automatically switched off while the emergency situation is
investigated. The master will then activate emergency procedures if it is a fire situation or
authorize the ventilation to be re-started in the case of a non-fire situation.
6.2.2 ventilate ro-ro spaces in a simulated scenario in accordance with established

procedures
The plan in the operations manual should show the various options for operation of the
ventilation system. It should include details of the design airflow and of the estimated number
of different types of vehicles in the different ro-ro spaces under various loading and unloading
conditions. The plan should be periodically revised and/or supplemented on the basis of the
experience gained from the normal vehicle loading and unloading conditions.
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A number of blank drawings should therefore be kept on board. On the basis of such
experience, it should also be possible to draw up guidelines for the maximum number of
vehicles that should be allowed to operate simultaneously. Whenever possible, places which
are sheltered from the airflow should be indicated on the plans. The airflow should be indicated
in colour on the plan in accordance with the following recommended standard taken from
ISO 5571.
Identification colours for schemes for ventilation systems:
.1 supply air, natural ventilation – Yellow;
.2 exhaust air, natural ventilation – Brown;
.3 supply air, mechanical ventilation – Green; and
.4 exhaust air, mechanical ventilation – Grey.

The operation manual should include guidance for the service and maintenance of the
systems.
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Part E: Evaluation and assessment
 Introduction
This part of the course plan includes the discussions about what should be assessed and how
the information will be used. Taking into account that assessment is the process that measures
what trainees have learned, it is necessary that the assessment activities are aligned with
learning targets, specific standards, and with the instructions given. That is why the learning
outcomes in part C are herein provided as the basis for the assessment of trainee's progress,
development and learning of this course.
The effectiveness of any assessment depends upon the accuracy of the description of what
is to be measured.
The learning objectives used in the detailed syllabus will provide a sound base for the
construction of suitable tests for evaluating participant progress. Even though this course is
not aimed at developing measurable skills the principles of a more formal evaluation are
included, as is standard for most IMO model courses.
Mandatory provisions concerning training and assessment are given in section A-I/6 of the
STCW Code that covers: qualifications of instructors, supervisors and assessors; in-service
training; assessment of competence; and training and assessment within an institution.
Evaluation of competence should be designed to consider the different methods of assessment.
 Assessment method
The methods chosen to carry out an assessment will depend upon what the participant is
expected to achieve in terms of knowing, comprehending and applying the course content.
The methods used can range from a simple question-and-answer discussion with the
participants (either individually or as a group), to prepared tests requiring the selection of
correct or best responses from given alternatives, the correct matching of given items, the
supply of short answers or the supply of more extensive written responses to prepared
questions.
Where the course content is aimed at the acquisition of practical skills, the test would involve
a practical demonstration by the participant making use of appropriate equipment, tools, etc.
The responses demanded may therefore consist of:
.1 the recall of facts or information, by viva voce or objective tests;
.2 the practical demonstration of an attained skill;
.3 the oral or written description of procedures or activities;
.4 the identification and use of data from sketches, drawings, maps, charts, etc.
carrying out calculations to solve numerical problems; and
.5 the writing of an essay or report.
A written examination should be administered in order to measure the acquired knowledge of

the trainees. The examinations should be administered at the end of training in which a passing
mark is prerequisite for the practical assessment.
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To ensure representation of all topics covered in an objective type of test and to measure the
desired level of thinking skills, the test items to be constructed should be based on a table of
specification (TOS). Below is a sample TOS and the recommended range in duration of 12 to
18 hours indicated for this model course is to be used only for guidance
Sample Table of Specification (TOS)

Thinking Skills No. of
Topics Test
Remember Understand Apply Analyse Evaluate Create Items
Course Introduction -
1. Loading and
embarkation 1 2 2 5
procedures
2. Carriage of
1 1 2
dangerous goods
3. Securing cargoes 1 2 3
4. Stability, trim and 2

2 2 6
stress calculations
5. Opening, closing
and securing hull 2 2 2 6
openings
6. Ro-ro deck
2 1 3
atmosphere
Total 1 10 10 4 25
On the other hand, a practical assessment should be conducted to measure trainees' ability to
demonstrate the following skills:
.1 calculate hull integrity during loading, discharging and during the voyage with
regards to the standards required;
.2 calculate stability, trim and stresses for certain condition and analyse the
probability of survival in case of damages to ship hull;
.3 secure of various types of cargo; and
.4 monitor gas in ro-ro deck atmosphere.
Both methods of assessment used to measure the knowledge, skills and attitudes acquired by
the trainees are reflected on the corresponding Assessment Plan. This document details the
overall strategies which include the following information:
.1 when assessment takes place;
.2 what assessment method to be employed;

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.3 the marks/ weighting for each assessment;
.4 who is responsible for conducting the assessment;
.5 what resources are needed; and
.6 conditions under which assessments are to be conducted.
Sample table of specification and assessment plan can be found on the following pages.
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Assessment plan
Passenger safety, cargo safety and hull integrity training
Mandatory minimum requirements for training and qualifications of masters, chief

