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JUNIOR STAFF TRAINING INSTITUTE

MARITIME EDUCATION AND TRAINING IN MARINE FISHERIES

ACADEMY: CHALLENGES AND WAY OUT TO PREPARE
SKILLED SEAFARERS

By

Lieutenant Commander Aktarojjaman, (E), BN

65th BN Junior Staff Course
September 2021

Research Supervisor
Commander Tasbir Hossain Sajib, (E), psc, BN

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DECLARATION FROM STUDENT OFFICER

I hereby declare that the Individual Research Paper entitled “Maritime Education
and Training In Marine Fisheries Academy: Challenges and Way Out to
Prepare Skilled Seafarers” submitted for the 65th t BN Junior Staff Course 2021 is
my original work and this work has not previously been submitted for assessment
at this institute or elsewhere.

_________________________
Chattogram AKTAROJJAMAN
Lieutenant Commander BN
September 2021 Student Officer

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CERTIFICATE BY THE RESEARCH SUPERVISOR

This is to certify that the research paper titled “Maritime Education and Training In
Marine Fisheries Academy: Challenges and Way Out to Prepare Skilled
Seafarers” is the bonafide research work carried out by Lieutenant Commander
Aktarojjaman, (E), BN, course member of 65th BN JSC under my direct supervision.

_________________
Chattogram TASBIR HOSSAIN
Commander BN
September 2021 Reasearch Superviser

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PREFACE

This research titled “Maritime Education and Training in Marine Fisheries

Academy: Challenges and Way Out to Prepare Skilled Seafarers” was
undertaken in partial fulfillment of the curriculum of the Junior Staff Course. The
purpose of this research was to find out the loopholes and challenges of Marine
Fisheries Academy (MFA) regarding Maritime Education and Training (MET) to
provide skilled seafarers. This research has been carried out through a wide scale of
interaction with the personnel involved in training, policy level, and through
considerable field survey rather than literature only. I would like to thank Almighty
Allah for the successful completion of the research work within a limited period. I
deeply acknowledge all the concerned people especially all instructors and staff of
MFA who assisted me by participating in the field survey, providing information,
sharing their experiences and opinions. I would like to express my sincere gratitude
to my faculty and guide supervisor Cdr Tasbir Hossain Sajib, (E), psc, BN for their
valuable advice, guidance, and inspiration throughout this journey. Finally, the silent
sacrifice, support, and encouragement by my wife had been the true inspiration for
me to complete the research successfully.

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ABSTRACT

Traditionally, Bangladesh is a maritime country. Therefore, Bangladesh needs

meaningful maritime education and training to get the full benefit and to utilize the
opportunity. Thereby, a few governments and private maritime institutes have been
established over the years to meet local and international demand. Marine Fisheries
Academy (MFA) is one of those. Since its inception academy is exploring and
pooling the seafaring talents of the country and training them to become navigators,
engineers, and Fish Processing Technologist. However, recently MFA has gone
through a few changes like affiliation with BSMRMU, upgraded to BSc (Hons) degree
from BSc (pass) degree, CDC issue. Moreover, the total number of cadets than the
previous years has been increased. This research paper detailed a study on
Maritime Education and Training in Marine Fisheries Academy and its challenges
and way out to prepare skilled seafarers. This research has been based on a survey-
based investigation using questionnaires for the collection of data through random
sampling. Moreover, content analysis and interview methods have been carried out
along with appropriate desk research. Summarizing all the surveys, interviews and
discussions, the researcher, fortunately, has come up with some ways out. Finally,
necessary recommendations have been included to achieve the desired goals of this
paper.

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TABLE OF CONTENTS

Serial Contents Page

(a) (b) (c)

Preliminaries

1. Declaration Form ii

2. Certificate by Guide Supervisor iii

3. Preface iv

4. Abstract v

5. Table of Contents vi

6. Annexes viii

7. List of Tables viii

8. List of Figures viii

9. List of Abbreviations ix

Chapter-I: Introduction

1. Problem statement 1-1

2. Literatures Reviewed 1-1

3. Review of the Literature 1-2

4. Significance of the Research 1-3

5. Research Objectives 1-3

6. Research Question 1-3

7. Research Hypothesis 1-4

8. Research Method 1-4

9. Conceptual Framework 1-6

10. Chapter Outline 1-7

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Chapter Ii: Maritime Education And Training Facilities

Available In MFA
1. History and Background of MFA 2-1

2. The existing policy of MET in Bangladesh 2-1

3. Training and Education facilities available in MFA 2-1

Chapter Iii: Challenges In Educational And Training System

1. General 3-1

2. Challenges 3-1

3. Availability of Instructors 3-1

4. Modern Lab and Workshop facilities 3-3

5. MFA Campus or Environment 3-4

6. Absence of Simulators 3-5

7. Safety and Ancillary Courses 3-6

8. Summary of the Findings 3-7

Chapter Iv: Feasible Ways To Overcome Existing Challenges

1. Amendment of TO&E 4-1

2. MoU with CU and CUET for lab facilities 4-1

3. Inclusion of Simulators 4-2

4. Separation of Training Wing and Admin Wing 4-3

5. Training for instructors for Teaching strategy 4-4

6. Final Deductions 4-5

Chapter V: Conclusion And Recommendations

1. Conclusion 5-1

2. Recommendations 5-2

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ANNEXES

Serial Annex Contents Remarks

(a) (b) (c) (d)
1. A Bibliography
2. B Research Survey Questionnaire
3. C List of Officers Interviewed
4. D Questions for Key Interviews
5. E Summary of FGD
6. F Summary of KII
7. G Organogram of MFA
8. H Map of MFA
9. J MFA manpower vs BMA manpower

LIST OF TABLES

Serial Table Contents Page Remarks

(a) (b) (c) (d) (e)
Chapter III: Challenges in Educational and Training System
1. 3.1 State of Instructors in MFA 3-1 MFA, 2021

