"International Maritime Organisation (IMO) promotes English as ""the language of the sea"" under Standards of Training Certification and Watchkeeping (STCW). The expectation is to reduce accidents occurring due to communication failures where 80 percent of world crews do not speak English as a first language. Seafarers as per their competency requirements are expected to have a good command Maritime English to carry out their daily jobs at sea. IMO Model Courses are used to deliver such training for seafarers with complimentary Standard Maritime Communication Phrases (SMCP) where maritime professionals are expected to use Maritime English in communications for situations such as safety and security on-board, emergency situations, on-board communication, customer service on passenger ships, and communication with maritime authorities and yet majority of maritime accidents are reported to be due to lack of linguistic communication skills of seafarers as rules and standards are not applied.Researches establish that a contributory factor to the increase in accidents is lack of communication skills of seafarers serving at sea and ashore (40 percent) (Nautical Institute, 2015). Marine accidents and incidents are reccurring due to a lack of English language skills of maritime personel. Besides this, learning language in professional context is always complex and problematic where there are variety of reasons why use of English language at sea has been the issue when the root cause of marine accidents are investigated. The world as repetitively reported needs competent seafarers whom have a good communication skills therefore there is a real need for seafarers to be trained as such that they acquire the skills and competence that instruction in colleges cannot deliver. The project will therefore develop a learning program considering different rank of seafarers, taking into account the experience they attained in each vessel to teach Maritime English based on the real activities specific to each type of vessel. The programme will have phases to pass it to seafarers working on different levels of command. PraC-MARENG project aims to:1- Identify the activities and tasks specific to each type of vessels that seafarers undertake on a daily basis2- Develop an online Training programme for each ranks therefore they can access to this real activities and tasks on board various type of vessels which incorporates latest technologies in the maritime sector3- Design and develop a learning and assessment tool that provides the user with a genuine certificate for the newly acquired skills based on experiential knowledge. In doing this so, the platform will have following features:i) incorporates real communication at sea using SMCP,ii) activities which are meaningful to students and which will motivate them to become committed to sustaining that communication to accomplish a specific goal.PracMerEng Training Platform will have a tailor made programme for different types of ranks taking into account various types of vessels. The tool will have options to select levels of under competence that users would wish to attain on different levels of ranksThe platform offered by the PraC-MARENG Training platform will have a direct impact on seafarers by giving them enhanced competence in English therefore decision making. The seafarers will have better skills and knowledge to understand and interpret tasks and activities on board the vessel hence better communication skill."

Why? Background of project - A global approach for the development of energy efficiency systems including an effective emission control is led by the IMO on account of the continued rapid growth of the world trade in the maritime transport. (IMO, 2012). According to GL (2012), IMO has mandated certain measures related to energy efficiency in international shipping namely, Energy Efficiency Design Index (EEDI) which mandates energy efficiency standards for new ships; Energy Efficiency Operational Index (EEOI) to provide a tool for measuring the ship’s fuel efficiency in operation and monitor the effect of any variations e.g. more frequent propeller cleaning or improved voyage planning or introduction of technical measures such as a new propeller or waste heat recovery systems; and Ship Energy Efficiency Management Plan (SEEMP), a management tool for ship owners. These three standards came into force on January 1, 2013 within a new chapter of MARPOL Annex VI. Complex technologies will be involved in building a ship efficiency and emission control system by the marine suppliers bearing in mind the life expectancy of vessels which is estimated to be around 30 years and also of the mandatory regulations to be met as set by IMO (Ziarati et al, 2017, 2018, Oceana 2013).What? Objectives - Currently there is no standard for the proposed role of the Emissions Management role as proposed by the International Maritime Organisation (IMO). This project proposes the development of an Emissions Management job specification and a training programme for it specifically for the shipping industry to be able to continually improve its energy and emissions management on board ships with the view to save energy, reduce pollution and to improve the overall quality of energy and emissions management. The intention is also to encourage shipping companies to seek international standards such as ISO 50000. The intention is to use the IMO TTT ship energy efficiency materials developed (www.mariems.com) by some of the partners in this proposal expected to make ships energy efficient. The proposal will review ship emissions monitoring and management with regards to ship types, ship propulsion systems, ship navigation equipment, energy production units, electrical and mechanical parts and circuitry, safety issues, national certification, accreditation and validation of learningmaterials, pedagogical aspects of learning and last but by no means least online application.Who? Number and profile of participants – the partnership is composed on an organisation (C4FF) with unique knowledge of energy production and engine emissions, the project team has considerable experience of training programme development and their validation and recognition internationally. C4FF are supported by two Maritime Education and Training (MET) providers (SAMK in Finland (North); and UPC in Spain (West) covering the periphery of the Europe to ensure multiplier activities reach as many as countries in Europe as possible. The partnership is complemented by IDEC and CET to make sure the training programme takes all practical aspects into consideration. SPIN in Slovenia has been invited into the partnership to support C4FF in the development of several novel online e-learning platforms similar to the one developed by SPIN and C4FF in previous EU funded projects such as EGMDSS and MarTEL see their European maritime platform www.marifuture.org for all their projects: many of the projects by the partnership has been selected as ‘Best in Europe’ by the EU. Through its double role, both as educational provider and as management consulting company, IDEC is able also to incorporate best practices from the business sector, helping the partnership to develop open, sustainable and accessible education outputs for all.

"CONTEXT AND BACKGROUNDThe shipping industry is a key component of the global economy. It is regulated by the International Maritime Organisation (IMO), the UN specialised agency for maritime affairs. Over 80% of reported accidents and incidents at sea and in ports are due to human errors and over 30% of these accidents are due to linguistic and communications mistakes. Language and communication are fundamental elements of the shipping sector, especially with Maritime English being the language of the sea. The IMO approved the newly revised Model Course 3.17 for Maritime English in January 2015. The IMO states that because 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 entry requirements and there are no mechanisms for controlling the variation of the output from such courses. To remove the acknowledged variation this project has set out to develop a new set of assessment and training standards for the IMO’s revised Model Course 3.17 for Maritime English and include the new categories of seafarers. A number of studies (OECD, 2010, European Commission, 2011 and BIMCO, 2005, 2010), have demonstrated there is an imbalance of seafarers in different EU countries. A reduction of this imbalance has been targeted with the development of a new set of assessment and training standards for Maritime English. OBJECTIVES AND UNDERTAKEN MAIN ACTIVITIESThe MariLANG project has had two major objectives. On the one hand, a universal Maritime English proficiency test has been developed to cater for the latest amendments promulgated by the IMO, and on the other hand a new language training platform has been implemented which allows language teachers and learners to use state-of-the-art technology to improve international cadets' language skills and communication capabilities. Further to these two main objectives, a book has been written by project partners which summarises all relevant findings in the project's work on Maritime English assessment and training activities.Language AssessmentMariLANG has undertaken to develop a universal Maritime English proficiency test which includes the five discrete language competencies of Reading, Writing, Listening, Speaking and the Standard Marine Communication Phrases (SMCP). For each of these competencies, task descriptors and specifications have been developed and validated, and a high number of test tasks have been written and piloted. The new assessment standard is in-line with the revised model course 3.17 Maritime English and linked to the Common European Framework of Reference for Languages (CEFR). This linkage ensures seafarers can learn and work throughout Europe, through the application of common content and assessment. This will help seafarers to be mobile, and have a better access to job opportunities and career progression across Europe and the world. Language TrainingThe language training platform has been developed to prepare language learners for the assessment tasks described above. The implemented Moodle platform includes a high number of training tasks and quizzes as an element of formative assessment. The platform also establishes a free portal for co-operative tasks and exchange of good practices.MariLANG bookThe project outcome has been disseminated by a number of activities including international conferences. These conferences were used to present the project and its results to the international target audience. The working papers presented at these conferences were modified and included in a book titled ""Establishing a universal assessment framework for Maritime English: The MariLANG project (Maritime English Language Training Standards)"". This book is published in paper form, but also freely available on the project homepage.PARTICIPATING ORGANISATIONSThe MariLANG project was carried out by seven European partners from Belgium, Bulgaria, Germany, Greece, Slovenia and the United Kingdom (UK). Partners included a maritime vocational training school, maritime universities and research institutes with a specialisation in maritime affairs. All partner institutions had a considerable experience in language assessment and teaching and a keen interested in the project's objectives.RESULTS, IMPACT AND BENEFITSThe project's dissemination activities have demonstrated that a real need exists to standardise maritime language assessment and training further. Feedback from European and Asian maritime stakeholders has been positive throughout, with companies and state organisations showing an interest in integrating the project's results into their existing portfolio. The joint effort co-funded by the European Commission has created a strategic alliance between project participants, associated partners and interested third parties which is expected to have a lasting effect on seafarer assessment and training."