STCW Code engineer officers, chief mates, second engineer officers and every person assigned Specification of minimum standard of competence Passenger
section A-V/2, immediate responsibility for embarking and disembarking passengers, for loading, safety, Cargo safety and Hull integrity training for ro-ro
paragraph 5: discharging or securing of cargo, or for closing hull openings on board ro-ro passenger Passenger and Passenger ships
ships.
Resources Needed: Loading Computer with Stability Program, Cargo Lashing Model/Emulator with appropriate Instructor: Date Prepared:
lashing equipment, Gas Monitor, Assessment Exercise Plans, Assessment Exercise Sheets
and Checklists
Assessor: Approved by:
Topics Written Assessment Practical Assessment
Assessment Task
No. of Assessment Assessment Grading Demonstrate the - Apply safeguards - Calculate Demonstrate the Grading Scheme
Test Method Period Scheme following: and procedures on metacentric height use of a multi-gas
Items dangerous goods (GM) using a given detector or portable
• lower ramp formula for loaded O2 analyser to
- Demonstrate the and ballast monitor deck
• hoist ramp use of condition atmosphere in a
cargo-securing
• setting-up and cargo space or
equipment and - Calculate the load simulated cargo
stowing model
materials to secure factors for deck space
of retractable
vehicles, rail cars cargoes
vehicle decks
and other transport
- Calculate the
• open and close units carried
impact of ballast
stern doors and
- Inspect the and fuel transfer
WTD
condition of the on stability, trim
• monitor panel sealing WTD doors and hull stresses
light indicator via Chalk test to
test check the seal
• test functionality of the doors and
of the door's WTD
limit switch and
corresponding
light
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Assessment Criteria
Course Introduction - Multiple Written exam Obtain at Given a functional - Given the model of Given a multi-gas Given a portable O2 Successfully meeting
Choice is least 75% mock/model, the cargo boxes apply detector monitor ro-ro analyser monitor all Assessment
1. Loading and 6 Questions/ administered mark from following are the IMDG code in deck atmosphere in a ro-ro deck Criteria in the four
embarkation Identificatio at the end of written test demonstrated in cargo segregation of cargo space or an atmosphere in a Assessment Tasks.
procedures n/ training accordance with the dangerous goods enclosed space cargo space or an
Enumeratio period established enclosed space
n/Essay procedures: - Given cargo securing
2. Carriage of 1 equipment, secure
dangerous goods • lower ramp cargo
• hoist ramp - Given a WTD inspect

3. Securing cargoes 2 the condition of the
• setting-up and sealing of WTD
4. Stability, trim and 7 stowing model of doors via chalk test
stress calculations retractable
vehicle decks
5. Opening, closing 7 • open and close
and securing hull stern doors and
openings WTD
• monitor panel
6. Ro-ro deck 2 light indicator
atmosphere
• test functionality
Total 25 of the door's limit
switch and
corresponding
light
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Appendix I – Case study
THE HERALD OF FREE ENTERPRISE TRAGEDY
B5 Department of Transportation, The Merchant Shipping Act 1894, mv Herald of Free

Enterprise, Report of Court No. 8074 Formal Investigation, Crown Copyright 1987
The Flooding and capsize of ro-ro passenger ferry m/v HERALD OF FREE ENTERPRISE on
6 March 1987 resulted in the loss of 193 lives
Location: Off the Port of Zeebrugge
https://www.gov.uk/maib-reports/flooding-and-subsequent-capsize-of-ro-ro-passenger-ferry-
herald-of-free-enterprise-off-the-port-of-zeebrugge-belgium-with-loss-of-193-lives
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Appendix II – Exercises
Exercise I: Dangerous goods and segregation
You should load the following cargo:
2 Trailers with each 15 mt IMDG Class 3

1 Trailer with 8 mt IMDG Class 4.1
2 Trailer with each 16 mt IMDG Class 2.3
2 Trailer with 5 tonnes IMDG Class 2.3
How will you distribute the cargo on your ship? Use the tables referenced in the IMDG Code
Section 7.2.4 and Section 7.5.3.2 for stowage and segregation of cargo transport units on ro-
ro ships
Answer Key
First check which classes to be segregated from each other
Class Class Segregation Code
3 4.1 Non segregation required
3 2.3 Segregation Code 2 – separated

from
4.1 2.3 No segregation required

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Exercise II: Dangerous goods and segregation
Cargo stowed under deck closed vs. closed, can you accept this stowage plan? Explain
your answer.
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Exercise III: Loading and discharging operation and operational limits
Ship Particulars
Ro-ro – Passenger Ship

Voyage: Manila to Port Capiz
L.O.A: 150,00 m
B.O.A: 22,10 m
Draught: 6.0 m
Maximum Payload: 910 mt
Length of each lane for vehicles and trailers: 130 m
Ship has two car decks, lower deck for trucks and trailer und upper deck for vehicles
Lower Deck: Port and starboard. Side each two lane for trucks and trailer
Upper Deck: Port and starboard. Side each 3 lanes for vehicles
Both decks are subdivided by a longitudinal bulkhead which is placed in the center line of the
ship
Maximum Passenger: 700 passengers each passenger has an average weight of 75 kg.
Information for vehicles
Each car has an average length of 2.5 m and an average weight of 1.2 tonnes.
Distance between each car in each lane: 30 cm
Total cars to be loaded: 250 cars
Information for Trucks including trailer:
Total length of each truck including trailer: 14.5 m
To be loaded: 12 truck including trailer an 18 tonnes
10 truck including trailer a 22 tonnes
6 trucks including trailer a 35 tonnes
Condition on Departure:
Stores (stock and bonds): 167,00 mt
Bunkers (HFO and MDO): 350,21 mt
FRW: 80.00 mt
Lub. Oil: 12,30 mt
Ballast: 830,00 mt
Crews and effects: 5,25 mt
a. What is your displacement on departure?