LIST OF FIGURES

Serial Figure Contents Page Remarks

(a) (b) (c) (d) (e)
Chapter I: Introduction
Researcher’s
1. 1.1 Conceptual Framework 1-6
Construct

Chapter III: Challenges in Educational and Training System

2. 3.1 Survey data about instructors 3-2 Survey findings

3. 3.2 Survey data about staff 3-3

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Survey data about Lab and Workshop

4. 3.3 3-4

Survey data about MFA Campus or

5. 3.4 3-5
Environment
6. 3.5 Survey data about Simulators 3-6

Survey data about safety and ancillary

7. 3.6 3-6
courses

Chapter IV: Feasible Ways To Overcome Existing Challenges

8. 4.1 Survey data about most important factor 4-1 Survey findings
Survey data about MoU with CU and
9. 4.2 4-2
CUET
Survey data about induction of
10. 4.3 4-3
simulators
Survey data about separation of training
11. 4.4 4-4
and admin wing

12. 4.5 Survey data about training for instructors 4-4

LIST OF ABBREVIATIONS

Serial Abbreviation Meaning

(a) (b) (c)
1. BMA Bangladesh Marine Academy
Bangabandhu Sheikh Mujibur Rahman Maritime
2. BSMRMU
University, Bangladesh
3. CDC Continuous Discharge Certificate
4. CUET Chattogram University of Engineering & Technology
5. DoS Department of Shipping
6. MOFL Ministry of Fisheries and Livestock
7. MET Maritime Education and Training

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8. MFA Marine Fisheries Academy

9. MoU Memorandum of Understanding
10. OMA Ocean Maritime Academy
11. R&D Research and Development
12. STCW Standards of Training, Certification and Watch keeping
13. VL Visiting Lecturers

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PF/6513/JSC/65/IRP/

MARITIME EDUCATION AND TRAINING IN MARINE FISHERIES ACADEMY:

CHALLENGES AND WAY OUT TO PREPARE SKILLED SEAFARERS

References:
A. FO-27/2020.
B. JSTI loose minute number JSC/65/2021/10 dated 03 August 2021.

CHAPTER- I: INTRODUCTION

Problem Statement

0101. Marine Fisheries Academy (MFA) is one of the leading Maritime Education
and Training (MET) institutes in Bangladesh. By affiliation with BSMRMU, a new
curriculum and training system has been introduced in 2018. Besides, the
Continuous Discharge Certificate (CDC) is being provided to the cadets by the
Department of Shipping (DoS) after the completion of pre-sea training and basic
safety courses in the MFA. Moreover, over the years number of cadets in the MFA is
being increased. However, the training environment and necessary training elements
have not been introduced over the years to adopt the changes. Thereby it appears
that MFA is facing few challenges to fulfill the current requirements. Because of that,
an analysis is necessary to find the related challenges and find possible ways out to
solve the issues. This research will seek to find out those challenges and solutions of
the related problems.

Literatures Reviewed

0102. As the topic of this research is internal and no previous research was done
on this topic, there is not much literature available in this aspect. Though the author
has studied a few books, papers, articles, policy, and policy-related letters emanated
from MFA and other relevant organizations. Following are a few of the pertinent
pieces of literature consulted for the study:

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a. Alamgir M Ziauddin. “Problems and prospects of Maritime Education in

Bangladesh, Bangladesh Maritime Journal”, Volume 1, Issue 1, Jan 2017.

b. Hossain, Mohammad Morad, and Prof. Dr. Md. Nazrul Islam.

“Development of Maritime Professionals in Bangladesh: A Literature Review.”
International Journal of Scientific Research and Management, vol. 9, no. 02,
February 2021,

c. Razon Chandra Saha “standardization of maritime education and training

in Bangladesh to face the global challenges in the seafarer's job market.” April
2016.

d. Chowdhury, A. H. M. Yeaseen, et al. “Impact of macroeconomic variables

on economic growth: Bangladesh perspective.” Information Management and
Computer Science, vol. 2, no. 2, October 2019.

e. GoB Gazette, (2013b). Guidelines on approval and capacity building of

private maritime training institutes-2013, Notification no: 18.019-763 dated 23
December 2013.

Review of the Literature

0103. Alamgir (2001) and Ziauddin (2017) discussed the existence of residents, the
growth of the shipping industry, and the related problems. They also mentioned a
few problems such as lack of coordination between the various MET institutions, lack
of monitoring institutions, and lack of qualified and well-trained teachers. Islam &
Hossain (2021) discussed various problems such as lack of infrastructure, lack of
R&D, lack of trained seafarers, etc. They also mentioned that while various Maritime
and Education Training have been established, still a lot has to be done to reach a
good position. Saha76 (2016) emphasized international regulations and
requirements or standards, which are the checklist to get the qualified seafarer to
enter the global market easily. Alamgir & Chowdhury discussed the impact of
maritime education on the national economy. He also found out few challenges of

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maritime education namely Lack of Synergy between ME Institutes, Shortage of

Qualified Faculties, The Absence of a Central Controlling Body.

Significance of the Research

0104. Merchant shipping, as well as fish processing, is a technology-oriented

service, and every step requires precision and perfection. In addition, consistent and
structured training methods are required to build a talented and competent
workforce. Quality training is essential to become a qualified operator. Similarly, to
provide feasible training, training institutions must have an adequate training
framework, various arrangements, an adequate number of qualified instructors, and
a better training environment. After this research, MFA will get the proper pathway to
find the problems as well as solutions for proper Maritime Education and Training.

Research Objectives

0105. The research objectives are as follows:

a. Primary Objective. To find out the existing challenges of MFA and

the way out which will enable MFA to produce skilled seafarers.

b. Secondary Objectives. To meet the broad objective of the research,

the following objectives have been set:

(1) To analyze the present maritime education and training facilities

available in MFA.

