HTW 8-3-2-Add.1 - Proyecto de Curso Modelo 3.25 Revisado Formación en Sensibilizaciónsobre Protección para T... (Secretaría)

S
SUBCOMITÉ DE FACTOR HUMANO, HTW 8/3/2/Add.1

FORMACIÓN Y GUARDIA 5 noviembre 2021
8º 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 curso modelo 3.25 revisado: "Formación en sensibilización

sobre protección para todo el personal de la instalación portuaria"
Nota de la Secretaría
RESUMEN
Sinopsis: El presente documento contiene el proyecto de curso

modelo 3.25 revisado: "Formación en sensibilización
sobre protección para todo el personal de la instalación
portuaria".
Principio estratégico, 1
si es aplicable:
Resultados: 1.3
Medidas que han de adoptarse: Véase el párrafo 2.
Documentos conexos: HTW 8/3/2.
Generalidades
1 En el anexo de este documento se presenta el proyecto de curso modelo 3.25

revisado: "Formación en sensibilización sobre protección para todo el personal de la
instalación portuaria", al que se hace referencia en el documento HTW 8/3/2.
Medidas cuya adopción se pide al Subcomité
2 Se invita al Subcomité a que examine el proyecto de curso modelo 3.25 revisado:

"Formación en sensibilización sobre protección para todo el personal de la instalación
portuaria", que figura en el anexo, junto con el informe del Grupo de examen (HTW 8/3/2), y
a que adopte las medidas que estime oportunas
***
https://imocloud.sharepoint.com/MS/SWPU/HTW/8/HTW 8-3-2-Add.1.docx
HTW 8/3/2/Add.1
Annex, page 1
ANNEX
DRAFT REVISED MODEL COURSE 3.25 ON

SECURITY AWARENESS TRAINING FOR ALL PORT FACILITY PERSONNEL
MODEL COURSE 3.25
SECURITY AWARENESS TRAINING FOR

ALL PORT FACILITY PERSONNEL
2023 Edition
London, 2023
I:\HTW\8\HTW 8-3-2-Add.1.docx
HTW 8/3/2/Add.1
Annex, page 2
Copyright © International Maritime Organization 2023
All rights reserved.

No part of this publication may be reproduced,
stored in a retrieval system, or transmitted in any form or by any means,
without prior permission in writing from the
International Maritime Organization
HTW 8/3/2/Add.1
Annex, page 3
Contents
Foreword ................................................................................................................ 5
Introduction ............................................................................................................ 6
■ Purpose of the model courses ............................................................................ 6
Part A: Course framework ....................................................................................... 7

■ Scope .............................................................................................................. 7
■ Objective.......................................................................................................... 7
■ Entry standards ................................................................................................ 7
■ Course certificate, diploma or document .............................................................. 7
■ Course delivery................................................................................................. 8
■ Course intake limitations .................................................................................... 8
■ Staff requirements............................................................................................. 8
■ Use of the model course .................................................................................... 8
■ Lesson plans .................................................................................................... 8
■ Presentation ..................................................................................................... 9
■ Implementation ................................................................................................. 9
■ Teaching facilities and equipment ....................................................................... 9
■ Design ............................................................................................................. 9
■ Teaching aids (A).............................................................................................. 9
■ References (R) ............................................................................................... 10
Part B: General outline .......................................................................................... 11

■ Lectures......................................................................................................... 11
■ Timetable ....................................................................................................... 11
■ Course outline ................................................................................................ 11
Part C: Detailed outline ......................................................................................... 14

■ Learning objectives ......................................................................................... 14
■ References and teaching aids .......................................................................... 14
■ Competences ................................................................................................. 14
Part D: Instructor manual ...................................................................................... 21

Guidance notes ...................................................................................................... 22
1. Contribute to the enhancement of maritime security through heightened awareness24
HTW 8/3/2/Add.1
Annex, page 4
2. Recognition of security threats ......................................................................... 29

3. Understanding of the need for and methods of maintaining security awareness and
vigilance ............................................................................................................... 32
Part E: Evaluation and assessment ....................................................................... 34

■ Introduction .................................................................................................... 34
■ Assessment ................................................................................................... 34
■ Method of evaluation ....................................................................................... 34
■ Validity........................................................................................................... 35
■ Reliability ....................................................................................................... 35
■ Subjective testing............................................................................................ 35
■ Essay questions ............................................................................................. 35
■ Scoring essay questions .................................................................................. 35
■ Objective testing ............................................................................................. 36
■ Distracters...................................................................................................... 36
■ Guess factor................................................................................................... 36
■ Scoring .......................................................................................................... 37
Appendix I - Guidance on the implementation of IMO model courses..................... 38
Appendix II - Instructor feedback on model course ................................................ 56
HTW 8/3/2/Add.1
Annex, page 5
Foreword
[To be inserted by the Secretariat]
KITACK LIM
Secretary-General
HTW 8/3/2/Add.1
Annex, page 6
Introduction
■ Purpose of the model courses
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 audio-visual 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.
Because the educational systems and the cultural backgrounds of trainees in maritime
subjects vary considerably from country to country, the model course material has been
designed to:
- identify the basic competence requirements of the trainee target group for each
course in universally applicable terms; and
- specify clearly the technical content and level of knowledge and proficiency
necessary to meet the intent of the relevant IMO Conventions, Codes and related
guidance material.
In order to keep the training programme up to date, it is essential that the model course users
provide feedback. Any relevant information, comments and suggestions should be sent in
accordance with Appendix II.
HTW 8/3/2/Add.1
Annex, page 7
Part A: Course framework
■ Scope
This model course is designed to provide the trainees with required knowledge and skill to
enable port facility personnel without designated security duties in connection with a Port
Facility Security Plan (PFSP) to enhance security in accordance with the requirements of the
International Convention for the Safety of Life at Sea (SOLAS), chapter XI-2, the International
Ship and Port Facility Security (ISPS) Code, the International Maritime Dangerous Goods
(IMDG) Code, the IMO/ILO Code of Practice on Security in Ports, and guidance contained in
MSC.1/Circ.1341 on Guidelines on security-related training and familiarization for port facility
personnel. This covers the competences and the required knowledge, understanding and
proficiencies (KUPs) specified in table 1 of the Guidelines on security-related training and
familiarization for port facility personnel (MSC.1/Circ.1341).
■ Objective
The objective is to provide trainees with guidance and information to gain knowledge,
understanding and proficiencies (KUPs) required to achieve the objectives of the learning
outcomes to demonstrate the competences relevant to security awareness of port facility
personnel without designated security duties, as set out in table 1 of the Guidelines on
security-related training and familiarization for port facility personnel (MSC.1/Circ.1341).
Trainees who complete this course should be able to successfully demonstrate their
competences to:
.1 contribute to the enhancement of maritime security through heightened

awareness;
.2 recognize security threat; and
.3 understand the need for and methods of maintaining security awareness and
vigilance.
■ Entry standards
Entry standards should be in accordance with 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.
It is assumed that those attending this course will be personnel employed or engaged in any
capacity in a port facility that is required to comply with the provisions of the ISPS Code and
who will not be assigned specific duties in connection with a Port Facility Security Plan.
■ Course certificate, diploma or document
On successful completion of the course and demonstration of the required competences, a

document may be issued certifying that the holder has met the competences specified in
table 1 of the Guidelines on security-related training and familiarization for port facility
personnel (MSC.1/Circ.1341).
HTW 8/3/2/Add.1
Annex, page 8
■ Course delivery
The course may be delivered through various methods, including, but not limited to, classroom
training, in-service training, distance learning, computer-based training or a combination of
these methods.
■ Course intake limitations
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

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.
■ 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 provided under 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 outline 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.
By analysing the detailed outline and the academic knowledge required to allow training in the
technical area to proceed, instructors can design an appropriate pre-entry course or,
alternatively, insert the elements of academic knowledge required to support the technical
training elements concerned at appropriate points within the technical course.
Adjustment of the course objective, scope and content may be necessary if trainees completing
the course are to undertake duties that differ from the course objectives specified in the model
course.
The course outline indicates the course designers' assessment of the time that should be
allotted to each subject area. However, these allocations assume that the trainees have met
the entry requirements of the course. The instructor should therefore review assessments and
adjust the time allocations as necessary within the limits permitted by the Administration.
■ 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 outline and
associated reference material. Where no adjustment has been found necessary in the learning
objectives of the detailed outline, the lesson plans may simply consist of the syllabus with
keywords or other reminders added to assist the instructor in presenting the material.
HTW 8/3/2/Add.1
Annex, page 9
■ Presentation
The presentation of concepts and methodologies may need to be repeated in various ways
until the instructor is satisfied that trainees have attained each specific learning objective.
The detailed outline is laid out in learning objective format with each objective specifying 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;