b. Please analyse if the ship can depart in this condition?
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Exercise IV: Loading and discharging operation and operational limits
In the main season normally the number of passengers and amount of cargo will increase.
Analyse the following case:
A ro-ro passenger ship ferry type, stern and bow ramp for loading and discharging was on her
voyage from Tanjungsekong to Kalianda (both Indonesia).
As the ferry was approaching WP 4, on 12 November 2016 at 13:40 local time, there was a
fire reported in the engine-room. At the time of the accident 950 passenger and 560 cars, 100
cars from the 560 cars were loaded on retractable car decks. These decks were set in addition.
The axial load limit for cars was according to the capacity plan: 0,8 t per axis
The GM on departure: 2.46 m
The displacement on departure was 6178 mt
L.O.A = 130 m and B.O.A: 19,3 m
The ferry was built in 1988, with three longitudinal bulkheads, distance from each other 5 m.
The bulkhead did not contain any cross-flooding devices or holes.
The fire was very fast also affecting the car deck and the sprinkler system was activated.
There was a sudden panic and all passengers crowded on port side. At 14:05 local time the
ship capsized. From the 950 passengers, only 760 passengers could be rescued.
Analyse the case taking all possibilities into account why the ferry capsized.
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Appendix III – Instructor feedback on model course
To keep the training programme up to date in future, it is essential that users provide feedback.
New information will provide better training for persons involved in the assessment,
examination and/or certification of seafarers. Information, comments and suggestions should
be sent to the Head, Maritime Training and Human Element, IMO.
International Maritime Organization

Albert Embankment, London SE1 7SR, United Kingdom
Tel: + 44 (0) 20 7735 7611 Email: ModelCourses@imo.org
Feedback on Model Course x.xx: Passenger Safety, cargo safety and hull integrity
training
Information, comments and suggestions regarding the model course and its implementation
(please give your feedback below, indicating which part or page of the model course you are
commenting on).
Contact information
Country:
Organization:
Title and Name:
Address:
Tel:
Email:
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Appendix IV
Guidance on the implementation of IMO model courses
Contents
Part 1: Preparation
Part 2: Notes on Teaching Technique
Part 3: Curriculum Development
Annex A1 Preparation checklist
Annex A2 Example of a Model course syllabus in a subject area
Annex A3 Example of a lesson plan for annex A2
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Part 1: Preparation
1. Introduction
1.1 The success of any enterprise depends heavily on sound and effective preparations.
1.2 Although the IMO model course "package" has been made as comprehensive as
possible, it is nonetheless vital that sufficient time and resources are devoted to preparation.
Preparation not only involves matters concerning administration or organization, but also
includes the preparation of any course notes, drawings, sketches, overhead transparencies,
etc., which may be necessary.
2. General considerations
2.1 The course "package" should be studied carefully; in particular the course syllabus
and associated material should be attentively and thoroughly studied. This is vital if a clear
understanding is to be obtained of what is required, in terms of resources necessary to
successfully implement the course.
2.2 A "checklist", such as that set out in annex A1, should be used throughout all stages
of preparation to ensure that all necessary actions and activities are being carried out in good
time and in an effective manner. The checklist allows the status of the preparation procedures
to be monitored and helps in identifying the remedial actions necessary to meet deadlines.
It will be necessary to hold meetings of all those concerned in presenting the course from time
to time to assess the status of the preparation and "troubleshoot" any difficulties.
2.3 The course syllabus should be discussed with the teaching staff who are to present
the course, and their views received on the parts they are to present. A study of the syllabus
will determine whether the incoming trainees need preparatory work to meet the entry
standard. The detailed teaching syllabus is constructed in "training outcome" format.
Each specific outcome states precisely what the trainee should do to show that the outcome
has been achieved. An example of a model course syllabus is given in annex A2. Part 3 deals
with curriculum development and explains how a syllabus is constructed and used.
2.4 The teaching staff who are to present the course should construct notes or lesson
plans to achieve these outcomes. A sample lesson plan for one of the areas of the sample
syllabus is provided in annex A3. It is important that the staff who present the course convey,
to the person in charge of the course, their assessment of the course as it progresses.
3. Specific considerations
3.1 Scope of course
In reviewing the scope of the course, the instructor should determine whether it needs any
adjustment to meet additional local or national requirements (see part 3).
3.2 Course objective
3.2.1 The course objective, as stated in the course material, should be very carefully
considered so that its meaning is fully understood. Does the course objective require
expansion to encompass any additional task that national or local requirements will impose
upon those who successfully complete the course? Conversely, are there elements included
which are not validated by national industry requirements?
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3.2.2 It is important that any subsequent assessment made of the course should include a
review of the course objectives.
3.3 Entry standards
3.3.1 If the entry standard will not be met by your intended trainee intake, those entering
the course should first be required to complete an upgrading course to raise them to the stated
entry level. Alternatively, those parts of the course affected could be augmented by inserting
course material which will cover the knowledge required.
3.3.2 If the entry standard will be exceeded by your planned trainee intake, you may wish
to abridge or omit those parts of the course the teaching of which would be unnecessary, or
which could be dealt with as revision.
3.3.3 Study the course material with the above questions in mind and with a view to
assessing whether it will be necessary for the trainees to carry out preparatory work prior to
joining the course. Preparatory material for the trainees can range from refresher notes,
selected topics from textbooks and reading of selected technical papers, through to formal
courses of instruction. It may be necessary to use a combination of preparatory work and the
model course material in modified form. It should be emphasized that where the model course
material involves an international requirement, such as a regulation of the International
Convention Standards of Training, Certification and Watchkeeping (STCW) 1978, as
amended, the standard should not be relaxed; in many instances, the intention of the
Convention is to require review, revision or increased depth of knowledge by candidates
undergoing training for higher certificates.
3.4 Course certificate, diploma or document
Where a certificate, diploma or document is to be issued to trainees who successfully complete