(2) To find out the challenges in its present educational and training
system.

(3) To explore feasible ways to overcome the challenges.

(4) To provide a few recommendations to improve the present

education and training system.

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Research Questions

0106. Primary Question. How to modify the existing maritime education and
training system to develop skilled seafarers?

0107. Secondary Questions.

a. What are the present maritime education and training facilities

available in MFA?

b. Why is MFA facing limitations in its present educational and training

system?

c. How can MFA overcome its existing challenges?

Research Hypothesis

0108. The hypothesis of this study is that if MFA increases the number of qualified
instructors and staff, it will be able to provide skilled seafarers.

Research Methodology

0109. Research Type. Both quantitative and qualitative methods have been
approached for the research. The research methodology is discussed below:

a. Sources of Information. The primary data were collected by interviews

and questionnaires which were both structured as well as unstructured.
Secondary data was collected from various letters, publications, guidelines
and policy letters formulated by MFA, Ministry of Fisheries and Livestock
(MOFL), Department of Shipping (DoS).

b. Desk Research. Pertinent articles on the internet, books and

documents, and policy letters have been evaluated. Open and secondary
source materials from the internet have been examined and used as research
data.

c. Visit Various Marine Academies. For this research various Marine

Academy namely Bangladesh Marine Academy (BMA), MFA, Ocean Maritime

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Academy (OMA) have been visited. Relevant officers in MFA, MOFL, BMA,
OMA were contacted via mobile phone and zoom. Both structured and
unstructured interviews have been conducted to analyze the causes of the
problem and plausible ways forward.

d. Survey and Questionnaire. A questionnaire was surveyed through

google form where 235 ex-cadets of MFA, mariners have given their opinion.
The questions of the questionnaire has been given in annex A.

e. Key Informant Interviews (KII). A good number of interviews of

Mariners, Instructors of different Marine Academies and experts have been
conducted. The list of resource personnel interviewed is given in annex B.

f. Focus Group Discussion. Two Focused group discussion has been

conducted: one with the instructors of MFA and the other with Staff of MFA.
The summary of the focus group discussion has been given in annex D.

g. Data Collection Method.

(1) Primary Data.

(a) Target Sources. The target source of the interview and

questionnaire were the instructors and staff of MFA. Besides them, the
officers and staff from the other Marine Academies and Ex cadets,
Mariners have been taken into account. The replies have been
collected both physically and online to discover the fact.

(b) Sample Size. The sample size is approximately 260 in total. The
breakdown of the sample is - Key Interview Informants (09), Ex cadets
and Mariners (235) and Saff (05) of MFA, and others.

(c) Sampling Procedure. A mixture of convenience and random

sampling has been processed .

(2) Secondary Data. Related Books, journals, gazettes, guidelines, etc.

have been taken as secondary data.

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Conceptual Framework

Increasing no of
qualified instructors
and staff

Installation of modern lab

and simulators

Establishment of closed
training environment

Training for instructors

for teaching strategy
Separation of training wing
and admin wing

Induction of basic safety

and ancillary course

Skilled seafarers

Fig 1.1: The conceptual framework

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Outline of the Paper

0110. The research will be explained in the following chapters:

a. Chapter-II. This chapter has highlighted the maritime education and

training facilities available in MFA.

b. Chapter-III. This chapter has discussed the limitations of present

educational and training system in MFA.

c. Chapter-IV. This chapter has discussed feasible ways to overcome

existing challenges.

e. Chapter-V. This chapter has concluded with a summary and few

recommendations.

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CHAPTER – II: MARITIME EDUCATION AND TRAINING FACILITIES

AVAILABLE IN MFA

History and Background of MFA

0201. MFA was established in 1973 to produce skilled manpower for the fishing fleet with
the collaboration of the then Soviet Government. Academy started its journey as a project of
Bangladesh Fisheries Development Corporation (BFDC) on 01 September 1973. Academy
came under the administrative control of the Ministry of Fisheries and Livestock as a project
on 20 April 1988, shifted to revenue budget under the same ministry on 01 July 1993 and
continuing till to date. The functional authority of the academy is vested on to the Principal
who has three assisting organs namely Academic Council, Board of Studies and Board of
Discipline.

0202. In 1998, 02 years B.Sc. pass graduation courses were introduced under National
University. In 2013 the courses were upgraded to 03 years B.Sc. program and in 2018 all the
courses were upgraded into 04 years Honours program. Besides male seafarers, females
are also coming forward to contribute to the maritime sector. Female cadets first joined this
academy in 2010.

The existing policy of MET in Bangladesh

0203. To ensure standard MET, the Bangladesh government has published a gazette
“Guidelines (Approval and Capacity Building) of Private Maritime Institute, 2013” which has
been formulated following IMO-STCW, 1978. the policy and guidelines in the gazette are
applicable for all maritime institutes in Bangladesh.

Training and Education facilities available in MFA

0204. MFA is affiliated with Bangabandhu Sheikh Mujibur Rahman Maritime University,
Bangladesh (BSMRMU). Starting from the 39th batch, MFA offered four years (4 years)
Bachelor of Science (Hons) under three different faculties. The courses are Bachelor of
Science (Hons) Nautical Science, Bachelor of Science (Hons) in Marine Engineering, and
Bachelor of Science (Hons) Marine Fisheries Technology under BSMRMU. Cadets of MFA

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pass the initial 2 years in the academy, which is counted as pre-sea training. After that, they
board on different types of ships for their sea training. After sea training, they get a
Continuous Discharge Certificate (CDC) and come back to the Academy to finish their fourth
year and graduation. Cadets go through very exhaustive physical training in the initial 2
years.

a. Organogram. The organogram of MFA has been attached as annex F.

b. Infrastructure. The academy has developed permanent infrastructure facilities

including Male cadet hostel, Female cadet hostel, Foreign cadet hostel, Administrative
building, Marine workshop, IT laboratory, Quality control laboratory, Physics
laboratory, General Zoology laboratory, Biochemistry laboratory, Marine fisheries
museum, Navigation chart room, Engineering drawing-room, Mini hospital, Sports
room, Recreation room, Guardroom and other amenities. There are a large Parade
ground, Football ground, Basketball court, Volleyball court and Handball court for the
cadets. There is a complex building that accommodates a swimming pool, auditorium
and gymnasium for cadet's training. A map of the MFA has been given in annex G.

c. No of Seats. The intake capacity of the academy is 100 per year (Batch). 75%
of the total number of seats are reserved for Bangladeshi male candidates, 15% seats
are reserved for Bangladeshi Female candidates and 10% seats are reserved for
overseas candidates.

