Annex IX

28 January 201615:47
Annex IX
Regional Perspective and Possible Arrangements for Institutional
Training and Assessment
Annex IX to the Final Report
TCP/RLA/0069
Development of Standards
for the
Construction and Survey
of
Small Fishing Vesssels
Food and Agriculture Organization
of the
United Nations

ii
Contents
Annex IX ............................................................................................................................. i
Regional Perspective and Possible Arrangements for Institutional Training and
Assessment........................................................................................................................ i
Contents .......................................................................................................................... ii
A Introduction............................................................................................................. 1
B Institutions............................................................................................................... 1
Samuel Jackman Prescod Polytechnic........................................................................ 1
Regional Perspective....................................................................................................... 2
Needs assessment........................................................................................................ 2
Training Phases....................................................................................................... 2
Project recommendations........................................................................................ 3
C Inspectors of Fishing Vessels.......................................................................... 3
Hull Inspectors.................................................................................................... 4
GRP construction and less than 12 m in length (Grade 1).................................. 4
Hull Inspector (Grade 2) ..................................................................................... 5
Open boats fitted with out board engines (Grade 1e) ......................................... 7
Hull and Machinery Inspector (Grade 3)............................................................ 8
Senior Hull and Machinery Inspector (Grade 4)................................................. 8
E Boat builders ................................................................................................. 15
Course Categories ............................................................................................. 15
Arrangements.................................................................................................... 15

1
A Introduction
The project identified two known technical institutes in the eastern Caribbean that have programs
and courses available in boatbuilding and engineering. One is the Samuel Jackson Prescod
Polytechnic (SJPP) in Barbados and the other, the H. Lavity Stoutt Community College (HLSCC)
in the British Virgin Islands. Neither actually have full or part time course for Inspectors although
SJPP they did offer a short course in elementary naval architecture that was attended by staff
members of the Fisheries Division.
The OECS has held workshops on the inspection of fishing vessel for staff of fisheries
administrations to which Barbados was invited. Although effective, these were not intended to be
academic in any way and for this reason some of the essential components of a training course for
“dedicated” vessel inspectors could not be included.
The International Maritime Organization (IMO) were involved in the implementation of a course
on the Survey of Small Craft that used the model course and compendium developed by IMO.
The course covered the survey of small wooden craft and small fibreglass craft and although not
specifically related to fishing vessels, the course material is a valuable reference for any
institution intending to introduce a training course for inspectors. It should be noted, however,
that if the entry standard would not be met by the intended trainee intake, those intending to take
part would have to complete an upgrading course to bring them up to the level required. In
relation to Inspectors of Fishing Vessels, there could well be a situation whereby the entry level
might not be met by each and all of the entrants simple because of their different background.
If the entrants were to be qualified as a Master Mariner or hold a First or Second Class Certificate
of Competency (Engineering)1
and have appropriate sea going experience, they meet the entry
level automatically. Similarly, surveyors with qualifications in a marine related field from an
institution recognized by the Administration,2
but who require specialized training to ensure
adequate competence and skill, would meet the entry standards.
However, special attention may be needed when entrants are already qualified officers, of
maritime or fisheries divisions or Coast Guard. There may be a need for an assessment of the
qualifications held by them to ensure that the academic prerequisites are met in relation to the
course(s)3
. Indeed, it was observed by the project that a fisheries officer or assistant fisheries
officer can be designated Inspector of Fishing Vessels, with or without an appropriate background
or training. This latter category requires special attention from the Administrations point of view
in relation to its responsibilities for safety and from the incumbents' viewpoint regarding career
development.
B Institutions
Samuel Jackman Prescod Polytechnic
The Polytechnic is a Department of the Ministry of Education Barbados. Its mission being to
meet the needs of all through the provision of rich and diversified curricula that emphasizes
career education and training. The current student roll is over 3,000 plus, an additional 184
1
Or an Equivalent Certificate issued by the Navy/Coast Guard (by examination) that includes elementary
Naval Architecture and Electro-technology.
2
Administration is the government of the flag State.
3
This would be valid even where the Officer already had experience in the inspection of fishing vessels
but had not received formal training.