- support staff;
- teaching and other spaces;
- appropriate training audio/visual equipment and teaching aids;
- videos and multi-media presentations;
- textbooks, appropriate technical papers etc.; and
- reference material.
■ Teaching facilities and equipment
An ordinary classroom or similar meeting room with a whiteboard. Audiovisual aids teaching
equipment or equivalent are sufficient for the lectures. In addition, when making use of
audiovisual materials, it should be ensured that appropriate equipment, such as
Computer-Based Training (CBT) modules, running on an ordinary PC is available. Finally, the
use of shipboard environments (ships or mock-ups) for certain segments of the course may
enhance the overall effectiveness of this training.
Note: Administrations may require additional training material to meet national regulations.
■ Design
The content of the model course is designed to suit the trainers teaching this course for optimal
delivery, ensuring a high degree of consistency and adherence to the PFSP, as mentioned in
sections A/14 to A/18 of the ISPS Code. The flow of topics contained in Part C reflects how
the trainer may design and deliver the course.
■ Teaching aids (A)
- Instructor Manual (Part D of the course).
- Audiovisual aids: DVD player, MP3/MP4, digital TV, LCD & overhead projector,
etc.
- Photographs, models, or other representations of various ships and ship/port

facility interactions, to illustrate operational elements and security vulnerabilities.
- Security equipment or systems (either working units or mock-ups).
- Computer Based Training (CBT).
- Distance learning package(s).
HTW 8/3/2/Add.1
Annex, page 10
- National legislative and regulatory references.
■ References (R)
R1 IMO Guide to Maritime Security and the ISPS Code (KB116E).
R2 International Ship and Port Facility Security (ISPS) Code
R3 Seafarers' Training, Certification and Watchkeeping (STCW) Code
R4 Recommendations to Governments for preventing and suppressing piracy and armed

robbery against ships (MSC.1/Circ.1333/Rev.1)
R4b Guidance to shipowners, ship operators, shipmasters and crews on preventing and
suppressing acts of piracy and armed robbery against ships (MSC.1/Circ.1334)
R5 International Maritime Dangerous Goods (IMDG) Code
R6 Convention for the Suppression of Unlawful Acts against the Safety of Maritime
Navigation (SUA Convention) and its 2005 Protocol; the Protocol for the Suppression
of Unlawful Acts against the Safety of Fixed Platforms located on the Continental Shelf
(SUA PROT 1988) and its 2005 Protocol
R7 Guidelines on security-related training and familiarization for port facility personnel

(MSC.1/Circ.1341)
R8 Guidelines on maritime cyber risk management (MSC-FAL.1/Circ.3/Rev.1)
R9 FAL 37/17, paragraph 6.20 (Report of the Facilitation Committee on its thirty-seventh
session)
R10 Seafarers' Identity Documents Convention (Revised), 2003. (No.185), International

Labour Organization.
R11 Measures to prevent unlawful acts against passengers and crews on board ships
(MSC.1/Circ.443)
HTW 8/3/2/Add.1
Annex, page 11
Part B: General outline
■ Lectures
As far as possible, lectures should be presented within a familiar context along with using
practical examples. They should be well illustrated with diagrams and photographs.
An effective manner of presentation is to develop a technique of giving information and then

reinforcing it. For example, trainees should first be provided with a preview of the material that
will be presented to them; then the topic should be covered in detail; and finally the information
relayed to them should be summarized. The use of audiovisual equipment and the distribution
of copies of the presentation handouts are also beneficial to the learning process.
■ Timetable
This model course has been developed providing a recommended range in duration of 4.5 to 8
hours for lectures, demonstrations, laboratories or simulator exercises and assessment.
No formal timetable is included in this model course.
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.
■ Course outline
The following table lists the competencies and the knowledge, understanding and proficiencies
(KUPs) for this course in the sequence that they are listed in table 1 of the Guidelines on
security-related training and familiarization for port facility personnel (MSC.1/Circ.1341).
The table identifies 3 competencies and 11 Knowledge, Understanding and Proficiency (KUP)
requirements and is systematically organized in the following way.
- Large bold type text printed in the table second column describes the competence
with which the training is concerned. Each competence is uniquely and
consistently numbered starting from 1.
- Each competence comprises a number of knowledge, understanding and

proficiencies (KUPs). KUPs are printed in bold type text in the table second
column. KUPs under each competence are equally continuously numbered as
second level number starting from 1 and prefixed by the competence number. A
full stop is placed between numbers that designate subdivisions of different
levels. Example 1.1 denotes the first KUP of competence number 1.
- Each KUP can be further subdivided into topics and are equally continuously
numbered as third level number starting from 1 and prefixed by the KUP number.
A full stop is placed between numbers that designate subdivisions of different
levels. Example 1.1.3 denotes the third topic of the first KUP under competence
number 1.
HTW 8/3/2/Add.1
Annex, page 12
The course outline should be read in conjunction with part D (Instructor manual) for further
detailed guidance on each module's content.
No Course Outline (Knowledge, Understanding and Proficiency)

Introduction
Course Overview
Competences to be achieved
Current security threats and patterns
Ship and port operations and conditions
1 Contribute to the enhancement of maritime security through heightened

awareness
1.1 Maritime security terms and definitions
1.1.1 Awareness of relevant international conventions, codes, and recommendations
1.1.2 Awareness of relevant Government legislation and regulations
1.1.3 Definitions
1.2 International maritime security policy and responsibilities of Government/

Designated Authority, port facility security officer and designated persons
1.2.1 Contracting governments
1.2.2 Recognized Security Organizations
1.2.3 The company
1.2.4 The ship
1.2.5 The port facility
1.2.6 Ship Security Officer
1.2.7 Company Security Officer
1.2.8 Port Facility Security Officer
1.2.9 Seafarers with designated security duties
1.2.10 Port facility personnel with designated security duties
1.2.11 Other personnel
1.3 Maritime security levels and their impact on security measures and
procedures in the port facility and aboard ships
1.3.1 Port facility security actions
1.4 Security reporting procedures

1.4.1 Reporting security incidents
HTW 8/3/2/Add.1
Annex, page 13
No Course Outline (Knowledge, Understanding and Proficiency)

1.5 Security-related contingency plans
1.5.1 Execution of contingency plans
1.6 Security-related provisions for dangerous goods

1.6.1 IMDG cargo handling procedure
2 Recognition of security threats

2.1 Recognition of potential security threats
2.1.1 Recognition, on a non-discriminatory basis, of persons posing potential security
risks
2.1.2 Stowaways and their associated threat to the security and safety of international
shipping
2.1.3 Cyber security (maritime cyber risk management)
2.2 Techniques used to circumvent security measures

2.2.1 Circumventing security measures
2.3 Recognition of weapons, dangerous substances, dangerous goods, and

devices and awareness of the damage they can cause
2.3.1 Weapons, WMD and improvised explosive devices
2.4 Handling security-related information and communications

2.4.1 Security information and communication
3 Understanding the need for and methods of maintaining security awareness

and vigilance
3.1 Training, drill and exercise requirements under relevant conventions and
codes
3.1.1 Security drills and exercises
HTW 8/3/2/Add.1
Annex, page 14
Part C: Detailed outline
Part C correlates the knowledge, understanding and proficiencies defined in the Guidelines on
security-related training and familiarization for port facility personnel (MSC.1/Circ.1341), with
the specific learning outcomes that the trainees should achieve. Each specific learning
outcome is presented as a topic or sub-topic as a learning objective reflecting the knowledge,
understanding and proficiency (KUP) in table 1 of the Guidelines. It should be read in
conjunction with part D (Instructor manual) for further detailed guidance for each module's
content.
■ Learning objectives
The detailed outline has been written in a learning objective format in which the objective
describes what the trainee should perform to demonstrate that the specified knowledge or skill
has been transferred, and the desired competence has been achieved. All objectives are
understood to be prefixed by the words, "The expected learning outcome is that the trainee is
able to..."
■ References and teaching aids
In order to assist instructors, references are shown against the learning objectives to indicate
IMO/ILO references and publications, additional technical material and teaching aids which the
instructor may wish to use when preparing and presenting the course material. The material
listed in the course framework has been used to structure the detailed teaching syllabus; in
particular, teaching aids, bibliography and IMO/ILO references, will provide valuable
information to instructors. The abbreviations used are:
R IMO/ILO references
anx. Annex
app. Appendix
pa. Paragraph
sect. Section
Note: Throughout the course, instructor should clearly define and emphasize the application
of safe working practices, considering references to applicable international and national
requirements and regulations, as appropriate. It is expected that the national institutions
implementing the training course will insert references, where appropriate, to national and/or
regional requirements and regulations, as necessary.
■ Competences
The competences to be demonstrated by trainees matching with MSC.1/Circ. 1341 are as

follows:
.1 Contribute to the enhancement of maritime security through heightened

awareness;
.2 Recognition of security threats; and
.3 Understanding of the need for and methods of maintaining security

awareness and vigilance.
HTW 8/3/2/Add.1
Annex, page 15
No Learning objectives Reference*

