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_e _e _aManglicmot, Sabino M. _d _b4 _u _c0 _q16 |
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_a _aOn the job training and the PRC board examination performance of selected maritime graduates from 1982-1986 / _d _b _n _cSabino M. Manglicmot. _h6 _p |
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_e _e _c28 cm. _axxix, 378 pages _b |
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_b _atext _2rdacontent |
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_a _aThesis (Ph.D.) -- Pamantasan ng Lungsod ng Maynila, 1988.;A dissertation presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Doctor of Education major in Educational Administration. _d _b _c56 |
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_b _b _c _aABSTRACT: The study focused on the performance of AMT graduates from six schools randomly selected on their on-the-job training on the areas of navigation, seamanship, firefighting, cargo riggings, cargo handling and storage, port operations, meteorology and ship structure, maintenance and repair. Specifically, the study sought to answer the following questions: 1. What is the profile of the graduates of selected maritime institutions in terms of: 1.1 type of vessel where training was conducted; 1.2 ratings of graduates, and 1.3 nature of vessel where trainees had their apprenticeship. 2. How did the graduates perform in their on-the-job training on the following areas: 2.1 navigation 2.2 seamanship 2.3 firefighting 2.4 cargo riggings 2.5 port operations 2.6 cargo handling and storage 2.7 meteorology 2.8 ship structure, maintenance and repair 3. How did the performance of the graduates compare when they were grouped according to: 3.1 nature of the vessel where on-the-job training was conducted, and 3.2 selected maritime institutions? 4. What is the performance of selected maritime graduates in the PRC board examination for third mate? The study tested two null hypotheses: H.1 There is no significant difference in the ratings or performance of selected maritime institutions' students according to the nature of the vessel where the on-the-job training was conducted. H.2 There is no significant difference of the ratings of the students in the on-the-job training according to selected maritime institutions. The researcher utilized the descriptive survey method and documentary analysis to attain the purpose of the study. A purposive sample of 165 BSMT graduates from the six schools constituted the sample of the study, who were rated by experts on- the- job training. The following are the findings of the study: 1. Profile of the respondents. Profile of respondents was limited to three variables only, namely, type of vessel where on-the-job training was held, grades they obtained in their training and type of vessel where they underwent their training. 1.1 Type of vessel. The largest number of PMI graduates were on board general cargo, tanker and bulk cargo vessels, while most of the graduates from PMC were on board tankers and bulk cargo vessels. Most graduates from IMA were on board passenger/cargo vessels, likewise for the graduates from CCC, MIT, SJT graduates were mostly trained on bulk cargo and tanker vessels. 1.2. Performance Ratings of Graduates. The largest group of graduates from PMI had grades ranging from 2.00 to 2.49, while graduates from MPC which constituted two groups had grades ranging from 2.00 to 2.49 for the first group, and 1.50 to 1.99 for the second group. Grades of IMA graduates were varied and their grades were found in all brackets or categories. CCC graduates had grades which are in the lower level-3.00 to 3.49. The same trend was noted for MIT. SJT graduates performed well with most of them having grades in the upper level. 1.3 Type of Training. Three maritime schools, namely IMA, CCC and MIT comprised the largest number of students in domestic vessels, while graduates from PMI, MPC and SJT had their on-the-job training on board international vessels. 2. On-the-job Performance of Graduates on Various Areas The general performance of graduates from PMI, MIC, IMA, and SJT were high and satisfactory; whereas those from CCC, and MIT were identified as unsatisfactory. In all areas of maritime education, the performance of graduates from the six schools follow this pattern. The comparison of the performance of the graduates according to nature on board international vessels performed significantly better than those who were trained on board domestic vessels. All the graduates from the six schools who took the PRC Board Examinations from 1982 to 1986 performed well. The findings of the study have some implications to maritime education. Among others, there seemed to be no consistency or correspondence or congruence between the curriculum learned and required in schools and those activities in the on-the-job-training as well as in the board examinations. CONCLUSIONS: In the light of the aforementioned findings of the study, the following conclusions were drawn: 1. Graduates do not have the same opportunities in the on-the-job training were carried. Some were in international vessels, while others experienced training in domestic vessels. 