"Seafarers’ work in vessels at sea is one of the hardest, most demanding and under very difficult conditions profession. Seafarers often work for very long hours, far from their relatives, isolated in a multicultural, highly hierarchised micro-society. Studies have also shown that bullying is an often phenomenon in ships. This situation often generates mental health problems , which put at risks lives, the vessel, passengers, cargo, the environment from pollution and local coastal economies.PROmoting MEnTal HEAlth at Sea (PROMETHEAS) is an Erasmus+ KA2 Strategic partnership for VET, development of innovation for the merchant maritime industry.The central aim of this project is to develop a training course and learning resources for seafarers and maritime workers concerning the preservation and improvement of their mental health. It will focus on the various issues that derive from mental health problems and it will provide learners with necessary information and consultation on how to deal with these problems.Main target group of PROMETHEAS project are captains of merchant navy, seafarers and cadets, whilst additional beneficiaries will be trainers on mental health and bullying, VET centres and consultants of the sector as well as nautical academies and shipping companies.Partners are seven organisations (3 maritime universities, 3 private training companies-consultants experienced in the sector and an association of companies of the marine sector with strong links with social partners) coming from 6 countries (Poland, Finland, Greece, Slovenia and Spain).More specifically, PROMETHEAS will produce three core intellectual outputs:1. Repository of resources on mental health for maritime staff2. E-learning course for captains and seafarers3. Digital app- self evaluation.It will also organise a joint staff learning activity in Rauma (Finland), on the ""Design and initial development of training contents on mental health of captains and seafarers"" and 6 multiplier events in Szczecin, Rauma, Ljubljana, Cadiz, Piraeus and Coventry. Dissemination activities include:Development of Dissemination and exploitation strategyDevelopment of website/ social media (Facebook, LinkedIn)Development of project brand/ logo/ leafletEstablishment of recipient lists for dissemination Development and distribution of five newsletters Articles (EPALE, DISCUSS, University Press, maritime magazines etc)Presentation in national conferences and eventsPromotion on Facebook and LinkedInUpdated and final exploitation strategyAll partners will utilise their dissemination networks and will also involve in the project EU wide networks and international organisations such as IWHO, ILO, European Transport Workers (ETF), International Maritime Organisation (IMO), International Seafarers’ Welfare and Assistance Network (ISWAN) etc.PROMETHEAS has embedded activities , such as numerous focus groups and extensive piloting embedded in the project plan to ensure the quality of project results. Around 15,000 persons belonging to the target groups are expected to be reached within the project lifetime. The project is innovative as:- mental health and bullying in vessels are subjects that Erasmus+ projects have not tackled up to now.- it will use a holistic approach to seafarers’ well being including diverse range of physical, emotional, cultural and organisational factors (and respective exercises).- it will take full advantage of digital technologies and deliver training and monitoring application at the workplace instead of relying to the traditional means of training that do not correspond to the actual needs of the target group.- it will use the gaming element, having in itself an anti- stress and curative effect on mental health and a rewarding system with badges upon completion of each stage of acquisition of learning outcomes. Results will be available in English, Polish, Finnish, Slovenian, Spanish and Greek."

