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The purpose of this qualitative, single-case study was to explore the development of Jamaica’s maritime education and training (MET) curriculum within the local education context. In this research, the story of the development and sustainability of the local MET curriculum in its 40-year journey from 1980 to present (post 2020), as communicated by various maritime stakeholders and archival documents, is chronicled.

The study utilized a qualitative orientation and was an embedded single-case study in its design. The entire local MET institution community and those legislatively and operationally allied to its sustained viability constituted the general population of this study. Non-probability sampling techniques were used to arrive at a maximum variation sample. Three sources of data were used in this study: individual interviews, focus group discussions and documents.

The Jamaican (local) MET curriculum was the brainchild of local perspicacity that was empowered by international benevolence. It was developed to satisfy market demands that existed at the time of its inception. These market requirements of the maritime industry are what impacted the development of the local MET curriculum over four decades. Several other factors led to the sustained viability of the local MET curriculum. These included the ability of the local MET curriculum to meet direct market needs and maintain its fitness for purpose.

It is the view of the researcher that the findings of this study were limited by the fact that the voices of current students and employers from the four decades of the curriculum's existence are not represented in this initial study. The perspectives from these two sources would have broadened the description presented in this study.

This research has shown that specialized higher education (HE) institutions are better served in their business when they maintain a symbiotic relationship with the industry for which they are producing graduates.

The treatment of HE as a service industry has gained traction globally. This would suggest that ‘product placement' in specialized HE is important to the growth, development and longevity of that course of study within the society in which it exists.

There is a dearth of national research on Jamaica's four-decades-old MET curriculum and the elements that lend to the sustained viability of same. This discussion of sustainability of the MET curriculum will benefit maritime educators and policymakers, who must continue to hone this curriculum so that it is fit for purpose. The study will also identify some of the elements of a sustainable, specialized HE curriculum. The elements identified herein can serve as exemplars and conceptual starting points for other contexts where the discussion of the sustainability of curriculum needs to be had.

The purpose of this paper is to highlight the contradictions in the current maritime education and training system (MET), which is based on competency‐based education, training and assessment, and to theorize the failure to make the training useful.

A case study of education and training in the international maritime domain was conducted. Data sources include historical documents, rules and regulations concerning MET, syllabi, handouts, sample questions, field notes, an ethnographic study in a maritime college and interviews conducted with experienced mariners and course lecturer.

There are contradictions in the education and training system that do not allow the targeted objectives to be fulfilled. Fundamentally, the assessment system has changed the objectives of the education and training practices from learning skills and knowledge required on‐board ships to passing competency examinations.

The practical implication of this research is valuable for the International Maritime Organization, marine administration and maritime training institutes to think over the competency‐based system in practice today and how to improve the present maritime training and assessment system in order to achieve its authentic objectives.

This research identified and bridged the gap in literature and research of competency‐based training and assessment in the maritime domain and provides practical solutions for improving this system.

The purpose of this paper is to examine, through the lenses of the Fourth Industrial Revolution, the imperative of curricular re-structuring in maritime education and training (MET) and the use of market needs analysis to prevent misalignment between training and ultimate job market need.

Peer-reviewed material was analyzed, and this examination was undertaken by looking at the literature on curriculum design, curriculum planning and curriculum evaluation. Attention was then given as to how these elements of curriculum should be applied to the discipline of MET and its didactics. This was twinned with an examination of the industry needs met by the delivery of the MET content.

The study found that the MET sector must respond to change to remain relevant and viable. This imperative of evolution in response to change is equally a truism for the business of shipping (to include the merchant marine industry, cruise tourism and hospitality) as it is for the business of higher education (HE), specifically MET.

The review saw where in 2017 the President of Rolls Royce Marine declared that “Autonomous shipping is the future of the maritime industry”. With this innovation, market needs for skills will shift from the able-bodied seafarer to a robust knowledge base in cyber-physical systems (CPSs). Just as the internet transformed how humans interact with one another, CPSs will transform how we interact with the physical world around us. This reality will necessitate change in instruction, curriculum planning and outcome in MET.

Many educational institutions which are stuck in traditional didactics are on the cusp of closure because technology-enhanced learning has overtaken and outstripped the old ways. Indeed, technology and innovation are sounding the death knell for traditional didactics in MET.

The paper examines the discipline of MET as unique and robust area of specialized HE. MET focuses on the equipping of the human element in shipping. It is the engine behind a multi-billion-dollar industry that is driven by the global trade that is facilitated by ships and ports. This trade extends to the maritime tourism and hospitality business. This paper is of value to maritime educators and trainers in the cruise and hospitality industry. Herein is the significance of this review.