see References (R)
Introduction
Course overview
.1 describe the topics and emphasis of the course
.2 course administrations
Competences to be achieved
.1 describe the competences that will be achieved through
completion of the course
Current security threats and patterns R1 (sect
2.18.28)
.1 summarize threats to the maritime transport industry, such R1 (sect
as: 3.8.10)
- piracy and armed attacks R4
- terrorism and Weapons of Mass Destruction (WMD)
- cargo theft R1 (sect
3.8.23)
- collateral damage
Ship and port operations and conditions R1 (sect 1.6)
.1 characterizes the intermodal nature of transportation and
the interfaces between ships and other modes

awareness
1.1.1 Awareness of relevant international conventions, codes, and R1 (sect.
recommendations 1.4.1 – 1.4.9)
.1 state previous efforts of IMO toward maritime security, such R6
as MSC/Circ.443, SUA Act, etc.
.2 state the rapidity with which IMO acted to enhance maritime
security following 9/11
.3 state the amendments to SOLAS chapter XI and the
contents of the ISPS Code
.4 state the security-related provisions of the amendments to R5
the IMDG Code
.5 state IMO guidance on preventing and suppressing acts of R4 / R4b
piracy and armed robbery against ships
1.1.2 Awareness of relevant Government legislation and regulations R1 (sect. 2.2),
R10
.1 state the requirements of relevant national legislation and
regulations
1.1.3 Definitions R1 (sect. 1.8)
.1 define:
HTW 8/3/2/Add.1
Annex, page 16

see References (R)
- Designated Authority and Administration

- International voyage
- Port and Port facility
- Declaration of Security (DoS)
- Security incident
- Ship Security Plan
- Company Security Officer (CSO)
- Ship Security Officer (SSO)
- Ship/Port Interface
- Ship-to-ship activity
- Port Facility Security Officer (PFSO)
- Recognized Security Organization (RSO)
- Security level and the three levels R1(sect.
1.4.13)
- Terms relating to piracy and armed robbery R4 / R4b
1.2 International maritime security policy and responsibilities R1 (sect.

of Government/ Designated Authority, port facility security 2.1.3 – 2.1.5)
officer and designated persons
1.2.1 Contracting governments R1 (sect.
1.4.6 – 1.4.8)
.1 summarize the responsibilities of contracting governments R1
with respect to SOLAS Chapter XI-2, the ISPS Code, and (sect.1.4.12 –
the STCW Code 1.4.20), R1
(sect.2.9.5),
R3 (sect.A-
VI/6)
.1 state the role of the Recognized Security Organization R1 (sect. 2.5)
1.2.3 The company R1 (sect.
4.2.4)
.1 state the responsibilities of the company with respect to: R1 (sect.
4.5.2 –—
4.5.11)
- ensuring that the master has documents on board relating to
the crewing of the ship and its employment
- ensuring that the Ship Security Plan contains a clear R2(Part A/6.1
statement emphasizing the master's authority - 6.2)
- designating a Company Security Officer and a Ship Security R1 (sect.
Officer and ensuring that they are given the necessary 4.2.4.2)
support to fulfil their duties and responsibilities
HTW 8/3/2/Add.1
Annex, page 17

see References (R)
1.2.4 The ship

.1 state that the ship should comply with the requirements of R1 (sect. 4.8)
the Ship Security Plan as per the security level set
1.2.5 The port facility R1 (sect.
2.8.1 – 2.8.9)
.1 state that port facilities should comply with the relevant R1 (sect.
requirements of Chapter XI-2 of SOLAS and the ISPS Code 3.2.1 – 3.2.3)
.2 state that the port facility should act upon the security levels R1 (sect. 2.6)
set by the Administration within whose territory it is located
1.2.6 Ship Security Officer R1 (sect.
4.5.14 –
4.5.19)
.1 state that the company should designate a Ship Security R1 (sect.
Officer for each ship 4.5.16)
.2 lists the duties and responsibilities of the Ship Security
Officer
1.2.7 Company Security Officer R1 (sect.
4.5.8 – 4.5.9)
.1 state that the company should designate a Company
Security Officer
.2 state that the company may designate several persons as
Company Security Officer provided that it is clearly
identified for which ships each is responsible
.3 lists the duties and responsibilities of the Company Security
Officer
1.2.8 Port Facility Security Officer R1 (sect.
2.8.19 –
2.8.24)
.1 state that the Port Facility Security Officer should be R1 (sect.
designated for each facility 3.5.1)
.2 state that a person may be designated as the Port Facility R1 (sect.
Security Officer for one or more facilities 3.5.2)
.3 lists the duties and responsibilities of the Port Facility R1(sect.
Security Officer 3.5.3)
1.2.9 Seafarers with designated security duties
.1 state that members of the ship's crew other than the SSO R1 (sect.
may have designated security duties in support of the Ship 4.5.20 –
Security Plan 4.5.21)
1.2.10 Port facility personnel with designated security duties
.1 state that facility personnel other than the PFSO may have R1 (sect.
designated security duties in support of the Facility Security 3.5.7 – 3.5.9),
Plan R7
HTW 8/3/2/Add.1
Annex, page 18

see References (R)
1.2.11 Other personnel R1 (sect.

3.5.9 –
3.5.10)
.1 state that other ship and port facility personnel may have a R1 (sect.
role in the enhancement of maritime security 3/app. 3.4)
.2 state that personnel other than ship or port facility personnel R1 (sect.
may have a role in the enhancement of maritime security 3.9.3)
.3 state that military, industry and intergovernmental R4
organizations may have a role in the prevention,
suppression and reporting of piracy and armed robbery
against ships
1.3 Maritime security levels and their impact on security

measures and procedures in the port facility and aboard
ships
1.3.1 Port facility security actions
.1 state the three security levels and their heightened security R2(Part A/14,
measures and procedures that are required for each level Part B/16.8-
16.9)
.2 state security-related provisions for handling of announced R1 (sect.
and unannounced visitors; 3.8.22)

1.4.1 Reporting security incidents R1 (sect.
3.8.8. – 3.8.9)
.1 summarize the reporting requirements in case of a security R1 (sect.
incident 3.8.10), R11
app.2

.1 define what is the purpose of a contingency plan
.2 discuss action to take in case of a breach of security
.3 discuss contingency plans for:
- damage caused by explosive devices, arson, sabotage or
vandalism;
- damage caused by natural disasters (flood, hurricanes,
earthquakes);
- hijacking or seizure of a ship or of persons on board while at
the port facility;
- seizure of persons on board tampering with cargo ship's
stores;
HTW 8/3/2/Add.1
Annex, page 19

see References (R)
- unauthorized access or unauthorized presence in restricted

area;
- bomb threat call;
- unidentified objects/explosives found in port facility;
- cyber risk management and; R8
- active shooter/violent intruder situations.

1.6.1 IMDG cargo handling procedure
.1 state security-related provisions for the handling of R5
dangerous goods and IMDG cargo

2.1.1 Recognition, on a non-discriminatory basis, of persons posing
potential security risks
.1 describe the general characteristics and behavioural
patterns of persons who are likely to threaten security
.2 state how important it is to be observant to recognize such
persons
2.1.2 Stowaways and their associated threat to the security and R9
safety of international shipping
.1 state measures to prevent stowaways and areas with high
risk of stowaway boarding
.1 state cyber security as a potential harm to overall security of R8
the maritime industry
.2 state the importance of protecting the resilience of cyber
systems supporting the operations of ports, vessels, marine
facilities and other elements of the marine transportation
system

.1 state the techniques that may be used to circumvent
security measures
2.3 Recognition of weapons, dangerous substances,

dangerous goods, and devices and awareness of the
damage they can cause
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see References (R)
2.3.1 Weapons, WMD and improvised explosive devices

1 describe the various types of port-based threats such as
weapons, WMD, dangerous substances and devices, the
damage they can cause, and their appearance
2.4 Handling security-related information and

communications
2.4.1 Security information and communication R1 (sect.
3.8.11 –
3.8.12)
.1 define security-sensitive information and the importance of R1 (sect.
keeping it confidential 3.7.8)
.2 describe the techniques used by perpetrators to obtain
sensitive security-related information
.3 describe and explain the handling of sensitive-related
information and sensitive-related communication
.4 describe how to prevent breaches in information
3 Understanding the need for and methods of maintaining security

awareness and vigilance
3.1 Training, drill and exercise requirements under relevant
conventions and codes
.1 state the requirements for, and importance of, conducting R1 (sect.
drills and exercises 3.8.3 – 3.8.7)
.2 explain the difference between drills and exercises
*
Where the reference is left blank there are no references in the Guide to Maritime Security and ISPS Code
on this particular issue. Hence guidance might be sought from appropriate textbooks or websites.
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Part D: Instructor manual
The Instructor manual provides guidance on the material that is to be presented during the
course. The course material reflects the provisions for the training in security awareness of
port facility personnel without designated security duties specified in section 4 and table 1 of
the Guidelines on security-related training and familiarization for port facility personnel
(MSC.1/Circ.1341).
Although the guidance given should be of value initially, each instructor should develop his or
her own methods and ideas, recognize and refine what is successful, and discard that which
does not work satisfactorily.
The course outline and recommended range of duration for lectures and demonstration provide
guidance on the time allocation for the course material, but the instructor may modify this to
better meet specific course requirements, if it is deemed necessary. The detailed outline should
be studied carefully and, where appropriate, lesson plans or lecture notes compiled.
Preparation and planning are the most important criteria in effectively presenting this course.
Availability and proper use of course materials are also essential for maximum efficacy in
conveying the subject to trainees. The capabilities and limitations of the facilities in use may
require the detailed teaching syllabus to be adjusted, but it is suggested that this be kept to a
minimum so as to ensure that all specified knowledge areas are addressed.
Where possible, lectures should be supported by written course and audiovisual materials, and
other media that allow the trainee to embrace the material more fully. It will be necessary to
prepare material for use with overhead projectors or for distribution to trainees as handouts.
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Guidance notes
Introduction
Course overview
.1 Describe topics and emphasis of the course
As with other IMO model courses, the starting point should be a brief statement of the purpose
of the course, a short review of the timeline, an introduction of participants, determination of
knowledge and experience levels, and a brief description of the teaching facility.
.2 Course administrations
Summarize the educational environment including attendance, punctuality, course hours,