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CHAPTER – III: CHALLENGES IN EDUCATIONAL AND TRAINING SYSTEM

General

0301. MFA is keen to keep up the standard of its education and training program
according to the requirements of STCW’78 as well as for the requirements of the
national curriculum. Therefore, the academy is committed to constitute, promote and
propagate throughout the institution, a culture of quality and continual improvement in
all of its programs of learning for all levels of Maritime Education and Training (MET).
Even though a large number of designed objectives are somehow achieved through
present training, yet the drawn-out goals are not accomplished because of different
inadequacies. However, this paper will figure out feasible ways to overcome the
limitations to provide skilled seafarers.

Challenges

0302. Availability of Instructors. The present state of instructors in MFA for

conducting training as well as admin activities is summarized in Table 3.1(Nominal
list of instructors and officers in MFA, 2021). The comparison between the
manpower states of Bangladesh Marine Academy (BMA) and MFA has been
attached in annex H.
Table 3.1: State of Instructors in MFA

Serial Instructor Number Remarks

(a) (b) (c) (d)
1. Principal 01 Deputation from BN
2. Senior Instructors 01 Deputation from BN
3. Instructors 04 01 in no deputation from BN
4. Junior Instructors 05 01 in no deputation from BN
5. Physical Instructors 01 Deputation from BN
6. Administrative officer 01 -
Total 13

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a. Survey data about Instructors. According to survey data collected

through questionnaires, about 41.7% of people including ex-cadets, mariners
agree that MFA does not have enough qualified instructors to provide
standard Maritime Education or to make skilled seafarers. From the key
interviewer and group discussion, the same type of data has appeared. MFA
does not have enough skilled instructors and staff to conduct the training
properly ( Selina, 2021).

Fig 3.1 Survey data about instructors

b. Survey data about Staff. According to survey data collected through

questionnaires, about 43.8% of people including ex-cadets, mariners agree
that MFA has not enough qualified staff to provide standard Maritime
Education or to make skilled seafarers. From the key interviewer and group
discussion, the same type of data has appeared.

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Fig 3.2 Survey data about staff

c. Deductions. Therefore, It is clear from the survey, group discussion and

interviews that MFA does not have a sufficient number of qualified instructors
and staff as per the requirement to conduct the training.

0303. Modern Lab and Workshop facilities. Though MFA is providing seafarers
in the international arena, the lab and workshop facilities have not improved. The
world is changing so is the shipping industry. It is being equipped with modern types
of equipment every day. On the other hand, MFA has not equipped its workshop and
lab with modern technologies.

a. Survey data about Lab and Workshop. According to survey

data collected through questionnaires, about 42.1% of people including ex-
cadets, mariners agree that MFA does not have enough modern lab and
workshop facilities to provide standard Maritime Education or to make
skilled seafarers. From the key interviewer and group discussion, the same
type of data has appeared. MFA emphasizes on theoritical part than
practical part because we do not have enough lab and workshop facilities
(Engg Sarajit, 2021).

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Fig 3.3 Survey data about Lab and Workshop

b. Deductions. Therefore, It is clear from the survey, group

discussion and interviews that MFA does not have a sufficient number of
modern lab and workshop facilities as per the requirement to conduct
MET.

0304. MFA Campus or Environment. The locations and map of MFA have been
attached as an Annex H. It is situated inside the BFDC and the campus of MFA is
open. Outsiders pass through the academy very frequently.

a. Survey data about MFA Campus or Environment. According to

survey data collected through questionnaires, about 72.3% of people
including ex-cadets, mariners agree that MFA Campus or Environment
provides standard Maritime Education or to make skilled seafarers while
11.5% were not agreed. But from the group discussion consisting of MFA
instructors and staff appeared the opposite result. They opined that for
training closed and secured campus is important, which MFA does not has.
To conduct cadet training we need a closed environment so that the cadets
could not come across the outsiders very frequently and MFA also conducts a
residential based training, but we do not have a closed environment which
hampers the training a lot ( Amdad, 2021).

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Fig 3.4 Survey data about MFA Campus or Environment

b. Deductions. It is clear from the group discussion and key interviews

that a close and secure campus is one of the key items to train the cadets,
which MFA does not have.

0305. Absence of Simulators. According to STCW 78 different type of simulators

like fire-fighting, bridge simulators, etc. are the key items to conduct maritime
education. However, presently MFA does not have any simulators.

a. Survey data about Simulators. According to survey data collected

through questionnaires, about 85.1% of people including ex-cadets, mariners
agree that the absence of different types of simulators like Bridge Simulator,
FF Simulator, etc. is adversely affecting the quality of maritime education in
MFA. In the group, discussion and interviews author has the same type of
data.

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Fig 3.5 Survey data about Simulators

b. Deductions. It is clear from the survey that the absence of simulators

affecting the maritime education in MFA to provide skilled seafarers.

0306. Safety and Ancillary Courses. Presently MFA is not conducting safety
and ancillary courses. Though these are not the core subject, but some people
believe that it will help MFA to improve its training environment in some extent.

a. Survey data about Safety and Ancillary Courses. According to

survey data collected through questionnaires, about 74% of people including
ex-cadets, mariners agree that MFA should introduce safety and ancillary
courses to improve the quality of standard of maritime education.