the course, ensure that this is available and properly worded, and that the industry and all
authorities concerned are fully aware of its purpose and intent.
3.5 Course intake limitations
3.5.1 The course designers have recommended limitations regarding the numbers of
trainees who may participate in the course. As far as possible, these limitations should not be
exceeded; otherwise, the quality of the course will be diluted.
3.5.2 It may be necessary to make arrangements for accommodating the trainees and
providing facilities for food and transportation. These aspects should be considered at an early
stage of the preparations.
3.6 Staff requirements
3.6.1 It is important that an experienced person, preferably someone with experience in

course and curriculum development, is given the responsibility of implementing the course.
3.6.2 Such a person is often termed a "course coordinator" or "course director". Other staff,
such as lecturers, instructors, laboratory technicians, workshop instructors, etc., will be needed
to implement the course effectively. Staff involved in presenting the course will need to be
properly briefed about the course work they will be dealing with, and a system should be set
up for checking the material they may be required to prepare. To do this, it will be essential to
make a thorough study of the syllabus and apportion the parts of the course work according to
the abilities of the staff called upon to present the work.
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3.6.3 The person responsible for implementing the course should consider monitoring the
quality of teaching in such areas as variety and form of approach, relationship with trainees,
and communicative and interactive skills; where necessary, this person should also provide
appropriate counselling and support.
3.7 Teaching facilities and equipment

Rooms and other services
3.7.1 It is important to make reservations as soon as is practicable for the use of lecture
rooms, laboratories, workshops and other spaces.
Equipment
3.7.2 Arrangements should be made at an early stage for the use of equipment needed in
the spaces mentioned in 3.7.1 to support and carry through the work of the course.
For example:
• blackboards and writing materials
• apparatus in laboratories for any associated demonstrations and experiments
• machinery and related equipment in workshops
• equipment and materials in other spaces (e.g. for demonstrating firefighting,

personal survival, etc.).
3.8 Teaching aids

Any training aids specified as being essential to the course should be constructed or checked
for availability and working order.
3.9 Audiovisual aids
Audiovisual aids (AVA) may be recommended to reinforce the learning process in some parts
of the course. Such recommendations will be identified in Part A of the model course.
The following points should be borne in mind:
.1 Overhead projectors
Check through any illustrations provided in the course for producing overhead projector
(OHP) transparencies and arrange them in order of presentation. To produce
transparencies, a supply of transparency sheets is required; the illustrations can be
transferred to these via photocopying. Alternatively, transparencies can be produced by
writing or drawing on the sheet. Coloured pens are useful for emphasizing salient points.
Ensure that spare projector lamps (bulbs) are available.
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.2 Slide projectors
If you order slides indicated in the course framework, check through them and arrange
them in order of presentation. Slides are usually produced from photographic negatives.
If further slides are considered necessary and cannot be produced locally, OHP
transparencies should be resorted to.
.3 Cine projector
If films are to be used, check their compatibility with the projector (i.e. 16 mm, 35 mm,
sound, etc.). The films should be test-run to ensure there are no breakages.
.4 Video equipment
It is essential to check the type of video tape to be used. The two types commonly used
are VHS and Betamax. Although special machines exist which can play either format, the
majority of machines play only one or the other type. Note that VHS and Betamax are not
compatible; the correct machine type is required to match the tape. Check also that the
TV raster format used in the tapes (i.e. number of lines, frames/second, scanning order,
etc.) is appropriate to the TV equipment available (specialist advice may have to be
sought on this aspect). All video tapes should be test-run prior to their use on the course.
.5 Computer equipment
If computer-based aids are used, check their compatibility with the projector and the
available software.
.6 General note
The electricity supply should be checked for correct voltage, and every precaution should
be taken to ensure that the equipment operates properly and safely. It is important to use
a proper screen which is correctly positioned; it may be necessary to exclude daylight in
some cases. A check should be made to ensure that appropriate screens or blinds are
available. All material to be presented should be test-run to eliminate any possible
troubles, arranged in the correct sequence in which it is to be shown, and properly
identified and cross-referenced in the lesson plans.
3.10 IMO references
The content of the course, and therefore its standard, reflects the requirements of all the
relevant IMO international conventions and the provisions of other instruments as indicated in
the model course. The relevant publications can be obtained from the Publication Service of
IMO, and should be available, at least to those involved in presenting the course, if the
indicated extracts are not included in a compendium supplied with the course.
3.11 Textbooks
The detailed syllabus may refer to textbooks. It is essential that these books are available to
each student taking the course. If supplies of textbooks are limited, a copy should be loaned
to each student, who will return it at the end of the course. Again, some courses are provided
with a compendium which includes all or part of the training material required to support the
course.
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3.12 Bibliography
Any useful supplementary source material is identified by the course designers and listed in
the model course. This list should be supplied to the participants so that they are aware where
additional information can be obtained, and at least two copies of each book or publication
should be available for reference in the training institute library.
3.13 Timetable
Model courses are developed providing a recommended range in duration of time for lectures,
demonstrations, laboratories or simulator exercises and assessment. No formal timetable is
included in model courses.
Instructors should develop their own timetable depending on:
.1 the level of skills of trainees;
.2 the numbers to be trained;
.3 the number of instructors; and
.4 simulator facilities and equipment available,
and normal practices at the training establishment.