breaks, mealtimes, special travel arrangements and other matters of an administrative nature,
e.g. completion of registration sheets.
Course objective
.1 Competences to be achieved
The aim of the course is stated, competences from Part C of the course are reviewed, and the
outcome of the learning objectives is made clear; namely, that "the expected learning outcome
is that the trainee is able to...". It should be noted that these same competences are found in
table 1 of MSC.1/Circ.1341 along with methods for demonstrating competence and criteria for
evaluating competence.
Instructors should emphasize that no one is being trained to fight or similarly respond to
security threats but rather that trainees may be able to identify, deter, or mitigate such threats
through proper planning, preparation and coordination with various entities.
Current security threats and patterns
Current threats to maritime security should be summarized in order to provide a basis for
understanding of the recent conventions and legislation in this area and to fully grasp the
importance of the training provided by this course. Prospective security personnel receiving
this training should clearly sense the reality of today's security issues, which include piracy,
terrorism, bioterrorism, Weapon of Mass Destruction (WMD) and cyber security, contraband
smuggling, cargo theft and collateral damage. Some may have adopted a mindset that places
the problem of security in the past or in such a remote corner that it appears distant or
irrelevant. Before continuing on with the course this mindset should be identified and
addressed.
Piracy and armed attacks continue to occur on an increasingly frequent basis. Armed robbery
occurs mostly within territorial waters, whereas piracy, by definition, usually involves ships at
high sea. In fact, the United Nations Convention on the Law of the Sea (UNCLOS), article 101,
defines piracy as any of the following acts:
- illegal acts of violence or detention or any act of depredation committed for

private ends by the crew or the passengers of a private ship or private aircraft
and directed on the high seas against another ship or aircraft or against
persons or property on board such ship or aircraft.
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- It also includes such acts against a ship, aircraft, person or property in a

place outside of the jurisdiction of any State.
The summarizing of statistics concerning piracy and armed robbery may provide motivation to
trainees to acquire knowledge and skills that would enable them to counter these threats where
possible.
Terrorism usually involves violence, or the threat of violence, by extremist groups seeking to
gain political objectives by malicious means. A terrorist group may hope to make a statement
by using various types of bomb, making bomb threats or hijacking a ship. Increasingly,
terrorists are acting in connection with extremist religious sects that promote suicidal
behaviour.
A WMD is a nuclear, radiological, chemical, biological or other weapon that can kill and bring
significant harm to a large number of humans or cause great damage to human-made
structures (e.g. buildings), natural structures (e.g. mountains), or the biosphere. The scope
and usage of the term has evolved and been disputed, often signifying more politically than
technically and excludes the means of transporting or propelling the weapon where such
means is a separable and divisible part from the weapon. Contraband smuggling, a criminal
activity, may result in large financial loss to the shipowner whose ship is being used by the
smugglers. Often, drugs are the commodity being smuggled and they may be brought on board
in a number of creative ways such as in luggage, stores, on or in a person's body, or in
electronic equipment. Weapons are also a frequent item associated with smuggling.
Like drugs, weapons, too, find their way on board in various ways, such as in cargo containers.
It is noteworthy that, though the nature and the general objectives of terrorism are still the
same as before, the variety of terrorist actions takes more sophisticated forms. Cyberterrorism
and bioterrorism are the two new types of action which are increasingly used by terrorists
worldwide. Maritime transport is critical to the global economy. In a competitive environment,
the industry is constantly seeking economies of scale and efficiencies. This has led to the
introduction of larger vessels and an increasing use of information technology to achieve
greater automation, both in ports and at sea. The technologies employed are vulnerable to the
same cyber-security threats as those in other sectors affecting commercial, production and
government systems. This module briefly reviews the threats in the maritime environment and
examines the need for increased awareness and protection of what are in effect maritime
industrial control systems. Generally, cyber risk management means the process of identifying,
analysing and communicating cyber-related risk and accepting, avoiding, transferring or
mitigating it to an acceptable level, considering costs and benefits of actions taken to
stakeholders. It refers to a measure of the extent to which a technology asset could be
threatened by a potential circumstance or event, which may result in shipping-related
operational, safety or security failures as a consequence of information or systems being
corrupted, lost or compromised.
Cargo theft, an age-old problem, continues to plague the maritime industry and causes
financial losses in staggering amounts. Prevention is normally the most effective method of
dealing with this security threat. Although there may not be violence or political issues involved
in most cargo theft cases, this matter remains high on the list of security threats and requires
solutions discussed in this course. Instructors should convey that cargo theft is only one of the
various threats to the security of cargo.
Other security threats such as illegal migration and stowaways should be discussed during this
section of the course. Stowaway problems along with refugees and illegal migrants are among
tangible problems which the maritime industry has suffered within the years past. Port security
trainees should get acquainted with these problems and the method of how to deal with them
appropriately.
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Collateral damage occurs when a nearby fire, explosion or attack results in damage to a ship
or facility. While the damage is sometimes unintended, the costs are nevertheless real.
There are measures that may minimize the consequences of this type of damage.
Ship and port operations and conditions
This section of the course should provide trainees with an understanding of the larger context
in which maritime operations occur. Familiarity with the complex transportation and logistics
framework of the marine transportation system will enable students to effectively undertake
their security responsibilities. It is essential for trainees to have a basic understanding of the
general patterns and mechanisms of cargo and passenger movement through international
and intermodal transportation chains. The operational interface between maritime and other
modes of transportation is a central component of this segment of the course. Trainees should
also be exposed to the fundamentals of cargo tracking and related information systems in the
context of security.

awareness
1.1.1 Awareness of relevant international conventions, codes, and recommendations
Trainees should appreciate the attempts by international bodies to minimize, stop, or otherwise
control threats to security in maritime transportation. The International Maritime Organization
(IMO) has adopted a number of resolutions and conventions to this end. For example,
resolution A.545(13) on Measures to prevent acts of piracy and armed robbery against ships
was signed in 1983. In 1985 came IMO resolution A.584 (14) on Measures to prevent unlawful
acts which threaten safety of ships and security of passengers (this was later reviewed in
November 2001 with IMO resolution A.924(22)). Then in 1986 IMO approved MSC/Circ.443
on Measures to prevent unlawful acts against passengers and crew on board ships. In 1988,
the Convention for the Suppression of Unlawful Acts against the Safety of Maritime Navigation
(SUA) treaties aimed at ensuring that appropriate judicial action is taken against persons
committing unlawful acts against ships. Unlawful acts would include the seizure of ships by
force, acts of violence against persons on board ships, and placing devices on board a ship
which are likely to destroy or damage it. The convention obliges contracting governments either
to extradite or prosecute alleged offenders. The SUA Convention came into effect on 1 March
1992.
Following the tragic event of 11 September 2001, the twenty-second session of the IMO
Assembly, in November 2001, unanimously agreed to the creation of new security regulations.
IMO approved the development of new measures relating to the security of ships and of port
facilities for adoption by a Conference of Contracting Governments to the International
Convention for the Safety of Life at Sea, 1974, in December 2002 (the Diplomatic Conference).
This timetable of little more than a year represents a landmark achievement for IMO. It provides
a clear indication of the gravity of the situation, as well as the intention to protect world shipping
against security incidents and threats.
The meeting of the Diplomatic Conference in December of 2002 resulted in amendments to

the 1974 SOLAS Convention. These amendments entered into force on 1 July 2004.
A summary of these amendments should be carried out mentioning changes to SOLAS
chapter V and emphasizing changes to SOLAS chapter XI, regulations 3 and 5, and the new
SOLAS chapter XI-2 and the ISPS Code. Since portions of the ISPS Code will be studied in
more depth in later sections of the course, this summary may be brief.
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Trainees should be familiarized with the security-related provisions contained in the 2010
amendments to the STCW Code. They should also be made aware of IMO guidance
concerning the prevention and suppression of piracy and armed robbery against ships. Of
particular interest in the latter case will be MSC.1/Circ.1334 on Guidance to shipowners and
ship operators, shipmasters and crews on preventing and suppressing acts of piracy and
armed robbery against ships.
1.1.2 Awareness with relevant government legislation and regulations
It will be helpful for trainees to understand that some governments have acted on a national
level to produce legislation and/or regulations concerned with measures to enhance maritime
security. Instructors may wish to use examples developed by their own nations and/or those
of other countries to illustrate the focus of this section of the course.
1.1.3 Definitions
Trainees will need a working knowledge of several terms found in SOLAS chapter XI-2
regulation 1, in the ISPS Code part A section 2, and in the Best Management Practices to
Deter Piracy and Enhance Maritime Security in the Red Sea, Gulf of Aden, Indian Ocean and
Arabian Sea (BMP5). These terms may well need clarification by an experienced instructor in
order for trainees to reach the necessary level of understanding. For instance, it might require
emphasis or other clarification by the instructor to establish that the Ship Security Officer is a
person on board the ship and in that sense it may be impossible for a Company Security Officer
to also act as the Ship Security Officer. Another example may clarify the meaning of
"international voyage".
1.2 International maritime security policy and responsibilities of