Fig 3.6 Survey data about safety and ancillary courses

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b. Deductions. It is clear from the survey that conducting safety and

ancillary courses is better to provide skilled seafarers.

Summary of the Findings

0307. The challenges, which has got from survey data, group discussion, key
interviews, of MFA for standard maritime education to provide skilled seafarers are
listed below:

a. Shortage of qualified instructors and staff

b. Insufficient modern lab facilities

c. Inappropriate campus to conduct training

d. Absence of simulators

e. Not conducting safety and ancillary courses.

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CHAPTER – IV: FEASIBLE WAYS TO OVERCOME EXISTING

CHALLENGES

Feasible way to Overcome the Limitations

0401. MFA is one of the leading Maritime Education and Training Institutes in
Bangladesh. It is also one of the leading seafarers supplying institutes in Bangladesh.
However, it has some challenges and limitations to provide skilled seafarers. Therefore,
it should address a few matters in consideration to improve its standards. The following
ways has been discovered during this research:

a. Amendment of TO&E. The member of the group discussions and

interviews told that considering the present context of the MFA, the most
important factor to improve its standard to make skilled seafarers is less number
of qualified Instructors and staff. According to survey data collected through
questionnaires, about 46.5% of people including ex-cadets, mariners agreed
with the statement. They also mentioned that the amendment of TO&E is the
only way out.

Fig 4.1: Survey data about most important factor

b. MoU with CU and CUET for lab facilities. To make skilled seafarers,
the importance of modern lab and workshop facilities is paramount. MFA has a
shortage of modern lab and workshop facilities. According to survey data 47.2%
strongly agreed and 34% agreed that a memorandum with CU and CUET for
lab and workshop facilities will help MFA to solve its problem temporarily. MFA

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is facing lab and workshop crisis since the affiliation with BSMRMU ( Selina,
2021).

Fig 4.2: Survey data about MoU with CU and CUET

c. Inclusion of Simulators. The introduction of training aids, including

simulators, has been widespread across the maritime industry and simulators
are becoming essential tools for the upgrading and development of skills and
knowledge for seafarers (Alamgir, 2021). The use of simulators in training and
assessment enables seafarers to perform their duties and responsibilities
properly and safely (Alamgir, 2021). Moreover, according to article no 1.15.2 of
gazettes “ The Guidelines of Maritime Training institute” having the simulators is
mandatory for all kinds of MET. Besides, according to survey data 74% strongly
agreed and 22.6% agreed that the introduction of simulators in MFA would
increase the MET standard.

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Fig 4.3: Survey data about induction of simulators

d. Separation of Training Wing and Admin Wing. According to

survey, data 39.6% strongly agreed and 40.4 % agreed that separation of
training wing and admin wing help MFA to improve its MET standard. During
group discussion and key interviews the matter also came out and they
suggested a few measures which may be adopted:

(1) The HODs and Adjutant may be given equal authority like the COs to deal
with the punishment, request and welfare of cadets, which will reduce
dependency on the administrative wing of the base ( Hasan, 2021).

(2) Training wing must be exempted from routine ceremonial events. No

class should be hampered for the arrangement of other activities except
emergencies ( Engg Sarajit, 2021).

(3) The instructors and staff related to the training wing should not be
employed for admin duties ( Mostaq, 2021).

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Fig 4.4: Survey data about separation of training and admin wing

e. Training for instructors for Teaching strategy. The qualification and

attributes of the faculty of any MET institute have been stated in part 3 of the
gazettes “The Guidelines of Maritime Training institute”. To ensure the quality of
MET, having qualified instructors and staff is mandatory. According to survey
data 58.3% strongly agreed and 33.6% agreed that the introduction of training
for teaching strategy and other qualifications will help MFA to increase its
standard.

Fig 4.5: Survey data about training for instructors

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Final Deductions

0402. The study shows that the MFA has a tremendous shortage of instructors and
staff to provide standard MET to create skilled seafarers. The immediate amendment
of TO&E is required to solve this problem. However, MFA is hiring visiting lecturers
to fulfill the instructors and staff requirements. As this VL is not a permanent solution,
thereby it is hampering the quality of MET.

0403. According to STCW and published gazette, different types of simulators, labs
and workshops are mandatory to provide standard MET. If simulators, labs and
workshop facilities are increased, to run those things qualified instructors and staff
will be required. Again, separation of admin and training wing is required to provide
MET. To do so the amendment of TO&E is required to increase the instructors and
staff. Therefore it is proved that creating skilled seafarers is possible if the number of
qualified instructors and staff is increased in MFA.

Left Blank Intentionally

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CHAPTER – V: CONCLUSION AND RECOMMENDATIONS

Conclusion

0501. Bangladesh is a well-known maritime nation of the world and a reliable source of
seafarers. Preliminary, Bangladesh Marine Academy was the only source of seafarers but
recently Marine Fisheries Academy has also become a pioneer in this sector. The MFA
was established in 1973 with an aim to create skilled manpower for judicious exploitation
and harvesting of marine fisheries resources. Since its inception academy is exploring and
pooling the seafaring talents of the country and training them to become Navigator,
Engineer and Fish Processing Technologist. The core disciplines are Nautical, Marine
Engineering and Fish Processing.

0502. MFA was affiliated with National University which used to offer three years B Sc
(Pass) degree. However, after the establishment of BSMRMU all Marine Academies of
Bangladesh come under the umbrella of BSMRMU which is offering four years B Sc(Hons)
degrees. Having affiliated with BSMRMU, a new syllabus and training curriculum has been
introduced in 2018. Thereby, to adopt those changes MFA is facing some challenges.