2. Different schools had different strengths and weaknesses in their on-the-job training. PMI was strong in Port Operations and Firefighting; MPC was strong in firefighting, ship structure, maintenance and repair, likewise, MIT and SJT. Firefighting and ship structure, maintenance and repair, seemed to be the easiest subjects for them, while cargo riggings and cargo handling and storage were difficult. In general, some schools consistently performed well and some consistently low. 3. Graduates performed significantly different according to type of vessel, domestic or international for their on-the-job training, with those trained in the latter getting better grades than those in the former. Type of vessel for on-the-job training therefore was a strong intervening variables in the performance of graduates in the different content areas. Ratings of graduates in all the eight areas for their on-the-job training were significantly different when grouped according to maritime schools. However, interviews revealed that poor performance of some graduates were due to motivations and working conditions in the boat, including interpersonal relationships among those in the vessel. 4. The performance in the board examinations had a high percentage of passing in the years 1982-1986, but a decrease of performance across the years. It was however, found that those who obtained low ratings in the on-the-job training performed well in the board examinations, which belies the assumptions that ratings were fair indices of their on-the-job training. Comparison of performance of the AMT graduates was not sometimes tenable due to the size of the number of graduates who took the board examinations. Evidently, however, the number of examinees decreased with the years. 5. There is a need to look into the working or apprenticeship environment of those who take the on-the-job training on board vessels, likewise the need for consistency between academic, on-the-job training and the board examinations. Training facilities and equipment should be made available to students and that maritime education should be well supervised. RECOMMENDATIONS: In the light of the findings of the study, the following recommendations are hereby endorsed: A. Policy Makers 1. Effective coordination for all agencies concerned with maritime matters be enhanced with definite delineation of duties and responsibilities. 2. Ensure effective implementation of all laws, decrees, executive orders and other mandates in order that the maritime industry will become a premier source of revenue. 3. Administrators of schools should work for the equal opportunities of their graduates in their on-the-job training that is all of the graduates should have a part of their on-the-job training on board international and domestic vessels. 4. Administrators of maritime schools should keep track of their graduates on board vessels to determine and ascertain problems that they may encounter and work for possible solutions. 5. Graduates on board vessels should receive remuneration for the work they do on vessels. B. For Department of Education, Culture and Sports 1. All maritime institutions should adhere to existing rules and standards to improve faculty competencies, to make relevant school facilities, and increase acquisition of library holdings and equipment. 2. An in-depth evaluation of results of on-the-job training and PRC board examination results should be used as basis for policy changes regarding maritime courses. 3. There should be a moratorium in the issuance of permit for the opening of the course BSMT for at least ten (10) years so as not to add to the rising of unemployed graduates. 4. Maritime schools which have not complied with the policies and standards should be encouraged to establish consortia program with other schools and to have direct linkages with industry. |
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_a C. For Maritime Institutions 1. Management in collaboration with the faculty club/ associations should facilitate a program for the systematic and continuous upgrading of faculty competencies. 2. Faculty should be encouraged to participate in academic upgrading through seminars/conferences/workshops and to upgrade their licenses by way of incentives and other awards. 3. Management should establish linkages with shipping industry, drydocking, and other related maritime services so as to ensure a productive on-the-job training for graduates. 4. A systematic monitoring and evaluation system regarding on-the-job training and board examination results should be established by such maritime school so as to have ready available data for decision making. 5. Effective supervision of on-the-job training should be done by maritime schools by way of periodic check-up and follow-up of graduates' progress and productivity. 6. Facilitates for training should be provided by schools when not available. Prototype equipment/ instruments from locally-available materials shall be encouraged as substitute for foreign equipment. 7. Findings of this study should be made available to the different schools considered for their guidance, information, decision making and for their information on their strengths and weaknesses. The results may provide baseline information in their classroom teaching for quality products or graduates. D. For Further Research 1. Since only six (6) schools were studied, a more comprehensive study to include all the existing maritime schools should be made or done in ord _u |
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