Awareness of gender perspectives in the maritime sector has been growing in recent years. The International Maritime Organization (IMO) adopted the World Maritime Day 2019 theme of ‘empowering women in the maritime community’, inspiring maritime stakeholders to respond to this global initiative. The maritime sector has been traditionally characterised as male-dominated and women represented only 1.28 per cent of the total seafaring population in 2021. The majority of women seafarers work in catering and hotel sections on cruise ships and ferries, where women are stereotypically considered to be more suited than working in technical and operational sections on board ships. Despite the political and legal will to promote women in the maritime sector, this figure has not changed over the last 30 years. This chapter provides an overview of gender ratios in various maritime jobs which are based at sea, in ports, and on shore. The chapter also offers an account of how various barriers impede the attraction, recruitment and retention, and leadership of women in the maritime sector. Women working in the maritime sector may face sexual harassment and discrimination at training as well as in the workplace. Some shipping companies are hesitant to employ women as they perceive women as risk factors in a man’s world. In addition to cultural and legal barriers, there are structural barriers that de-value women as human capital through unequal investment and training opportunities. The chapter discusses the future of the maritime sector, in relation to automation, smart and green shipping, digitalisation and energy efficiency, and the challenges and opportunities this presents for women. Furthermore, the COVID-19 pandemic has significantly affected the sector and its workers. In order to build a transformative and resilient maritime industry, gender equality is the key to driving success in this transition and it is necessary to mainstream gender in every step of designing and implementing new processes for the future maritime sector.

The objective to achieve economic growth and sustainable development (SD) within the maritime industry has ever since been the ultimate goal of the International Maritime Organization and its stakeholders. Coupled with this effect, the United Nations organization has also mandated all its bodies to adopt sustainable working policies and practices towards the achievement of SD in its 2030 Agenda. From the standpoint of an emerging economy, this study aims to examine green maritime practices adopted by maritime authorities towards the achievement of SD in the maritime industry of Ghana. The proposed conceptual model of this study supports the natural resource-based view theory advocated by Hart (1995).

The dataset of this study was gathered using semi-structured questionnaires. A total of 635 valid responses were received as feedback which were tested and analyzed using partial least square structural equation modelling. The rationale for the adoption of this analytical tool is its resilient ability to handle a relatively small quantity of datasets. It is also suitable for empirical studies involving model development and at the early stage of theory development.

The findings of the study are as follows; firstly, quality maritime education and training directly and significantly influence green maritime transport (GMT), clean ocean and maritime resource conservation (COMRC), green port operations and services (GPOS), SD and waste management and treatment systems (WMTS). Secondly, GMT, COMRC, GPOS and WMTS have a direct significant influence on SD. Lastly, GMT, COMRC, GPOS and WMTS partially mediate the relationship between quality maritime education and training and SD.

This study proposes a conceptual model that attempts to explain to maritime authorities and stakeholders that although the adoption of green maritime practices significantly influences SD, yet, it may be insufficient without quality maritime education and training provided to maritime professionals. Hence, emphasizing that all maritime personnel receive quality maritime education and training to enhance the long-term achievement of SD in the maritime industry. It also attempts to prove and suggest to maritime authorities how they can collectively integrate both onshore and offshore green maritime practices to achieve SD.

The originality of this study shows in testing a conceptual model that affirms that, achieving SD in the maritime industry is dependent on quality maritime education and training received by maritime personnel, hence, demonstrating the significant role of maritime training institutions towards the maritime industry and the achievement of SD.

The maritime industry is crucial to the global economy and the scarcity of seafarers is an urgent concern. Seafarers are in short supply right now and will continue to be so in the foreseeable future. This study interrogates Jamaica’s position as a seafarer labour market through the prism of the industry’s apparent scarcity of seafarers (officers) while examining Jamaica’s maritime education and training system as a tool for nation-building. Previous studies have almost exclusively focused on specific jurisdictions, but as far as we know, very little research has investigated Jamaica as a maritime labour market.

To achieve the aim of this study, mixed-method research was applied in collecting and analyzing data.

The study revealed that Jamaican seafarers possess several positive attributes such as good communication skills, they are typically well trained and have good cross-cultural skills, making them compatible with a multicultural crew. However, the supply of Jamaican seafarers continues to be low due to several challenges, including a lack of government support for the sector, lack of key stakeholder collaboration and a lack of awareness about career prospects.

The topic of seafarer supply is a broad one, and due to its scope and practical limitations, detailed statistical studies were not undertaken. As a result, further work is needed to establish more precise correlations between the essential variables.

Many findings point to Jamaica’s strengths as a provider of seafarers, yet problems and obstacles were also mentioned. The study’s findings point to a lack of maritime awareness among youth, as well as, perhaps surprisingly, among stakeholders and policymakers. The paper provides a holistic report on Jamaica’s status as a seafaring supply country that policymakers can use to inform policy and to upscale Jamaica’s seafaring output.