Government/Designated Authority, port facility security officer and designated
persons
This section is intended to give trainees a clear picture of the elements of the maritime security
system conceived by IMO and to show how the various entities should work together to form
an efficient and effective whole.
1.2.1 Contracting Governments
Contracting Governments have, under the provisions of SOLAS chapter XI-2 and part A of the
ISPS Code, various responsibilities, which amongst others, include:
- setting the applicable security level;
- approving the ship security plan and relevant amendments to a previously

approved plan;
- verifying the compliance of ships with the provisions of SOLAS chapter XI-2
and part A of the ISPS Code and issuing to ships the International Ship
Security Certificate;
- determining which of the port facilities located within their territory are
required to designate a PFSO who will be responsible for the preparation of
the PFSP;
- ensuring completion and approval of the SSA and of any subsequent

amendments to a previously approved assessment;
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- approving the SSP and any subsequent amendments to a previously approved

plan;
- exercising control and compliance measures;
- testing approved plans;
- communicating information to the International Maritime Organization and to the

shipping and port industries;
- establishing the requirements for a Declaration of Security (DoS); and
- Contracting Governments are expected to assess, on a continuous basis, all

threats to ships entitled to fly their flag and to port facilities within their jurisdiction
and to set the security level accordingly.
Recognized Security Organizations (RSOs) are defined in SOLAS regulation XI-2/1.1.16 and
discussed throughout parts A and B of the ISPS Code. The trainee should understand how
and when an RSO may take on the security-related activities of a Contracting Government.
1.2.3 The Company
The Company is defined in SOLAS chapter XI-1 and is given numerous obligations under
chapter XI-2 and the ISPS Code from Continuous Synopsis Records to the maintenance of the
International Ship Security Certificate. Trainees will benefit greatly from a clear understanding
of the role of the company and the support that they should expect from it.
1.2.4 The ship
The term ship as used here means a ship to which SOLAS chapter XI-2 applies. Various
segments of SOLAS chapter XI-2 and the ISPS Code discuss the persons, activities, plans,
documentation and so forth that a ship will be exposed to in a security context. All trainees will
need to understand these requirements as they relate to this important cornerstone of a
maritime transportation system.
1.2.5 The port facility
Fundamental to a successful implementation of maritime security measures on the part of the

Contracting Government is the identification of all the port facilities within its territory used by
SOLAS ships.
The port facility is defined in SOLAS regulation XI-2/1.1.9 and is the location where a ship/port
interface takes place. As such, numerous duties and activities are assigned to the port facility.
All trainees should understand the role of the port facility in maintaining the security of the
maritime transportation system. Distinction between port and port facility along with their
geographical and operational importance should be well defined for the trainees.
1.2.6 - 1.2.11 Ship Security Officer, Company Security Officer, Port Facility Security
Officer, Seafarers with designated security duties, Port facility personnel with
designated security duties, and Other personnel
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Trainees should understand the role of each of these various persons and know what to expect
from each in terms of authority and responsibility. The ISPS Code parts A and B clearly
delineate the functions, duties and training requirements for each of these categories of
personnel. In the end these are the very people who will make the security plans work, and will
recognize areas for improvement. They will each need to appreciate their own role as well as
that played by the others. Trainees should also understand the role of personnel in
organizations that are involved in responding to attacks and attempted attacks by pirates and
armed robbers.
1.3 Maritime security levels and their impact on security measures and
procedures aboard ship and in the port facilities
1.3.1 Port facility security action
Parts A and B of the ISPS Code, IMO guidance documents and other resources listed in Part
A will be helpful in organizing material to be conveyed in this section of the course. Instructors
should indicate that this section of the course is where ideas, plans and preparation turn into
actions and procedures.
The instructor should provide information concerning maritime security levels and the different
types of security measures that should be considered for port facilities and ships in port as
they respond to security incidents. The instructor also should emphasize that at different
security level, additional or further specific protective measures, specified in the port facility
security plan, should be implemented for each activity detailed in part A section 14.2 of the
ISPS Code.
Trainees should be aware of procedures for facilitating visitors access into the port facility and
measures to deny access to visitors who are unable to provide verifiable justification for
seeking access. The instructor should provide information concerning security-related
provision for handling of announced and unannounced visitors.
Trainees may benefit from the in-class creation of checklists detailing the appropriate generic
actions given various conditions. The importance of familiarization training involving the port
facility security plan particular to each facility should be emphasized.
1.4.1 Reporting security incidents
Trainees will appreciate that all security incidents should be reported in accordance with
specific reporting requirements. It may be helpful too for instructors to provide several sample
security incidents and have the class or individuals explain how they would go about reporting
these incidents including:
- damage caused by explosive devices, arson, sabotage or vandalism;
- hijacking or seizure of the ship or of persons on board;
- bomb threat;
- discovery of firearms, other weapons or explosives;
- unauthorized access to a restricted area;
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- unauthorized access to the port facility; and
- damages to security equipment through sabotage or vandalism.
This portion of the course is concerned with the implementation of plans for a variety of
contingencies associated with terrorism and other criminal activities that may arise in the
maritime setting. Possible responses in the case of bomb threats, explosions, armed robbery,
hijackings, along with drills and exercises and similar events should be discussed.
Types of contingency plans relevant to ship security may include:
- damage caused by explosive devices, arson, sabotage or vandalism;

- damage caused by natural disasters (flood, hurricanes, earthquakes);
- hijacking or seizure of a ship or of persons on board while at the port facility;
- seizure of persons on board tampering with cargo ship's stores;
- unauthorized access or unauthorized presence in restricted area;
- bomb threat call;
- unidentified objects/explosives found in port facility;
- cyber risk management; and
- active shooter/violent intruder situations.
1.6.1 IMDG cargo handling procedures
Security aspects relating to the handling of cargo and ship's stores and coordinating these
aspects with relevant SSOs and CSOs, cargo handling, especially IMDG cargo handling,
require security precautions which need to be addressed in the PFSP. Dangerous cargo
handling safe procedures for container ships are as the following:
.1 Every dangerous cargo shipment should be made in line with IMO policy and
be accompanied by required documentation. Dangerous cargo with
restricted/prohibited UN numbers should not be accepted for shipment
unless under special circumstance and express permission is obtained from
the company.
.2 All containers with dangerous goods should be checked for proper

label/placard as required by the IMDG Code. A stock of spare labels/placards
should be kept on board.
.3 Containers with dangerous goods should be checked for condition prior to

loading and leaking or damaged containers posing a hazard should be
rejected.
.4 Ensure that all such containers are loaded in the planned stow position.
Any discrepancies should be brought to the notice of the Terminal
planner/Central planner and/or local agent as required. The final condition
may be accepted only if meeting all stowage and segregation requirements;
otherwise it should be corrected by discharging/shifting container(s)
concerned.
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.5 The requisite day/night signals for ships carrying/loading/discharging

dangerous cargo should be displayed.
.6 When handling/carrying dangerous cargo on board, smoking should strictly

not be allowed other than in designated smoking areas. Signs/placards
should be appropriately displayed at gangway and on deck.
.7 Location and properties of dangerous cargo should be considered when

carrying out any special work on board, such as hot work, etc. The container
packing certificate indicating correct loading of a dangerous goods container
and the observance of the regulations set out in the IMDG Code should be
obtained. The container packing certificate is issued by the person
responsible for packing the container.
.8 Other precautions should be taken when handling dangerous cargo

shipments as warranted by good seamanship, SOLAS, MARPOL, IMDG
Code, local and national regulations.
.9 Further guidance for handling dangerous cargo is contained in the IMDG