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Part 2: Notes on Teaching Technique

1. Preparation
1.1 Identify the section of the syllabus which is to be dealt with.
1.2 Read and study thoroughly all the syllabus elements.
1.3 Obtain the necessary textbooks or reference papers which cover the training area to
be presented.
1.4 Identify the equipment which will be needed, together with support staff necessary for
its operation.
1.5 It is essential to use a "lesson plan", which can provide a simplified format for
coordinating lecture notes and supporting activities. The lesson plan breaks the material down
into identifiable steps, making use of brief statements, possibly with keywords added, and
indicating suitable allocations of time for each step. The use of audiovisual material should be
indexed at the correct point in the lecture with an appropriate allowance of time. The
audiovisual material should be test-run prior to its being used in the lecture. An example of a
lesson plan is shown in annex A3.
1.6 The syllabus is structured in training outcome format and it is thereby relatively
straightforward to assess each trainee's grasp of the subject matter presented during the
lecture. Such assessment may take the form of further discussion, oral questions, written tests
or selection-type tests, such as multiple-choice questions, based on the outcomes used in the
syllabus. Selection-type tests and short answer tests can provide an objective assessment
independent of any bias on the part of the assessor. For certification purposes, assessors
should be appropriately qualified for the training or assessment.
Remember: poor preparation is a sure way to lose the interest of a group.
1.7 Check the rooms to be used before the lecture is delivered. Make sure that all the
equipment and apparatus are ready for use and that any support staff are also prepared and
ready.
2. Delivery
2.1 Always face the people you are talking to; never talk with your back to the group.
2.2 Talk clearly and sufficiently loudly to reach everyone.
2.3 Maintain eye contact with the whole group as a way of securing their interest and
maintaining it (i.e. do not look continuously at one person, nor at a point in space).
2.4 People are all different, and they behave and react in different ways. An important
function of a lecturer is to maintain interest and interaction between members of a group.
2.5 Some points or statements are more important than others and should therefore be
emphasized. To ensure that such points or statements are remembered, they should be
restated several times, preferably in different words.
2.6 If a blackboard is to be used, any writing on it should be clear and large enough for
everyone to see. Use colour to emphasize important points, particularly in sketches.
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2.7 It is only possible to maintain a high level of interest for a relatively short period of
time; therefore, break the lecture up into different periods of activity to keep interest at its
highest level. Speaking, writing, sketching, use of audiovisual material, questions, and
discussions can all be used to accomplish this. When a group is writing or sketching, walk
among the group, looking at their work, and provide comment or advice to individual members
of the group when necessary.
2.8 When holding a discussion, do not allow individual members of the group to
monopolize the activity, but ensure that all members have a chance to express opinions or
ideas.
2.9 If addressing questions to a group, do not ask them collectively; otherwise, the same
person may reply each time. Instead, address the questions to individuals in turn, so that
everyone is invited to participate.
2.10 It is important to be guided by the syllabus content and not to be tempted to introduce
material which may be too advanced or may contribute little to the course objective. There is
often competition between instructors to achieve a level which is too advanced. Also,
instructors often strongly resist attempts to reduce the level to that required by a syllabus.
2.11 Finally, effective preparation makes a major contribution to the success of a lecture.
Things often go wrong; preparedness and good planning will contribute to putting things right.
Poor teaching cannot be improved by good accommodation or advanced equipment, but good
teaching can overcome any disadvantages that poor accommodation and lack of equipment
can present.
HTW 7/3/1/Add.1
Annex, page 92
Part 3: Curriculum Development
1. Curriculum
The dictionary defines curriculum as a "regular course of study" while syllabus is defined as "a
concise statement of the subjects forming a course of study". Thus, in general terms, a
curriculum is simply a course, while a syllabus can be thought of as a list (traditionally, a "list
of things to be taught").
2. Course content
The subjects which are needed to form a training course, and the precise skills and depth of
knowledge required in the various subjects, can only be determined through an in-depth
assessment of the job functions which the course participants are to be trained to perform (job
analysis). This analysis determines the training needs, thence the purpose of the course
(course objective). After ascertaining this, it is possible to define the scope of the course. (Note:
Determination of whether the course objective has been achieved may quite possibly entail
assessment, over a period, of the "on the job performance" of those completing the course.
However, the detailed learning outcomes are quite specific and immediately assessable.
3. Job analysis
A job analysis can only be properly carried out by a group whose members are representative
of the organizations and bodies involved in work covered by the course. The validation of
results, via review with persons currently employed in the job concerned, is essential if
undertraining and overtraining are to be avoided.
4. Course plan
Following definition of the course objective and scope, a course plan or outline can be drawn
up. The potential students for the course (the trainee target group) should then be identified,
the entry standard to the course decided and the prerequisites defined.
5. Syllabus
The final step in the process is the preparation of the detailed syllabus with associated time
scales; the identification of those parts of textbooks and technical papers which cover the
training areas to a sufficient degree to meet, but not exceed, each learning outcome; and the
drawing up of a bibliography of additional material for supplementary reading.
6. Syllabus content
The material contained in a syllabus is not static; technology is continuously undergoing

