Section 1 – Introduction
Purpose of the Model Course
The purpose of the model course is to assist VTS Centres and their Instructors in delivering Onthe-Job training courses, and in enhancing and complementing existing training material where
the quality and effectiveness of the training courses may thereby be improved to fully meet the
intent of IALA Recommendation V-103.
The required standard of competence is considered to be the level of proficiency that should be
achieved for the supervision and delivery of training by OJT Instructors. The training should
take into account the level of competence already acquired and build on this to meet the needs of
the trainee and the VTS Centre.
It is not the intention of the model course to present Instructors with a rigid teaching package
which they are expected to follow blindly. The knowledge, skills and dedication of Instructors
are key components in the transfer of knowledge and skills to those being trained through this
model course material.
To assist in the development of lesson plans and training courses five levels of competence are
used in the Model Courses for VTS Personnel. Each level of competence is defined in terms of
the learning outcome, the instructional objectives and the required skills.
Use of the Model Course
This course is intended to cover the knowledge and practical competence required by an Instructor
of the OJT for VTS Personnel.
The course is designed to ensure trainees are provided with realistic exercises on their role as
On-the-job Instructors for VTS. These exercises should, wherever practicable, use simulation.
However, where simulation is not practicable, the exercises should be designed to be fully
representative of appropriate situations that occur in a VTS OJT environment.
All training and assessment of OJT Instructional personnel for endorsement in their VTS
Certification Log should be:
- Structured to relate On-the-Job Training methodologies to job performance, standard
operating procedures and elements applicable to the VTS Centre concerned;
- Presented in a realistic, competence-based environment; and
- Conducted monitored and evaluated by persons qualified in accordance with the
STCW Code Section A-I/6 and IALA Recommendation V-103.
Model Course V-103/4, On-the-Job Training Instructor
6 December 2001
Training personnel should review Section 3 – COURSE OUTLINE and the detailed syllabus in
each subject. The actual level of knowledge, skills and prior educational qualifications of the
trainees should be kept in mind during this review. Any differences between the level of skills
and competencies of the trainee and those identified within the detailed training syllabus should
be identified. To compensate for such differences, the Instructor is expected to adjust the course
content to recognise knowledge or skills already attained and demonstrated at that particular
VTS Centre by the trainees. The Instructor should also identify any academic knowledge, skills
or technical training that the trainees may not have acquired.
Adjustment of the module objectives, scope and content for each subject may also be necessary
if the VTS OJT Instructor trainees completing the course are to undertake duties which differ
from the objectives specified.
The Instructor should draw up lesson plans based on each section of the syllabus and include
references to textbooks and teaching material suggested for the course. Where no adjustment
has been found necessary in the learning objectives, the lesson plans may simply consist of the
syllabus with keywords or other reminders added to assist the Instructor in making his presentation
of the material. Lesson Plans should emphasise the unique aspects of training methodology and
coaching skills required by On-the-Job Training Instructors.
To assist in the development of lesson plans five levels of competence are used in the Model
Courses for VTS Personnel. Levels 1 to 4 are used in the Model Course for the basic training of
VTS Operators and levels 3 to 5 are used in the Model Course for advancement to VTS Supervisor.
Each level of competence is defined in terms of the learning outcome, the instructional objectives
and the required skills. The recommended level of competence for each subject is indicated in
Section 3 – COURSE OUTLINE of each Module.
Section 3 – COURSE OUTLINE includes a recommended time that should be allotted to each
subject. However, it should be appreciated that these allocations are arbitrary and assume that
the trainees have met fully all of the entry requirements specified for each subject. The Instructor
should therefore review carefully these time assessments during course and lesson plan design
and consider the need to reallocate the time required to achieve each specific learning objective.
In preparing a teaching scheme and lesson plans, the Instructor is free to use any teaching method
of combination of methods that will ensure trainees can meet the stated objectives. However, it
is essential that trainees attain all objectives set out in each syllabus.