Code volumes 1, 2 and supplement.
2.1.1 Recognition, on a non-discriminatory basis, of persons posing potential security risks
Instructors should explain suspicious patterns of behaviour, while emphasizing the importance
of avoiding racial profiling and ethnic stereotyping. Examples of suspicious behaviour include:
- unknown persons photographing ships or facilities;
- unknown persons attempting to gain access to ships or facilities;
- individuals establishing businesses or roadside food stands either adjacent to or

in proximity to facilities;
- unknown persons loitering in the vicinity of ships or port facilities for extended
periods of time;
- unknown persons telephoning facilities to ascertain security, personnel or

standard operating procedures;
- vehicles with personnel in them loitering and perhaps taking photographs or

creating diagrams of ships or facilities;
- small boats with personnel on board loitering and perhaps taking photographs or
creating diagrams of ships or facilities;
- general aviation aircraft operating in proximity to ships or facilities;
- persons who may be carrying bombs or participating in suicide squad activities;
- unknown persons attempting to gain information about ships or facilities by

walking up to personnel or their families and engaging them in a conversation;
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- vendors attempting to sell merchandise;
- workmen trying to gain access to facilities to repair, replace, service or install

equipment;
- e-mails attempting to obtain information regarding the facility, personnel or

standard operating procedures;
- package drop-offs/attempted drop-offs;
- anti-national sentiments being expressed by employees or vendors;
- anti-national pamphlets or flyers distributed to employees or placed on

windshields in parking lots;
- out-of-the-ordinary phone calls;
- recreational boaters or persons aboard refugee craft posing as mariners in

distress to attract assistance from other vessels;
- high-speed skiffs approaching the ship on an intercepting course;
- small craft containing ladders, grappling hooks and other potential boarding
devices; and
- presence of "mother ships" in the vicinity of one or more small craft.
2.1.2 Stowaways and their associated threat to the security and safety of international
shipping
Stowaway in its most basic sense refers to any person found on board a ship without
authorization and with intent to travel with the vessel. Whatever their motivation, stowaways
pose significant security, safety and commercial liability for the shipping industry. It is believed
that the increasing problem of stowaways is in large part due to a lack of proper implementation
of physical security measures and access controls in ports and on board ships within port
facilities.
Contracting Governments are to ensure:
.1 that ships implement fully the security procedures appropriate to the security
level as detailed in the SSP; and
.2 the necessary infrastructure, operational and security arrangements for the

purpose of preventing persons attempting to stowaway on board ships and
preventing stowaways from gaining access to port installations and to ships,
taking into consideration when developing these arrangements the size of
the port, and what type of cargo is shipped from the port. This should be done
in close cooperation with relevant public authorities, ship owners,
correspondents of the P&I Clubs and shore-side entities, with the aim of
preventing stowaway occurrences in the individual port.
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IMO technical committees have initiated work on the issue of cyber security, which has the
potential to do considerable harm to the overall security of the maritime industry and the wider
supply chain. The result of their endeavour has resulted in the development of voluntary
guidelines based upon a maritime cyber risk management approach targeting adequate cyber
security practices, which may be used to protect and enhance the resilience of cyber systems
supporting the operations of ports, ships, marine facilities and other elements of the maritime
transportation system. Needless to say, the overall goal is to support safe and secure shipping,
which is operationally resilient to cyber risks.
Trainees are expected to recognize that a ship's onboard information technology and
operational technology systems can be compromised/hacked just as easily as systems ashore,
and that such security breaches have the potential to cause considerable harm to the safety
and security of ships, ports, marine facilities and other elements of the maritime transportation
system. They are also to get adequate familiarity with the role and importance of automation
through Information Communication and Technology (ICT), use of the internet and integrated
IT systems which have helped to achieve reduced cargo delays, faster processing times,
enhanced asset control, payroll efficiencies, fewer losses due to theft, and decreased
insurance costs, while large ports have benefited from increased productivity due to IT
improvements in their supply chain. Thus, trainees are expected to acquire general awareness
of the significant impact that technological innovation and advancements have had on the
global maritime transportation system, including but not limited to increased dependence on
process automation, electronic information exchange, networked computers and control
systems and the emergence of high-bandwidth Wi-Fi access via satellite. Meanwhile, the
danger of loss and availability, integrity or confidentiality related to critical systems or data
should also be considered by trainees at the end of the course acknowledging that the flip side
of these operational benefits is that ports and maritime operations are now vulnerable to cyber
threats as the shipping industry becomes increasingly dependent on digitization and
automation.
Trainees should be cautioned that no security equipment or measure is infallible. They should
be apprised of the known techniques that can be employed to evade security systems and
controls, such as the disabling of alarm systems, picking of locks, jamming of radio signals,
GPS spoofing, unauthorized access to and control of ship or Company information and
operational systems, etc. The critical importance of clear communication with shipboard
personnel, facility personnel, passengers and others involved should be underscored as well.
The known methods employed by pirates and armed robbers to board ships and undertake attacks
should be elaborated upon. The Best Management Practices to Deter Piracy and Enhance
Maritime Security in the Red Sea, Gulf of Aden, Indian Ocean and Arabian Sea (BMP5) provides
a helpful description of typical pirate attacks that may serve as a foundation for this discussion.
2.3 Recognition of weapons, dangerous substances and devices and awareness

of the damage they can cause
2.3.1 Weapons WMD and improvised explosive devices
The focus of this segment of the course is on the characteristics and potential effects of
prohibited weapons, such as WMDs; improvised explosive devices; chemical, biological and
radiological devices; substances and compounds that pose a hazard to personnel, ships and
facilities; and other related topics.
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Improvised explosive devices (IED) are explosive devices fabricated in an improvised manner
incorporating destructive, lethal, noxious, pyrotechnic or incendiary chemicals. IEDs have been
used by terrorists throughout the years and they have been proven to be a weapon that the
weak use to defeat the stronger.
WMDs are nuclear, radiological, chemical, biological or other weapons that can kill and bring
significant harm to a large number of humans or cause great damage to man-made structures
(e.g. buildings), natural structures (e.g. mountains), or the biosphere. They have been
designed to kill large numbers of people, typically targeting civilians and military personnel
alike. They are generally considered to have a psychological impact in addition to any strictly
military usefulness.
Terrorists or other malicious actors could acquire smuggled nuclear or other radioactive
materials and use them to build a weapon. Indeed since the end of the Cold War, the main
concern regarding all WMDs has been proliferation, that is, the potential for lesser powers,
"rogue states" or international terrorist groups to acquire the means to produce and deliver
WMDs.
Though reports about smuggling WMDs, for the time being, is rare, it should be taken into
consideration that the ability to find raw materials and create a WMD bomb is not out of reach
in international markets and therefore the sighting of these basic materials, which can be used
for building such bombs and/or IEDs, should also be focused on throughout the searches on
board ships and in the ports.
2.4 Handling security-related information and security-related communications
2.4.1 Security information and communication
Trainees should understand that certain information and communications will be considered
security sensitive and that the level of sensitivity may change, similar to port facility security
levels 1, 2, and 3. Seemingly benign conversations, therefore, may result in disastrous
consequences. All personnel should appreciate the risk of security leaks through
communication by improper methods or to the wrong persons. The disclosure of security
sensitive information would compromise the security of the port facility (including, but not
limited to, information contained in any personnel-related file or privileged or confidential
information that would compromise any person or organization).
Trainees should learn procedures to be followed to prevent breaches in Information security

and IT security to preserve the confidentiality, integrity and availability of physical and
electronic data and information systems, including protection against the exchange, loss or
introduction of erroneous information.
3 Understanding of the need for and methods of maintaining security

awareness and vigilance
3.1 Training, drill and exercise requirements under relevant conventions and
codes
Trainees should be briefed that drills and exercises take up organizational time and resources,
and should therefore be conducted in as efficient and effective a manner as possible. It should
be conveyed to the trainees that the main objectives of drills and exercises are to ensure that
port facility personnel are proficient in all assigned security duties at all security levels and in
the identification of any security-related deficiencies that need to be addressed.
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Trainees should learn that effective implementation of the provisions of the port facility security
plan requires that drills be conducted at least once every three months unless the specific
circumstances dictate otherwise. These drills should test individual elements of the plan, such as:
- damage to, or destruction of, the port facility or of the ship, e.g. by explosive
devices;
- arson, sabotage or vandalism;
- hijacking or seizure of the ship or of persons on board;
- tampering with cargo, essential ship equipment or systems or ship's stores;
- unauthorized access or use including presence of stowaways;
- smuggling weapons or equipment, including weapons of mass destruction;
- use of the ship to carry those intending to cause a security incident and their
equipment;
- use of the ship itself as a weapon or as a means to cause damage or destruction;
- blockage of port entrances, locks, approaches, etc.; and
- nuclear, biological and chemical attack.
Various types of exercises which may include participation of port facility security officers, in
conjunction with relevant authorities of Contracting Governments, company security officers,
or ship security officers, if available, should be carried out at least once each calendar year
with no more than 18 months between the exercises. Requests for the participation of company
security officers or ship security officers in joint exercises should be made bearing in mind the
security and work implications for the ship. These exercises should test communication,
coordination, resource availability and response. These exercises may be:
- full scale or live;
- table-top simulation or seminar; or
- combined with other exercises organized by Government agencies or port

authorities to test maritime emergency responses or commerce resumption
plans such as search and rescue or emergency response exercises.
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Part E: Evaluation and assessment
■ Introduction
The effectiveness of any evaluation depends to a great extent on the accuracy of the
description of what is to be evaluated. Thus, to assist the instructors, the detailed outline is
designed with descriptive verbs for the specific learning outcomes, mostly taken from the
widely used revised Bloom's taxonomy.
The learning outcomes will provide a sound basis for the construction of suitable tests for
evaluating trainee progress.
Evaluation/assessment is a way of finding out if learning has taken place. It enables the
assessor to ascertain if the trainees have gained the required knowledge and skills needed at
given point to demonstrate effectively their competence to perform the tasks set out.
■ Assessment
In assessing the achievement of competence, assessors should be guided by the criteria for
evaluating competence in column 4 of table 1 of the Guidelines on security-related training and
familiarization for port facility personnel (MSC.1/Circ.1341) and the learning outcomes in
part C (Detailed outline).
The purpose of evaluation/assessment is to:
.1 assist trainee learning;