0503. MFA has been improving its education and training facilities since its establishment.
Therefore, MFA has been providing seafarers into the national and international arena.
Even though some goals have been achieved through the present education and training
facilities and infrastructures, the main goal of creating skilled seafarers is not fully
accomplished because of some inadequacies in terms of training, qualified instructors and
staff, training environment and infrastructure. The main limitations not to provide skilled
seafarers are less number of qualified instructors, less number of staff, absence of modern
lab and workshop facilities, improper environment to provide cadet training, absence of the
different type of simulators, absence of basic, safety and ancillary courses. However, less
number qualified instructors and staff is the vital factor among the mentioned ones not to
provide skilled seafarers in the present scenario of MFA.

0504. Whenever there are limitations, there are ways out. Similarly, some ways out were
proposed in this paper for MFA. Amendment of TO&E, the introduction of simulators,
arrangement of training for internal instructors and visiting lecturers, separation of training

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and admin wing can be mitigated administratively. In the meantime, collaboration with CU
and CUET for modern lab and workshop facilities can be an option to solve the related
problems temporarily.

Recommendations

0505. The author has evaluated all the pros and cons of MFA and the following are
recommended:

a. MFA may take necessary steps for the amendment of TO&E to mitigate the
crisis of qualified instructors and staff.

b. MFA may recruit qualified visiting lecturers to fill up the void of the crisis of
qualified instructors and staff temporarily.

c. MFA may sign an MoU with CU and CUET for modern lab and workshop
facilities.

d. MFA may arrange training and workshop to boost up the quality of training
and teaching for its instructors, staff and visiting lecturers.

Chattogram AKTAROJJAMAN
Lieutenant Commander BN
September 2021 Student Officer

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Annexes:

A. Research Survey Questionnaire ............................................................ 05 (five) pages.

B. List of Officers Interviewed ..................................................................... -01 (one) page.
C. Questions for Key Interviews ................................................................. -01 (one) page.
D. Summary of Focus Group Discussion ................................................... -02(two) pages.
E. Summary of interviews ........................................................................... -01 (one) page.
F. Organogram of MFA .............................................................................. -01 (one) page.
G. Map of MFA ........................................................................................... -01 (one) page.
H. Comparison of manpower between MFA and BMA ............................... -01 (one) page.

Distribution:

Directing Staff -I
Junior Staff Training Institute
Bangladesh Naval Academy
Patenga
Chattogram

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BIBLIOGRAPHY

1. Alamgir, M. Z. (2001). Problems and prospects of Maritime Education in

Bangladesh. British Medical Journal, 1-11.

2. Islam, N., & Hossain, M. M. (2021). Development of Maritime Professionals

in Bangladesh: A Literature Review. International Journal of Scientific Research
and Management (IJSRM).

3. SAHA76, R. C. (2016). Standardization of Maritime Education and Training in

Bangladesh to Face the Global Challenges in the Seafarer’s Job Market.
International Confernece on Teaching and Learning (ICTL), 410.

4. Chowdhury, A. H. M. Y., Hamid, M. K., & Akhi, R. A. (2019). Impact of

Macroeconomic Variables on Economic Growth: Bangladesh Perspective.
Information Management and Computer Science, 2(2), 19-22.

5. GoB Gazette, (2013b). Guidelines on approval and capacity building of

private maritime training institutes-2013, Notification no: 18.019-763 dated 23
December 2013.

6. Maung, C. T. (2019). Simulation training and assessment in maritime

education and training.

7. STCW-78 amended

8. https://macademy.gov.bd/

9. https://www.mfacademy.gov.bd/

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ANNEX A TO
PF/6513/JSC/65/IRP/01
DATED 11 SEP 2021

RESEARCH SURVEY QUESTIONNAIRE

MARITIME EDUCATION AND TRAINING IN MARINE FISHERIES ACADEMY:

CHALLENGES AND WAY OUT TO PROVIDE SKILLED SEAFARERS
Assalamualaikum Sir and All

1. I am Lt Cdr Aktarojjaman, (E), BN undergoing 65th BN Junior Staff Course (JSC) in

Bangladesh Naval Academy (BNA). The topic mentioned above is my IRP topic and
looking for some data to analyze regarding your response.

2. Marine Fisheries Academy (MFA) is one of the leading Maritime Education Training
Institutes in Bangladesh. Since its establishment, it has been making international
standard seafarers. Presently, MFA is affiliated with Bangabandhu Sheikh Mujibur
Rahman Maritime University, Bangladesh (BSMRMU). Starting from the 39th batch,
MFA is offering four years (4 years) Bachelor of Science (Hons) under three different
faculties. Moreover, by affiliation with BSMRMU, a new curriculum and training system
has been introduced. In addition, over the years number of cadets in the MFA is being
increased. However, the training environment and necessary training elements have not
been introduced over the years to adopt the changes. Thereby it appears that MFA is
facing few challenges to fulfill the current requirements. In view of that, an analysis is
necessary to find the related challenges and find possible ways out to solve the issues.

3. Your kind opinion on pertinent field will help me immensely to find out necessary
data for my research. Following questions has been asked:

a. Are you a Mariner/ Ex cadet?

(1) Yes – 212
(2) No – 23
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b. Do you think Marine Fisheries Academy (MFA) is maintaining international

standard in Maritime Education?

(1) Yes – 64 %
(2) Maybe – 18.6 %
(3) No– 17.4 %

c. Do you think MFA has enough qualified instructors to provide standard

Maritime Education or to make skilled seafarers?
(1) Yes – 36.6 %
(2) Maybe – 21.7 %
(3) No– 41.7 %

d. Do you think MFA has enough staff to provide standard Maritime

Education or to make skilled seafarers?
(1) Yes –35.7 %
(2) Maybe – 20.4 %
(3) No– 43.8 %

e. Do you think MFA has enough modern lab and workshop facilities to make
skilled seafarers?
(1) Yes –41.3 %
(2) Maybe – 16.6 %
(3) No–42.1 %

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f. Do you think current MFA campus or environment is appropriate to

provide standard maritime education?