change and there should therefore be a means for reviewing course material to eliminate what
is redundant and introduce new material reflecting current practice. As defined above, a
syllabus can be thought of as a list and, traditionally, there have always been an "examination
syllabus" and a "teaching syllabus"; these indicate, respectively, the subject matter contained
in an examination paper, and the subject matter a teacher is to use in preparing lessons or
lectures.
HTW 7/3/1/Add.1
Annex, page 93
7. Training outcomes
7.1 The prime communication difficulty presented by any syllabus is how to convey the
"depth" of knowledge required. A syllabus is usually constructed as a series of "training
outcomes" to help resolve this difficulty.
7.2 Thus, curriculum development makes use of training outcomes to ensure that a
common minimum level and breadth of attainment is achieved by all the trainees following the
same course, irrespective of the training institution (i.e. teaching/lecturing staff).
7.3 Training outcomes are trainee-oriented, in that they describe a result which is to be
achieved by the trainee as a result of a learning process.
7.4 In many cases, the learning process is linked to a skill or work activity and, to
demonstrate properly the attainment of the objective, the trainee response may have to be
based on practical application or use, or on work experience.
7.5 The training outcome, although aimed principally at the trainee to ensure achievement
of a specific learning step, also provides a framework for the teacher or lecturer upon which
lessons or lectures can be constructed.
7.6 A training outcome is specific and describes precisely what a trainee should do to
demonstrate his knowledge, understanding or skill as a product of a learning process.
7.7 The learning process is the "knowledge acquisition" or "skill development" that takes
place during a course. The outcome of the process is an acquired "knowledge",
"understanding", "skill"; but these terms alone are not sufficiently precise for describing a
training outcome.
7.8 Verbs, such as "calculates", "defines", "explains", "lists", "solves" and "states" should
be used when constructing a specific training outcome, to define precisely what the trainee will
be enabled to do.
7.9 In the IMO model course project, the aim is to provide a series of model courses to
assist instructors in developing countries to enhance or update the maritime training they
provide, and to allow a common minimum standard to be achieved throughout the world. The
use of training outcomes is a tangible way of achieving this desired aim.
8. Assessment
Training outcomes describe an outcome which is to be achieved by the trainee. Of equal

importance is the fact that such an achievement can be measured objectively through an
evaluation which will not be influenced by the personal opinions and judgments of the
examiner. Objective testing or evaluation provides a sound base on which to make reliable
judgments concerning the levels of understanding and knowledge achieved, thus allowing an
effective evaluation to be made of the progress of trainees in a course
HTW 7/3/1/Add.1
Annex, page 94
Annex A1
Preparation Checklist
Ref. Component Identified Reserved Electricity supply Purchases Tested Accepted Started Finished Status
1 Course plan
2 Timetable
3 Syllabus
4 Scope
5 Objective
6 Entry Standard
7 Preparatory course
8 Course certificate
9 Participant numbers
10 Staffing;
Coordinator
Lecturers
Instructors
Technicians
other
11 Facilities;
(a) Rooms
Lab
Workshop
Other
Class
(b) Equipment
Lab
Workshop
Other
12 AVA Equipment and materials
OHP
Slide
Cine
Video
13 IMO Reference
14 Textbooks
15 Bibliography
HTW 7/3/1/Add.1
Annex, page 95
Annex A2
Example of a Model Course syllabus in a subject area
Subject area: Ship construction
Prerequisite: Have a broad understanding of shipyard practice
General aims: Have knowledge of materials used in shipbuilding, specification of shipbuilding

steel and process of approval
Textbooks: No specific textbook has been used to construct the syllabus, but the instructor
would be assisted in preparation of lecture notes by referring to suitable books
on ship construction, such as Ship Construction by Eyres (T12) and Merchant
Ship Construction by Taylor (T58)
HTW 7/3/1/Add.1
Annex, page 96
Example of a model course syllabus
COURSE SYLLABUS
Total hours for each