.2 identify trainees' strengths and weaknesses;
.3 assess the effectiveness of a particular instructional strategy;
.4 assess and improve the effectiveness of curriculum programmes;
.5 assess and improve teaching effectiveness; and
.6 feedback to trainees learning information.
■ Method of evaluation
The methods chosen to carry out an evaluation will depend upon what the trainee is expected
to achieve in terms of knowing, comprehending and proficiency in applying the course content.
The methods used can range from a simple question-and-answer discussion with the trainees
(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 trainee making use of appropriate equipment, tools, etc.
The responses demanded may therefore consist of:
- recall of facts or information, by viva voce or objective tests;

- practical demonstration of an attained skill;
- oral or written description of procedures or activities;
- identification and use of data from sketches, drawings, maps, charts, etc.
- carrying out calculations to solve numerical problems;
- writing an essay or report; and
- reaction to an alert/alarm triggered by a particular security breach.
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■ Validity
The evaluation methods should be based on clearly defined objectives, and should truly
represent what is to be assessed. There should be a reasonable balance between the subject
topics involved and also in the testing of trainees' knowledge and understanding of the concept
and proficiency in their application.
The time allocated for the trainee to provide a response is very important. Each question or
task should be properly tested and validated before it is used to ensure that the test will provide
a fair and valid evaluation.
■ Reliability
Assessment should be reliable. In other words, if the assessment was done again with a similar
group/trainee, the assessor would receive similar results. The same subject may have to be
delivered to different groups of trainees at different times. If other assessors are assessing the
same course, it is to be ensured that all assessors make similar decision.
To be reliable, an evaluation procedure should produce reasonably consistent results no

matter which set of papers or version of the test is used.
■ Subjective testing
Higher levels of cognitive reasoning, analysing a problem, critical thinking and demonstrating
the ability to put application into practice can only be assessed by subjective testing and cannot
be thoroughly assessed with objective multiple-choice questioning.
Subjective method of evaluation requires the trainee to demonstrate what has been learned
by stating or writing formal answers to questions. The phrasing and structure of the answer
may differ from person to person.
Such evaluation is subjective in that it invariably depends upon the assessor's judgement and
interpretation of trainee responses. Different assessors can produce quite different scores
when marking the same paper or evaluating oral answers.
■ Essay questions
Subjective questions are essay questions that require answers in the form of explanations.
Types of essay questions include:
- short-answer essay;
- extended-response essay;
- problem solving; and
- performance test items
Use essay questions judiciously. Limit it to those learning objectives that cannot be tested with
complex multiple choice items and require the essay format.
■ Scoring essay questions
There are two methods of scoring essay questions, the analytic approach and the holistic
approach.
.1 To use the analytic method, a list of the major key elements that an ideal
answer should address or a model answer is created for comparison with
trainee's response.
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.2 The holistic approach to scoring essay items involves the assessor reading
an entire response and assigning it to a category identified by a score or
grade.
Regardless of using an analytic or holistic method of scoring, there are several guidelines an
assessor needs to consider with respect to the scoring of essay tests:
- Develop a scoring criteria or model answers.
- If there are several essay questions, score all of the students' responses to one
question at a time. This improves consistency and reduces any "carryover"
effects.
- Periodically check to see whether criteria has been applied in the same way
to later-scored answers as to earlier-scored ones.
■ Objective testing
A variety of objective tests have been developed over the years. Their common feature is that
the evaluation does not require a judgement by the assessor. The response is either right or
wrong.
One type of objective test involves supplying an answer, generally a single word, to complete
the missing portion of a sentence. Another involves supplying a short answer of two or three
words to a question. Such tests are known as "completion tests" and "short answer tests".
Another form of objective testing consists of "selective response tests" in which the correct, or
best, response should be selected from given alternatives. Such tests may consist of "matching
tests", in which items contained in two separate lists should be matched, or they may be of the
true/false type or of the multiple-choice type.
The most flexible form of objective test is the multiple-choice test, which presents the trainee
with a problem and a list of alternative solutions, from which he/she should select the most
appropriate.
■ Distracters
The incorrect alternatives in multiple-choice questions are called "distracters", because their
purpose is to distract the uninformed trainee from the correct response. The distracter should
be realistic and should be based on misconceptions commonly held, or on mistakes or errors
commonly made.
The options "none of the above" or "all of the above" are used in some tests. These can be
helpful, but should be used sparingly.
Distracters should distract the uninformed, but they should not take the form of "trick" questions
that could mislead the knowledgeable trainee (for example, do not insert "not" into a correct
response to make it a distracter).
■ Guess factor
The "guess factor" with four alternative responses in a multiple-choice test would be 25%.
The pass mark chosen for all selective-response questions should take this into account.
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■ Scoring
In simple scoring of objective tests one mark may be allotted to each correct response and
zero for a wrong or nil response.
A more sophisticated scoring technique entails awarding one mark for a correct response, zero
for a nil response and minus one for an incorrect response. Where a multiple-choice test
involves four alternatives, this means that a totally uninformed guess involves a 25% chance
of gaining one mark and a 75% chance of losing one mark.
Scores can be weighted to reflect the relative importance of questions, or of sections of an

evaluation.
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APPENDIX I - GUIDANCE ON THE IMPLEMENTATION OF IMO MODEL COURSES
Contents
Part 1: Preparation.................................................................................................. 39
Part 2: Notes on teaching technique ......................................................................... 44
Part 3: Curriculum development ............................................................................... 46
Annex A1 - Preparation checklist .............................................................................. 48
Annex A2 - Example of a model course syllabus in a subject area ............................... 50
Annex A3 - Example of a lesson plan for annex A2..................................................... 55
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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 in order 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 particular 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.
2.5 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 in order to meet additional local or national requirements (see Part 3).
3.2 Course objective
.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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.2 It is important that any subsequent assessment made of the course should

include a review of the course objectives.
3.3 Entry standards
.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.
.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 Study the course material with the above questions in mind and with a view
to assessing whether or not 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 on 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
.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.
.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
.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.
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.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.
.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
.1 Rooms and other services
It is important to make reservations as soon as is practicable for the use of

lecture rooms, laboratories, workshops and other spaces.
.2 Equipment
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

fire fighting, 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 in order 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
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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.
.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.
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3.11 Textbooks
The detailed syllabus may refer to a particular textbook or 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.
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
straight forward 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 objectives 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 particular type of 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. In particular, check that all blackboards are clean and that a supply of writing and
cleaning materials is readily available.
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 particular 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 an instructor 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 a number of times, preferably in different words.
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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.
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
amongst 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.
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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, hence the purpose of the course
(course objective). After ascertaining this, it is possible to define the scope of the course.
(Note: Determination of whether or not the course objective has been achieved may quite
possibly entail assessment, over a period of time, of the "on-the-job performance" of those
completing the course. However, the detailed learning objectives 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 the area of work to be 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
timescales; 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 objective; 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 in order 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.
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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 an end 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 instructor 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 an end 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, so as 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.
7.10 As an example, a syllabus in training-outcome format for the subject of ship

construction appears in annex A2. This is a standard way of structuring this kind of syllabus.
Although, in this case, an outcome for each area has been identified – and could be used in
an assessment procedure – this stage is often dropped to obtain a more compact syllabus
structure.
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 judgements of the
examiner. Objective testing or evaluation provides a sound base on which to make reliable
judgements concerning the levels of understanding and knowledge achieved, thus allowing an
effective evaluation to be made of the progress of trainees in a course.
Annex A1 - Preparation checklist
Ref Component Identified Reserved Electricity Purchases Tested Accepted Started Finished Status OK
supply
Annex, page 48
1 Course plan
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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
Annex A1 - Preparation checklist (continued)
Ref Component Identified Reserved Electricity Purchases Tested Accepted Started Finished Status OK
supply
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
Annex, page 49
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15 Bibliography
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Annex, page 50
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)
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Annex, page 51
Course Outline
Knowledge, understanding and proficiency Total hours Total hours

for each for each
topic subject area
of Required
performance
Competence :
3.1 Control trim, stability and stress
3.1 Control trim, stability and stress
3.1.1 Fundamental principles of ship construction, trim and stability
.1 Shipbuilding materials 3
.2 Welding 3
.3 Bulkheads 4
.4 Watertight and weathertight doors 3
.5 Corrosion and its prevention 3
.6 Surveys and dry-docking 2
.7 Stability 83 102
HTW 8/3/2/Add.1
Annex, page 52
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 a number of 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.
In order 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 training
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. Each competence is uniquely and consistently
numbered on 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.
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
HTW 8/3/2/Add.1
Annex, page 53
meeting the specified Required performance. For the training outcome concerned with the
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
amount of alloying materials used
- state that the specification 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 approved 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 shipbuilding 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 8/3/2/Add.1
Annex, page 54
FUNCTION 3: CONTROLLING THE OPERATION OF THE SHIP AND CARE FOR

