Elevating Maritime Education: The CADCF Standard for Faculty Development
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Genesis of the CADCF Standard
The idea of establishing a standard for Continual Assessment Development and Certification of Faculty (CADCF) in maritime education emerged from recurrent discussions in maritime forums about the quality of teachers and faculty members at maritime institutes. Historically, until the mid-90s, India had a limited number of maritime training institutions, primarily run by the government and a few long-established private entities. These institutions catered to the country's training needs.
However, as the global economy opened up and the demand for seafarers increased, Indian seafarers, having performed well globally, saw a surge in demand. This led the government to privatize the maritime training sector, resulting in a significant increase in the number of training institutions. This expansion was partly influenced by the recommendations of Dr. C.P. Srivastava's Comet Report. Despite the proliferation of these institutions, there has been no solid mechanism to ensure they consistently attract and maintain high-quality faculty members.
The Need for CADCF in the Maritime Industry
The early and mid-90s saw the International Maritime Organization (IMO) instituting a formal method for preparing teaching faculty for maritime training institutions. The IMO model courses and the Training of Trainers and Assessors (TOTA) program began during this period. Although comprehensive, the TOTA program and its successors, like VICT and AECS in the Indian context, have not evolved to incorporate ongoing developments and new technologies critical for effective teaching.
Through the author’s experience and interactions with colleagues in the maritime training field, it has become evident that becoming an effective teacher takes substantial time and effort. While learning core concepts and obtaining certifications are essential, the real challenge lies in developing as an effective educator—a process where many fail to demonstrate continuous improvement.
Developing the CADCF Standard
Recognizing the desperate need for a robust standard, the ISF Group set out to create CADCF, aiming to benefit the maritime industry by addressing these gaps. With rapid technological advancements, the emergence of ESG (Environmental, Social, and Governance) principles, and new fuels, educators must adapt to new teaching technologies, content, and areas of research and development. To meet this need, the ISF Group developed the CADCF standard utilizing resources like IMO model courses 6.09, 6.10, and 3.12, STCW (Standards of Training, Certification, and Watchkeeping), and international guidelines.
The standard is divided into different competencies and structured sections. The first section focuses on thinking ability, emphasizing the design and development of training programs. Effective teaching requires a structured, systematic thought process, beyond just being a great orator.
Implementation and Credibility of CADCF
After developing the standard, ISF Group engaged with authorities and classification societies for accreditation. Class NK recognized the innovation in our scheme and certified it under the MET programs. The CADCF execution is meticulously planned to ensure robustness, transparency, reliability, and credibility.
The implementation of CADCF will largely occur through a global digital portal, allowing faculty members worldwide to join. Interested faculty can register for free, view the standards, and access learning materials. Although ISF Group will not provide direct training for certification applicants, the portal will offer resources to enhance their potential.
Faculty members can register for specific certifications, undergo objective and subjective assessments, complete project assignments, and participate in oral examinations. Live teaching assessments will also be conducted. Clear guidelines will ensure a robust, transparent, and reliable assessment process.
Maintaining Quality and Credibility
The CADCF quality assurance system will focus on the standard itself and its contents. Feedback from the portal’s feedback mechanism and management review meetings will inform modifications and improvements, ensuring the standard evolves over time. Assessors will undergo rigorous training to thoroughly understand the assessment criteria, supported by standard answers for written questions and guidelines for oral assessments.
Guidelines for a recertification scheme will outline steps for candidates who do not meet the required grades. The ISF Group is committed to making the CADCF system robust and reliable. The portal will soon be launched with all these elements, benefiting maritime education and training and the industry at large.
Conclusion
The CADCF standard is poised to elevate maritime education by providing a structured, systematic approach to developing and assessing faculty members. By addressing the gaps in existing training programs and incorporating feedback and technological advancements, CADCF will ensure that maritime educators are well-equipped to meet the evolving demands of the industry. The ISF Group's commitment to maintaining quality and credibility will make CADCF a valuable resource for maritime institutions worldwide, ultimately enhancing the overall standards of maritime education and training.