Total hours for subject area of
each topic required
performance
Competence:
3.1 CONTROL TRIM STABILITY and STRESS
3.1.1 FUNDAMENTAL PRINCIPLES OF SHIP CONSTRUCTION, TRIM AND STABILITY
.1 Shipbuilding materials
.2 Welding
.3 Bulkhead
.4 Watertight and weather tight door
.5 Corrosion and its prevention
.6 Surveys and dry-docking
.7 Stability
HTW 7/3/1/Add.1
Annex, page 97
Part C3: Detailed Teaching Syllabus Introduction
The detailed teaching syllabus is presented as a series of learning objectives. The objective,
therefore, describes what the trainee should do to demonstrate that the specified knowledge or
skill has been transferred.
Thus, each training outcome is supported by several related performance elements in which the
trainee is required to be proficient. The teaching syllabus shows the required performance
expected of the trainee in the tables that follow.
To assist the instructor, references are shown to indicate IMO references and publications,
textbooks and teaching aids that instructors may wish to use in preparing and presenting their
lessons.
The material listed in the course framework has been used to structure the detailed teaching
syllabus; in particular:
• teaching aids (indicated by A);
• IMO references (indicated by R); and
• textbooks (indicated by T),
will provide valuable information to instructors.
Explanation of information contained in the syllabus tables
The information on each table is systematically organized in the following way. The line at the
head of the table describes the FUNCTION with which the training is concerned. A function means
a group of tasks, duties and responsibilities as specified in the STCW Code. It describes related
activities which make up a professional discipline or traditional departmental responsibility on
board.
The header of the first column denotes the COMPETENCE concerned. Each function comprises
a number of competences. For example, Function 3, Controlling the Operation of the Ship and
Care for Persons on board at the Management Level, comprises a number of COMPETENCES.
Each competence is uniquely and consistently numbered in this model course.
In this function the competence is Control trim, stability and stress. It is numbered 3.1; that is, the
first competence in Function 3. The term "competence" should be understood as the application
of knowledge, understanding, proficiency, skills, experience for an individual to perform a task,
duty or responsibility on board in a safe, efficient and timely manner.
Shown next is the required TRAINING OUTCOME. The training outcomes are the areas of
knowledge, understanding and proficiency in which the trainee should be able to demonstrate
knowledge and understanding. Each COMPETENCE comprises a number of training outcomes.
For example, the above competence comprises three training outcomes. The first is concerned
with FUNDAMENTAL PRINCIPLES OF SHIP CONSTRUCTION, TRIM AND STABILITY. Each
training outcome is uniquely and consistently numbered in this model course. That concerned with
fundamental principles of ship construction, trim and stability is uniquely numbered 3.1.1. For
clarity, training outcomes are printed in black type on grey, for example TRAINING OUTCOME.
HTW 7/3/1/Add.1
Annex, page 98
Finally, each training outcome embodies a variable number of required performances – as

evidence of competence. The instruction, training and learning should lead to the trainee meeting
the specified required performance. For the training outcome concerned with fundamental
principles of ship construction, trim and stability there are three areas of performance. These are:
3.1.1.1 Shipbuilding materials

3.1.1.2 Welding
3.1.1.3 Bulkheads
Following each numbered area of required performance there is a list of activities that the trainee
should complete, and which collectively specify the standard of competence that the trainee
should meet. These are for the guidance of teachers and instructors in designing lessons, lectures,
tests and exercises for use in the teaching process. For example, under the topic 3.1.1.1, to meet
the required performance, the trainee should be able to:
- state that steels are alloys of iron, with properties dependent upon the type and
amounts of alloying materials used;
- state that the specifications of shipbuilding steels are laid down by classification
societies
- state that shipbuilding steel is tested and graded by classification society surveyors
who stamp it with approval marks,
and so on.
IMO references (Rx) are listed in the column to the right-hand side. Teaching aids (Ax), videos
(Vx) and textbooks (Tx) relevant to the training outcome and required performances are placed
immediately following the TRAINING OUTCOME title.
It is not intended that lessons are organized to follow the sequence of required performances listed
in the tables. The syllabus tables are organized to match with the competence in the STCW Code
table A-II/2. Lessons and teaching should follow college practices. It is not necessary, for example,
for ship building materials to be studied before stability. What is necessary is that all of the material
is covered, and that teaching is effective to allow trainees to meet the standard of the required
performance.
HTW 7/3/1/Add.1
Annex, page 99
FUNCTION 3: CONTROLLING THE OPERATION OF THE SHIP AND CARE FOR

PERSONS ON BOARD AT THE MANAGEMENT LEVEL
COMPETENCE 3.1 Control trim, stability and stress IMO Reference