A career as a seafarer can be both intriguing and lucrative. Hence, creating a conducive environment that promotes training, world-class certification and seafarers’ employment may increase seafarers’ output and, by extension, contribute to Jamaica’s economy and nation-building.

Jamaica’s status as a maritime labour market is insufficiently studied and as a result several key questions and notions have not as yet been discussed. This study explores the maritime labour market in Jamaica and documents what exists.

The purpose of this paper is to understand the usefulness of an agile social learning method in higher education to build capacity for sustainable development at the community level. Social learning methods intend to empower students (and instructors) to work together in connection with real-life issues – combined with acquiring a conceptual understanding – to analyze issues at hand and work out solutions. The agile format of the method was aimed at a subject that is adaptive and responsive to change to empower the students to take action toward sustainable development.

This study was based on a case study methodology where the running of the subject was documented and analyzed for two years. The target student group was maritime professionals who had an interest or were in a position to work with developing sustainable solutions in their home organizations (mostly in developing countries).

The results of the analysis indicate how the students learned about environmental, social and economic spheres of sustainable development and their linkages; how the subject format stimulated the students to develop different “learning paths” between the three spheres of sustainable development, which enabled a multi-faceted understanding of sustainable development issues; and, finally, how the students were able to design evolvable sustainable development solutions.

The results indicate both the novelty and usefulness of the agile social learning method to build capacity for sustainable development through the subject designed for higher education.

This research aims to deal with the analysis of the concept of balance scorecard (BSC) integrated maritime process management in a marine course.

Several research studies found that managers lacked a basic understanding of a BSC approach to evaluate a maritime course. This paper analyzes the theoretical and practical approach of strategic BSC tool, analyzing the risks and threats regarding marine accidents.

The conclusion is that the BSC can be applied as a maritime process management to course design. Students were assigned a BSC project in a foundational course and completed a survey to establish if the BSC enhanced their knowledge and understanding of maritime process within a maritime safety process.

Future research would be advised to include a more geographically and randomly selected maritime accident sample.

Based on the application of BSC, it was concluded that a better understanding of how maritime safety process management operates holistically was attained.

This research sheds light on a phase of the maritime safety process that has been neglected so far in the maritime education training and generates insights for maritime industry how they can formalize this process and how they can deal with it more systematically.

The purpose of this paper is to distinguish the typology of marine education and training and explore the student preference of the best typology which develop their competencies. This paper will tabulate some recommendations for the marine education and training provider to further enhance their training.

This research adopt and adapt the Satty’s analytic hierarchy process method to weight and rank the typology of training. A group of student who completed their study and currently works at operational level voluntarily participated in this survey. A pairwise matrix used to compute the weights within the typology of training.

The outcome of the study shows that all typology of training are not equally weighted. The best typology of training was identified. Marine academicians drawn some recommendations.

The sample size may not appropriate for generalizable. The same study can be expandable to large size.

The study was conducted at one marine education and training provider. A panel analysis required for framework development.

The paper contributed some recommendation for the marine education and training provider on their operational strategy and initiative.

The purpose of this paper is to examine the changes that will impact learners and learning in the Fourth Industrial Revolution and provide recommendations for transforming education to meet the needs of the maritime industry.

The paper reviews the definition of the Fourth Industrial Revolution and the changes that have occurred in industry as a result. It looks at key Fourth Industrial Revolution technologies and its impacts on the maritime industry. It then presents some strategies for how the maritime education sector can begin to address the paradigm shifts that will be needed to transform education so as to focus on the advantages that can be derived from the Fourth Industrial Revolution.

Rapid technological advances are transforming the process of education around the world and will continue to disrupt not only the education sector but entire industries – education being only one of them. The maritime sector has some specific technologies that will drive digital transformation of business models. Maritime educational institutions around the world will need to be prepared to respond rapidly to this paradigm change and provide the skilled labour the industry will require to remain competitive.

While the technologies that are impacting the Fourth Industrial Revolution have clearly been identified, the education sector still needs practical applications and integration into curriculum and learning to truly embrace the opportunities for the development of workforce competencies in this new age.

The maritime education sector must now start implementing strategies to expose students to new Fourth Industrial Revolution technologies such as artificial intelligence, machine learning, robotics, blockchain and automation technology and how they are changing the future of work. A new shift in the conscious application of these game-changing technologies will be required, and examples of integration are discussed as a starting point for building a long-term plan.

The development of the human capital needed in the Fourth Industrial Revolution must begin now, and it presents challenges to those in the maritime education sector. It, therefore, requires that a digital transformation strategy is in place to deliver the specialized skills and new knowledge workers will need in the future.

This paper discusses the disruption that the Fourth Industrial Revolution technologies will bring to maritime education. One of the findings demonstrates that it clear that it is no longer competitive to ignore the disruption that is happening, and action is needed now.