"The International Regulations for Preventing Collisions at Sea 1972 (COLREGs) are a set of rules to avoid collisions at sea. However, a study undertaken by Ziarati et al (2008) and later Acar et al (2011) showed that almost 50% of seafarers disregard or ignore the COLREGs at sea. This is supported by recent Mariners' Alerting and Reporting Scheme (MARS) and Marine Accident Investigation Branch (MAIB) case law, which indicates that many of the principles of collision avoidance are improperly applied, particularly relating to more complex rules or more complex real-life situations (Ziarati et al, 2015).Collisions remain a major source of accidents at sea resulting in serious injuries and loss of life and property. European Maritime Safety Agency’s (EMSA) 2014 Accident Review found that between 2011-2013 in the category of 'accidents with a ship', collisions were the second leading cause of accidents resulting in serious injuries. It was accepted that there will be no changes to the COLREGs in the short to medium future when the International Maritime Lecturers’ Association made its position supporting the COLREGs clear in its June 2014 Newsletter, where it stated that ""COLREG specific"" accidents can be attributed to ""the unsatisfactory results of maritime training"". Seeing the severity of this issue, along with the target of zero collisions in the European Union’s (EU) Research and Development (R&D) Framework (Horizon 2014), research was carried out during the ACTs project (2013-15) to identify training needs. This led to the ACTs+ project aims which were as follows:1.To develop learning materials to improve the ability of seafarers to apply the COLREGs in complex real-life scenarios.2.To develop a teacher training programme to improve the ability of teachers to teach the correct application of the COLREGs.3.To develop an e-learning delivery platform.4.To involve shipping companies in the development of these learning materials so that real-life situations are addressed.5.To submit a case study to the international policymaker and professional associations to raise the need for improved teacher and cadet/seafarer training on COLREGs.It is estimated that a little over 50,000 participants were involved in the project either directly or indirectly through dissemination. These participants fell into the following target markets:1.PrimaryoMaritime trainers / teachers oMaritime companiesoSeafarers (inactive and active)oCadets (still in training at their Maritime Education and Training Institutions (METs))2.SecondaryoMaritime education policymakers (national, European and international)oInternational awarding, accrediting and licensing bodiesThe primary target audiences were identified because they were to be the end users of the ACTs+ project outputs. The secondary target audiences were selected because they provide the environment that the primary audiences operate in. The policymakers set the training requirements, and the professional bodies accredit and licence training courses and learning materials giving the international 'stamp' of quality.The project contained a mix of intellectual outputs and multiplier events covering: •The development of the delivery system (an online learning platform)•The development of online learning scenarios and accompanying self-assessment quizzes•The development of a teacher training course for the teaching of the COLREGs in more complex situations•Validation workshops during the development of the learning scenarios, self-assessment quizzes and teacher training course•Piloting of all the learning materials•The Final Conference•The report to relevant international maritime associations and policymakers with recommendations for changes in teacher training and learning practices in relation to the COLREGsCOLREGs content is currently taught in bridge simulators that have limited capacity and are expensive. To address this multi-ship and/or multi-rule situations were transformed into a set of PC based scenarios, which Ziarati (2007) reported to be as good as bridge simulators in terms of acquiring navigational skills and competencies. The PC based scenario approach to developing such skills is based on a proven methodological approach developed in several recently completed Leonardo projects: M’aider (2009-11), SURPASS (2009-2012) and ACTs (2013-2015). The project was designed to produce a range of impacts from the long-term reduction of collision-related accidents and consequently safer seas, to the improved competencies of maritime lecturers in designing and delivering digital e-learning materials, and a more mobile and qualified EU maritime labour force able to compete on the global stage for higher skilled jobs. It was also intended to help build the e-learning infrastructure of the EU and the maritime industry and position the EU as a centre of high quality and innovative e-learning based maritime education."