3.1.1 FUNDAMENTAL PRINCIPLES OF SHIP CONSTRUCTION, TRIM
AND STABILITY
Textbooks: T11, T12, T35, T58, T69
Teaching aids: A1, A4, A5, A6, A7
Required performance:
1.1 Shipbuilding materials (3 hours) R1
- state that steels are alloys of iron, with properties dependent upon the
type and amounts of alloying materials used
- state that the specifications of shipbuilding steels are laid down by
classification societies
- state that shipbuilding steel is tested and graded by classification society
surveyors, who stamp it with approval marks
- explain that mild steel, graded A to E, is used for most parts of the ship
- state why higher tensile steel may be used in areas of high stress, such
as the sheer strake
- explain that the use of higher tensile steel in place of mild steel results in
a saving of weight for the same strength
- explain what is meant by:
• tensile strength
• ductility
• hardness
• toughness
- define strain as extension divided by original length
- sketch a stress
– strain curve for mild steel
- explain:
• yield point
• ultimate tensile stress
• modulus of elasticity
- explain that toughness is related to the tendency to brittle fracture
- explain that stress fracture may be initiated by a small crack or notch in
a plate
- states that cold conditions increase the chances of brittle fracture
- states why mild steel is unsuitable for the very low temperatures involved
in the containment of liquefied gases
- list examples where castings or forgings are used in ship construction
-explain the advantages of the use of aluminum alloys in the construction
of superstructures
- state that aluminum alloys are tested and graded by classification society
surveyors explains how strength is preserved in aluminum superstructures
in the event of fire
- describe the special precautions against corrosion that are needed
where aluminum alloy is connected to steelwork
HTW 7/3/1/Add.1
Annex, page 100
Annex A3
Example of a lesson plan for annex A2
Subject area: 3.1 Control trim, stability and stress (excerption) Lesson number: 1
Training area: 3.1.1 Fundamental principles of ship construction, trim and stability
Duration: 3 hours
Main element Teaching Textbook IMO A/V Instructor Lecture Time
Specific training outcome teaching sequence, method Reference aid Guidelines Notes (minutes)
with memory keys
1.1 Shipbuilding materials.
Compiled
• State that steels are alloys of iron, with STCW II/2, V5 to A1
Lecture T12, T58 by the 10
properties dependent upon the type and A-11/2 V7
lecturer
amounts of alloying materials used
• State that the specifications of Compiled
STCW II/2, V5 to A1
shipbuilding steels are laid down by Lecture T12, T58 by the 20
A-11/2 V7
classification societies lecturer
Compiled
• Explain that mild steel, graded A to E, is STCW II/2, V5 to A1
Lecture T12, T58 by the 15
used for most parts of the ship A-11/2 V7
lecturer
• State why higher tensile steel may be Compiled

STCW II/2, V5 to A1
used in areas of high stress, such as the Lecture T12, T58 by the 10
A-11/2 V7
sheer strake lecturer
• Explain that use of higher tensile steel in Compiled

STCW II/2, V5 to A1
place of mild steel results in a saving of Lecture T12, T58 by the 15
A-11/2 V7
weight for the same strength lecturer
___________

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S

SUBCOMITÉ DE FACTOR HUMANO, HTW 7/3/1/Add.1

VALIDACIÓN DE LOS CURSOS MODELO DE FORMACIÓN

Proyecto de nuevo curso modelo de formación sobre la seguridad de los pasajeros y

Sinopsis: En este documento figura el proyecto de nuevo curso

Medidas que han de adoptarse: Véase el párrafo 2.

Documentos conexos: HTW 7/3/1.

1 En el anexo de este documento figura el proyecto de nuevo curso modelo de

Medidas cuya adopción se pide al Subcomité

2 Se invita al Subcomité a que examine el proyecto de nuevo curso modelo de

DRAFT NEW MODEL COURSE ON PASSENGER SAFETY, CARGO SAFETY

PASSENGER SAFETY, CARGO SAFETY

The International Maritime Organization (IMO) wishes to express its

Copyright © International Maritime Organization 2020

[To be inserted by the Secretariat]

 Purpose of the model course

 Use of the model course

- properly qualified instructors;

- relevant support staff;

- teaching and other spaces;

- appropriate equipment and teaching aids;

- videos, multimedia presentations;

- textbooks, appropriate technical papers etc.; and

- other relevant reference material.

 Training and the STCW Convention

Part A: Course framework

Specifically, the trainee should be able to demonstrate the ability to:

.1 manage loading and discharging cargo operations;

.2 embark and disembark passengers, with special attention to disabled

.3 apply special safeguards, procedures and requirements regarding the

.7 monitor ro-ro deck atmosphere,

On successful completion of the course and demonstration of the required competence,

 Course intake limitation

In determining the achievement of required competence, the assigned assessor should be

 Teaching facilities and equipment

 Teaching aids (A)

A1 Instructor manual (part D of the course)

A3 Video such as:

• Herald of Free Enterprise

A4 IMO-approved symbols and safety signs and symbols

A5 Passenger Ship Plans

• General Arrangement Plan

• Damage Control Plan

• Cargo Hold Plan

• Cargo Securing Manual for a ro-ro Passenger Ship

• Sample of Damage Stability Booklet

A7 Exercise sheets for all practical activities

 IMO references (R)

R2 International Convention on Standards of Training, Certification and Watchkeeping

R3 International Maritime Dangerous Goods (IMDG) Code, as amended

R5 International Code on Intact Stability, 2008, as amended

R6 Regulation 19 – Emergency training and drills Chapter III – Life-Saving Appliances

R7 Revised recommendation on a standard method for evaluating cross-flooding

R8 Revised explanatory notes to the SOLAS chapter II – 1 subdivision and damage

R12 Recommendation on the design and operation of passenger ships to respond to

R15 Guidance for watertight doors for passenger ship (MSC.1/Circ.1380)

■ Textbooks and other references (T)

Note: textbooks may be used as deemed fit by instructors.

B2 Bronsart R. – Ship Safety – Damage Stability Roll Motions in Waves – University of

B5 Department of Transportation, The Merchant Shipping Act 1894, mv Herald of Free

B6 Eichsen H. – Small Ro/Pax Ship Stability Study

B7 Emergency Planning College. (latest edition). A Digest of Some Well-Known

B8 Emergency Planning College. (latest edition). Lessons Learned from Crowd-Related