(1) Yes –72.3 %

(2) Maybe – 12.8 %
(3) No–11.5 %

g. Do you think the absence of different types of simulators like Bridge

Simulator, FF Simulator, etc. is adversely affecting the quality of maritime
education in MFA?

(1) Yes –85.1 %

(2) Maybe – 12.8 %
(3) No–2.1 %

h. Introduction of safety and ancillary courses in MFA will improve the quality
of standard of maritime education of MFA, do you agree?

(1) Strongly Agree –74%

(2) Agree – 20.4%
(3) Maybe – 3.8%
(4) Disagree – 0.8%
(5) Strongly disagree – 0.8%

j. Do you think the teaching strategy following by MFA instructors/Visiting

lecturers is appropriate for maritime education?

(1) Yes –48.9 %

(2) Maybe – 30.6 %
(3) No–20.4 %
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k. In the present context of the MFA, which is the most important factor to
improve its standard of maritime education to make skilled seafarers?

(1) Increasing the number of qualified instructors and staff– 46.5%

(2) Introduction of lab and simulators – 23.1%
(3) Induction of safety and ancillary courses – 9.9%
(4) Improvement of teaching strategy – 4.8%
(5) Improvement of training environment/campus– 4.8%

l. Memorandum of Understanding (MoU) with Chattogram University (CU)

and CUET for lab and workshop facilities will help MFA to improve its standard,
do you agree?
(1) Strongly agree – 47.2%
(2) Agree – 34%
(3) Maybe – 8.5%
(4) Disagree – 4.7%
(5) Strongly disagree – 0.9%

m. Introduction of different type of simulators in MFA will improve its maritime

education and training facilities, do you agree?
(1) Strongly agree – 74%
(2) Agree – 22.6%
(3) Maybe – 2.6%
(4) Disagree – 0.4%
(5) Strongly disagree – 0%

n. Separation of training wing and admin wing of MFA will help to improve its
maritime education standard, do you agree?
(1) Strongly agree – 39.6%
(2) Agree –40.4%
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(3) Maybe – 12.3%

(4) Disagree – 5.5%
(5) Strongly disagree – 1.7%

p. Training for MFA instructors/Visiting lecturers for teaching strategy will

help MFA to improve its maritime education standard, do you agree?
(1) Strongly agree – 58.3%
(2) Agree – 33.6%
(3) Maybe – 5.5%
(4) Disagree – 1.7%
(5) Strongly disagree – 00%

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ANNEX B TO
PF/6513/JSC/65/IRP/01
DATED 11 SEP 2021

LIST OF OFFICERS INTERVIEWED

1. Few interviews of experienced officers on Maritime Education and Training

Sector have been conducted. List of resource officers interviewed are listed below:

Ser Rank & Name Appointment

(a) (b) (c)
Captain Mohammad Waseem Principal, MFA
1.
Maqsood,(G),BCGM, psc, BN

2. Capt. Quazi Nawsher Uz Zaman Principal, OMA

3. Lt Commander Mohammad Hasanujjaman, HOD, Nautical

(ND), BCGM, psc, BN Department, MFA

4. Sarajit Kumar Mandal Sr Instructor and HOD

of MFA ( Retired)

5. Selina Sultana, Junior Instructor (Quality HOD, Fisheries

Control) Department MFA

7. Capt A K M Alamgir Master Mariner,

Class-1, C/O/0054
and Visiting Lecturer,
MFA

8. Engr. Mohammad Mahmud Mia Sr Naval Architect,

Bangladesh Marine
Academy

9. M Mostaqur Rahman Instructor, Ocean

Maritime Academy

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ANNEX C TO
PF/6513/JSC/65/IRP/01
DATED 11 SEP 2021

QUESTIONS FOR KEY INTERVIEWS

MARITIME EDUCATION AND TRAINING IN MARINE FISHERIES ACADEMY:

CHALLENGES AND WAY OUT TO PROVIDE SKILLED SEAFARERS

1. Sir, is the present Maritime Education and Training system of MFA is enough
to provide skilled seafarers? What are the identified drawbacks of the present MET
system as per your view?

2. Sir, do you think present number of instructors and staffs of MFA is enough to
provide proper MET in order to create skilled seafarers?

3. Sir, in your point of view, what is the most import factor to create skilled
seafarers in the present context of MFA?

4. What is the potential difference you have observed comparing to other Marine
Academies?

5. Sir, do you think collaboration with CU and Engineering Universities can make
a difference?

6. Sir, can you suggest some solutions to enhance the capabilities of MFA to
provide skilled seafarers?

7. Sir, what might be the challenges to implement these solutions?

8. Sir, do you have any other opinion you have regarding the subject?

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ANNEX D TO
PF/6513/JSC/65/IRP/01
DATED 11 SEP 2021

SUMMARY OF FOCUS GROUP DISCUSSION

Focus Group Discussion with the instructors’ of Marine Fisheries Academy at

1000 hrs on 28 August 2021 via zoom

1. A focus group discussion was held with the following officers:

Ser Rank & Name Appointment

(a) (b) (c)
1. Md Mazharul Islam Instructor, Nautical Department

2. Md Sharif Ahmed Instructor, Marine Engineering

Department
3. Md Naim Ahmed Instructor, Marine Engineering
Department
4. Md Amdad Ullah Junior Instructor, Marine Engineering
Department
5. Nezazul Islam Junior Instructor Electrical, Marine
Engineering Department
6. Md Moniruzzaman Education officer
7. Lt Md Mohiuddin, (SD) (COM), BN Junior Instructor Radio
Communication

