TITLE:
“Problems in maritime education in the
Philippines”
Introduction
Maritime Education means the use of the ships sailing
and voyages to advance the knowledge of maritime skills such
as, but not limited to, sail handling and theory, sail
making, rigging, ship and boat handling, team building,
character development, cultural history, and related
subjects. It provides knowledge and awareness as well as the
different choice to individuals for the industry. With these
concerns, the challenges in Philippine Maritime education
may be summarized into three: Manpower demand and supply,
limited access to maritime courses. As such, seafaring may
be considered as an occupation rather than lifestyle (home
and ship vice versa) (Lamvik,2012).
Statement of the Problem
Maritime education is essential because it is the key
to a successful future for sea farers and maritime industry
in general. In fact, education is very important because it
is the pathway for improving access to employment
opportunities of Filipino workers. Lack of Maritime
Education Infrastructure, the Philippines lacks the
necessary infrastructure to support a comprehensive maritime
education system. This includes a lack of training centers,
laboratories, and other resources needed to provide quality
maritime education. And the second is Limited Access to
Maritime Courses .The limited number of maritime courses
available in the Philippines means that students have
limited access to the necessary skills and knowledge needed
to pursue a career in the maritime industry and the third is
Low Quality of Maritime Education. The quality of maritime
education in the Philippines is often low, due to a lack of
resources and qualified instructors. This can lead to
students graduating with inadequate knowledge and skills,
which can be a hindrance to their future career prospects
Significance of the Study
Maritime education institutions are considered
important training ground of future seafarers where they
should have the resources and practices to deliver quality
instruction and relevant services towards efficient and
effective implementation of STCW or ILO requirements. This
study aims to determine the level of student development
practices of one maritime education institution in the
Philippines. Descriptive type of research was utilized in
the study with 130 Maritime students as respondents. Results
showed that the university obtained a high level of student
development practices in terms of institution's policies
towards human resource development systems and concern for
innovations in the methodology of teaching; followed by
programs on personal effectiveness and development of
essential skills; and last, the initiatives for career
guidance and counselling. Understanding cultural diversity
is considered important component on developing the
potentials and leadership capability of the maritime
students towards achieving a good working relationship with
other foreign nationalities onboard ship which includes
communication and managing pressures. Lack of maritime
courses: The Philippines has limited maritime courses
available in the country. Most of the courses are offered
only in universities located in the major cities. This makes
it difficult for people from rural areas to access maritime
education. Lack of qualified instructors: There is a lack
of qualified instructors in the Philippines who can teach
maritime courses. The instructors need to be certified by
the Philippine Maritime Industry Authority (MARINA) and have
adequate experience in the maritime industry. High cost of
maritime training: The cost of maritime training is
relatively high in the Philippines. This makes it difficult
for many students to pursue maritime education. Lack of
maritime infrastructure: There is a lack of maritime
infrastructure in the Philippines. The ports, shipyards, and
other maritime facilities are inadequate and need to be
upgraded. Poor job prospects: Despite the growing demand
for maritime professionals, job prospects in the Philippines
are not very encouraging. This discourages many students
from pursuing maritime education.
Research Framework
Qualitative Survey Research
The research will be conducted the by the means of
Qualitative Survey through Online Forms (via google survey). This
is the method that will be used in order to collect numerical
data through structured questions in order to accurately measure
variables and relationships.
Conceptual Framework Diagram
“Problems in Maritime Education
in the Philippines”
CATEGORY 1 QUESTIONS
People’s opinions about Maritime
in the Philippines
CATEGORY
CATEGORY 2 QUESTION
2 QUESTION
People’s
Peoples’s experiences
experiences with
with Maritime
Education
Maritime in the Phillipines
Education in the
Philippines
CATEGORY 3 QUESTION
People’s belief about the issue
with Maritime education in the
Philippines?
Research Method
The research method used to study maritime topics can vary
depending on the specific topic. For example, a study of the
economic impact of maritime activities may involve quantitative
methods such as surveys and econometric analysis We will be
conducting interviews and surveys on maritime institutes, and we
will be asking students what’s their perception in maritime
education and what it’s greatest problem specially here in our
country.
RESEARCH LOCALE
Research Locale This study will be conducted at Midway
Colleges Inc. Located at 162, Bitas, Maharlika Highway,
Cabanatuan City. It is a 1-hour travel time to reach the school.
Members:
GROUP 1
MAGNO, LAURENCE SAM AGONOY
LAGRATA JERICHO, JACAMILLE
ZABAT LOYD NEILZEN, ORDANZA
SAN GABRIEL ROSS ANDREI, REGALA
SALMAZAN JUSTINE, CALPITO
JOSON HARRY JAEMES, SAN JOSE
LINGA KNIGHT DHAERONE, SAMSON
QUIMSON CRISTIAN JAY, GONESTO
VILLARUZ JACK DANIEL, AGUAS
SEBASTIAN JHUN WYXZ, RUMA
RUMBAOA MARK LOWIE, AGCIO
RIVERA JEFFREY, TAGARO
PASUMBAL LEY JOHN, SARMIENTO
MOSQUITE KEITH BENEDICT, CALOSA
MARIANO ALVIN, BISQUERA
MASILANG RAVEN, VICENTE
MELOCOTONES SEAN, TRIVIÑO
MANGALINDAN CARMELO, RELLAMA