PERSONS ON BOARD AT THE MANAGEMENT LEVEL
IMO
COMPETENCE 3.1 Control trim, stability and stress reference
Competence:
3.1.1 FUNDAMENTAL PRINCIPLES OF SHIP CONSTRUCTION, TRIM AND STABILITY
Textbooks: T11, T12, T35, T58, T69
Teaching aids: A1, A4, V5, V6, V7
Required performance:
1.1 Shipbuilding materials (3 hours)
– states that steels are alloys of iron, with properties dependent upon the type and
R1
amounts of alloying materials used
– states that the specifications of shipbuilding steels are laid down by classification
societies
– states that shipbuilding steel is tested and graded by classification surveyors,
who stamp it with approved marks
– explains that mild steel, graded A – E, is used for most parts of the ship
– states why higher tensile steel may be used in areas of high stress, such as the
sheer strake
– explains that the use of higher tensile steel in place of mild steel results in
saving of weight for the same strength
– explains what is meant by:
– tensile strength
– ductility
– hardness
– toughness
– defines strain as extension divided by original length
– sketches a stress-strain curve for mild steel
– explains
– yield point
– ultimate tensile stress
– modulus of elasticity
– explains that toughness is related to the tendency to brittle fracture
– explains 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
– lists examples where castings or forgings are used in ship construction
– explains the advantages of the use of aluminium alloys in the construction of
superstructures
Annex A3 - Example of a lesson plan for annex A2
Subject area: 3.1 Control trim, stability and stress Lesson Number: 1 Duration: 3 hours
Training Area: 3.1.1 Fundamental principles of ship construction, trim and stability
Main element Teaching Textbook IMO A/V aid Instructor Lecture notes Time
Specific training outcome in teaching method Reference guidelines (minutes)
sequence, with memory keys
1.1 Shipbuilding materials (3 hours)
Sties that steels are alloys of iron, with Lecture T12, T58 STCW 1V2, V5 to V7 A1 Compiled by 10
properties dependent upon the type and A-11/2 the lecturer
amounts of alloying materials used
States that the specifications of shipbuilding Lecture T12, T58 STCW 1V2, V5 to V7 A1 Compiled by 20
steels are laid down by classification societies A-11/2 the lecturer
Explains that mild steel, graded A to E, is used Lecture T12, T58 STCW 1V2, VS to V7 A1 Compiled by 15
for most parts of the ship A-11/2 the lecturer
States why higher tensile steel may be used in Lecture T12, T58 STCW 1V2, V5 to V7 A1 Compiled by 10
areas of high stress, such as the sheer strake A-11/2 the lecturer
Explains that use of higher tensile steel in place Lecture T12, T58 STCW 1V2, V5 to V7 A1 Compiled by 15
of mild steel results in a saving of weight for the A-11/2 the lecturer
same strength
Annex, page 55
HTW 8/3/2/Add.1
HTW 8/3/2/Add.1
Annex, page 56
APPENDIX II - INSTRUCTOR FEEDBACK ON MODEL COURSE
Introduction
1 IMO model courses are periodically revised to take into account the changes which
have taken place in relevant Conventions, codes, resolutions and other matters affecting each
course. To help IMO to improve the content of courses when they are revised, the assistance
of all instructors who implement or participate in implementing courses is requested, whether
the implementation is part of an IMO technical cooperation project or part of a Maritime Training
Academy's regular programme.
Information requested and its format
2 To simplify their consolidation by IMO, the technical comments and suggestions for
the improvement of model courses should follow the format that is outlined below. If no
comments or suggestions are to be provided under a topic, please insert "no comment" against
the item.
3 Please identify:
.1 course number and title;
.2 date and location of its implementation;
.3 approximate number of IMO model courses you have implemented to date;

and
.4 approximate number of times you have implemented this particular model

course.
4 In commenting on Part A – Course framework, please comment on the items

("Scope", "Objective", etc.) in the order in which they appear in the course; in all cases, please
indicate:
.1 number of participants who met the entry standards and the number who did
not;
.2 course intake and if the recommendations in "Course intake limitations" were

exceeded, the reasons for this and your observations on the effect of this on
the quality of the presentation of the course;
.3 if the conditions under "instructor qualification" were met. If not, please

indicate the nature of the deficiency and give your observations of the effect
of this on the quality of presentation of the course; and
.4 any lack of equipment or facilities as compared with the recommendations

under "Teaching facilities and equipment" and your observations of the effect
of this lack on the quality of presentation of the course.
5 In commenting on Part B – Course outline, please bear in mind that minor variations
in time allocations are inevitable. Major difficulties with allocations of time and any omissions
or redundancies of subject areas should be briefly explained.
HTW 8/3/2/Add.1
Annex, page 57
6 In commenting on Part C – Detailed outline, please identify the specific learning

objectives concerned by their paragraph numbers.
7 In commenting on Part D – Instructor manual, please clearly identify the section

concerned. If the references or the practical exercises are found to be unsatisfactory, please
identify suitable alternative texts, as far as is possible, or outline alternative exercises, as
appropriate.
8 Any further comments or suggestions you may have which fall outside the scope of
the items listed above may be added at the end. In particular, your views on the usefulness of
the course material to you in implementing the course would be appreciated, as would the
contribution to IMO of any additional teaching material you found useful in implementing it.
Please address your comments to:
Maritime Security Section

Maritime Safety Division
International Maritime Organization
4 Albert Embankment
London SE1 7SR
United Kingdom
Email: marsec@imo.org
___________

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S

SUBCOMITÉ DE FACTOR HUMANO, HTW 8/3/2/Add.1

VALIDACIÓN DE LOS CURSOS MODELO DE FORMACIÓN

Proyecto de curso modelo 3.25 revisado: "Formación en sensibilización

Sinopsis: El presente documento contiene el proyecto de curso

Medidas que han de adoptarse: Véase el párrafo 2.

Documentos conexos: HTW 8/3/2.

1 En el anexo de este documento se presenta el proyecto de curso modelo 3.25

Medidas cuya adopción se pide al Subcomité

2 Se invita al Subcomité a que examine el proyecto de curso modelo 3.25 revisado:

DRAFT REVISED MODEL COURSE 3.25 ON

MODEL COURSE 3.25

SECURITY AWARENESS TRAINING FOR

Copyright © International Maritime Organization 2023

All rights reserved.

Part A: Course framework ....................................................................................... 7

Part B: General outline .......................................................................................... 11

Part C: Detailed outline ......................................................................................... 14

Part D: Instructor manual ...................................................................................... 21

2. Recognition of security threats ......................................................................... 29

Part E: Evaluation and assessment ....................................................................... 34

Appendix I - Guidance on the implementation of IMO model courses..................... 38

Appendix II - Instructor feedback on model course ................................................ 56

[To be inserted by the Secretariat]

■ Purpose of the model courses

Part A: Course framework

.1 contribute to the enhancement of maritime security through heightened

.2 recognize security threat; and

■ Course certificate, diploma or document

On successful completion of the course and demonstration of the required competences, a

■ Course intake limitations

Instructors, supervisors and assessors are to be appropriately qualified in accordance with

■ Use of the model course

- properly qualified instructors;

■ Teaching facilities and equipment

■ Teaching aids (A)

- Instructor Manual (Part D of the course).

- Photographs, models, or other representations of various ships and ship/port

- Security equipment or systems (either working units or mock-ups).

- Computer Based Training (CBT).

- Distance learning package(s).

- National legislative and regulatory references.

R1 IMO Guide to Maritime Security and the ISPS Code (KB116E).

R2 International Ship and Port Facility Security (ISPS) Code

R3 Seafarers' Training, Certification and Watchkeeping (STCW) Code

R4 Recommendations to Governments for preventing and suppressing piracy and armed

R5 International Maritime Dangerous Goods (IMDG) Code

R7 Guidelines on security-related training and familiarization for port facility personnel

R8 Guidelines on maritime cyber risk management (MSC-FAL.1/Circ.3/Rev.1)

R10 Seafarers' Identity Documents Convention (Revised), 2003. (No.185), International

Part B: General outline

An effective manner of presentation is to develop a technique of giving information and then

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.

- Each competence comprises a number of knowledge, understanding and

No Course Outline (Knowledge, Understanding and Proficiency)

1 Contribute to the enhancement of maritime security through heightened

1.2 International maritime security policy and responsibilities of Government/

1.4 Security reporting procedures