2. In the group discussion, they highlighted that Marine Fisheries Academy is one
of the renowned MET institutes in Bangladesh. Recently, MFA has gone through a
few changes for example affiliation with BSMRMU, upgraded to BSc (Hons) degree
from BSc (pass) degree, CDC issue, etc. However, administrative and infrastructural
changes of MFA have not been done to adopt the above-mentioned changes. In
addition, previously MFA was under a project; later in the 2000s, it has come under
revenue budget. Because of that, it has been suffering from an insufficient number
of instructors and staff since the 2000s. They also told that MET is a technologically
based study, which changes every day, but MFA could not run parallel with that
change. Md Mazhar said that MET is a simulation-based study, which we do not
have. The group also told that the training environment of MFA is not appropriate
because it is surrounded by Bangladesh Fisheries Development Corporation

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(BFDC). As a result, the outsiders especially the workers of BFDC go through the
training areas very frequently which creates a problem for conducting training. In
short, the campus of MFA is very much open. Finally, the group told that first, we
have to solve the problem of less number of qualified instructors and staff than the
other things because without a workforce you cannot run those.

Focus Group Discussion with the staffs of Marine Fisheries Academy at 1100
hrs on 28 August 2021 via zoom

1. A focus group discussion was held with the 06 staff of MFA. They highlighted
that mostly MFA is facing a manpower crisis. Individually they are doing various
types of duties whereas they are supposed to do only one job. Which is creating a
problem to concentrate to teach the cadets properly. Mr. Khademul said that by
appointment, he is a workshop attended but presently he is working in a chemistry
lab along with the workshop one. The group told that MFA should solve the
manpower crisis as soon as possible.

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ANNEX E TO
PF/6513/JSC/65/IRP/01
DATED 11 SEP 2021

SUMMARY OF KEY INFORMANT INTERVIEWS

(Not as per seniority)

Selina Sultana, Junior Instructor (Quality Control) on 28 August 2021, at 1915 hrs
via Phone

1. Jr Instructor Selina opined MFA is playing an important role to provide seafarers

in the national and international arena. She told that though it is playing a vital role in
the Merchant Marine sector, it has a few drawbacks like shortage of workforce, fewer
training facilities, etc. She also told that we need qualified instructors and staff to
provide qualified MET. She emphasized on simulator-based training which is absent in
MFA. She opined that workforce shortage is the prime problem of MFA. In her point of
view amendment of TO&E and recruitment policy is required to fill up the void. Finally,
she told that we could go for MoU with other institutes especially with other maritime
institutes to solve the lab and workshop problems.

Engg Sarajit Kumar Mandal, Former Sr Instructor and HOD, Engineering

Department of MFA on 28 August 2021, at 1915 hrs via Phone

2. Engg Sarajit opined that MFA is an old maritime institute, but it could not
progress with time. He has given many reasons behind its less progress: top
management crisis, less experienced instructors, less governmental support are the
vital ones. He told that MET covers two sides namely theoretical and practical, but MFA
only emphasizes on theoretical part for having less qualified instructors and staff. He
opined that MFA should recruit experienced instructors and staff as soon as possible by
solving its management crisis. Finally, He also told the MFA is providing less qualified
seafarers for not having simulator-based training.

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ANNEX F TO
PF/6513/JSC/65/IRP/01
DATED 11 SEP 2021

ORGANOGRAM OF MFA

Principal

1x PA

1x officer Atended

Nautical Engineering Fisheries Education

Department Department Department Department

1x Sr Inst 1x Sr Inst 1x Inst 1x Education officer

1x Inst 2x Inst 2x Jr inst Quality
Admin Accounts
control
1x Jr Radio Comm 1x Naval Arch
1x Admin officer (10th 1x Accountant
1x Medical officer 1x Medical officer
grade) 1x cashier
1x PTI 1x PTI
1x Head Assitant

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ANNEX G TO
PF/6513/JSC/66/IRP/01
DATED 11 SEP 2021

GOOGLE MAP OF MFA

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ANNEX H TO
PF/6513/JSC/65/IRP/01
DATED 11 SEP 2021

COMPARISSION BETWEEN NUMBER OF INSTRUCTORS OF BMA AND MFA

Ser Appointment MFA BMA

(a) (b) (c) (d)
1. Commandant/Principal 01 01
2. Deputy commandant - 01
3. Chief of Nautical studies - 01
4. Chief Engineer - 01
5. Chief Education Officer - 01
6. Sr Nautical Instructor 01 04
7. Nautical Instructor 01 05
8. Adjutant - 01
9. Sr Engineering Instructor - 04
10. Sr Electrical Instructor - 01
11. Sr ME Instructor - 01
12. Sr Naval Architect - 01
13. Engineering Instructor 03 02
14. Electrical Mechanical Instructor - 01
15. Mechanical Electrical Instructor - 01
16. Naval Architect 01 01
17. Electrical Instructor 01 01
18. Electronic Instructor - 01
19. Medical Instructor - 01
20. Jr Radio Instructor 01 01
21. Fire Instructor - 01
22. Sr Education Officer - 01
23. Education Officer 01 06
24. Administrative Officer - 01
25. Accounts officer - 01
26. Development Officer - 01
27. Evaluation and Research Officer - 01
28. Jr Quality Control Officer 01 -
29. Total 11 43

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RESEARCHER’S BIO-DATA

Lieutenant Commander Aktarojjaman, (E),

BN was commissioned in Bangladesh Navy
on 07 January 2017 in Engineering Branch.
He completed his BSc in Naval Architecture
and Marine Engineering (NAME) from
Bangladesh University of Engineering &
Technology (BUET) in the year of 2015. He
achieved his Watch keeping Certificate from
BNS DHALESHWARI. He went for good will
visit in India and joined exercise MILAN-2019
in Port Blair, Andaman and Nicobar. He was
Mailing Address
Lt Cdr Aktarojjaman the Engineer Officer of BNS TURAG.
Student Officer Presently, He is serving in Marine Fisheries
65th BN JSC Academy as Instructor (Naval Architect).
Email: [email protected]

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