2
secondary school students benefiting from services and or facilities provided by the Polytechnic.
A training programme was developed for boat-builders after the Government realized that many
of the boat-builders/shipwrights were well advanced in years. Thus with an expanding fishing
fleet there were fewer skilled persons to do traditional boat-building and repairs since recruitment
to the industry had been at a low level for some years. The students in the boat-building course
undergo six-weeks of job attachment. Students are placed with boat builders around the island
where their technical skills and competencies are enhanced.
Regional Perspective
New standards of design and construction of fishing vessels and an obligation in law for boat-
builders to comply with such standards call for a system of technical education and training to be
in place to meet these needs. To do this, however, a complete assessment of the short-term and
long-term needs must be carried out regionally and the results analyzed. SJPP undertook the task
to analysis data collected from the National and Regional Workshops and the Regional Seminar.
The analysis of this data to be used to undertake an exercise of programme review and upgrade to
the new regional standards.4
Needs assessment
An assessment of the needs by SJPP commenced shortly after the Regional Seminar within the
region to determine the kinds, levels and type of training that would be required. In particular, the
number of inspectors and boat-builders to be trained and assessed in the short term, as well as,
over a longer period of time would require examination in relation to the manpower needs in each
territory.
It was proposed to pay special attention to the existing cadre of inspectors and boat-builders to
assess the extent of upgrading required to meet the levels of competence that the proposed
construction and inspection standards would demand. Training programmes would have to be
flexible and probably modular in format.
Training Phases
Major consideration must be given to each territory to ensure its uniqueness of design while
maintaining, sound construction standards agreed to at a regional ministerial level. SJPP
considers that the first phase would be to ensure that training would be offered at the appropriate
levels. It recognizes that the qualification of the instructor in boat building should be equal to but
preferably higher than the level of the qualification to be offered to the participants. The essential
experience required for the instructor would not be less than five years work experience in the
construction of wooden hull fishing vessels and not less than three years in the construction and
repair of GRP vessels. The desired experience should include construction of steel hulls or metal
fabrication noting that this experience may have been gained on a part time basis during the same
period.
In assessing the qualifications of the boat building instructor the curriculum related to the
certificate or diploma held should include, strength of material, mechanics, elementary naval
architecture and nondestructive testing in addition to boat building, etc.
The project stresses that SJPP should be prepared to supplement the skills of the boat-building
instructor through additional staff on faculty having more specialized qualifications and
4
Plant and equipment at the chosen institute may have to be upgraded in the interest of national and
regional development for fisher-folk, boat-builders and inspectors. The cost would most likely accrue to the
individual governments.

3
experience in relation to mechanics, electric technology engineering and welding. In addition
SJPP should make use of “off campus” instructors in highly specialized subjects, particularly in
the areas of naval architecture, marine engineering and surveying.
However, where there may not be a need for a great number to attend these courses at any one
time, it may be possible to cover this requirement in a modular form or make an agreement with
sister institutions.
It is accepted that the training of some inspectors may be similar to that of the boat builder. In
fact, it is probable that some of the needs for vessel inspection might be met through recruitment
of appropriately qualified persons from the boat building sector.
Project recommendations
The project recommends that the training of trainers be given a high priority. It also recommends
that SJPP take the initiative to put forward a proposal to convene a training workshop. This
should be attended by teaching staff of SJPP5
and the HLSCC, as well as, senior staff of fisheries
and maritime administrations in the Eastern Caribbean concerned with the inspection of fishing
vessels. The objective would be to obtain agreement on the style and content of "examination"
courses for inspectors of fishing vessels and for boat builders.6
Following the Workshop, it is further recommended that SJPP, as a recognized Polytechnic,
develop the examination classifications for the different categories of inspectors and boatbuilders,
taking into consideration the explanations given in Document TCP/RLA/69RS-04.
It is further recommended that there should be a system of assessing existing staff, be they
inspectors or boatbuilders, based on "interview techniques". The system should be introduced at
the above mentioned Seminar. However, noting the complexity of such a system and the need to
remain objective, care should be taken to ensure that such a session is overseen by an experienced
assessor.
The project proposes that the Seminar should also consider a basic outline for such training
courses that will assess the student by written and oral examination. Proposals in this regard are
given in Part C below.
C Inspectors of Fishing Vessels
As set out in Document TCP/RLA/69RS-04, the composition of an Inspection Service will reflect
the composition and size of the national fleet. The document also suggests that the various grades
of inspectors should require them to hold certain levels of qualifications and it mentions
international accepted practices as a guideline. Thus, as and when an Administration puts in place
a system of inspection, the persons carrying out the survey and or inspection of a fishing vessel
should be qualified, experienced and trained. Once appointed and given the delegated
responsibility to carry out inspections of fishing vessels, the Administration accepts that the
qualifications, experience and training of that person are adequate for the grade at which the
appointment is made.
There may be a need for an assessment of the qualifications, experience and training of a person
to be appointed who is already a qualified officer of the Administration, to ensure compatibility
with the requirements of the post. As mentioned above, this situation is likely to arise where the
5
In light of the association of SJPP with the University and the Community College in Barbados, the
invitations could be extended to these entities.
6
It should be recalled that boatbuilding trades, could be the main recruitment sector for future inspectors
of fishing vessels in the sub-region.

4
need arises to regularize the position of officers who already carry out inspections of fishing
vessels7
and not only on first appointment. Whoever carries out the assessment should be able to
judge whether or not the qualifications and experience are in fact comparable with the recognized
qualifications given i n Document TCP/RLA/69RS-04 that are clearly stated. The same issue
would arise if an Administration undertakes to examine candidates for "certificate of
competency" as Inspector of a Fishing Vessel. In such cases, the examination would have to
address the appropriate subjects at an appropriate level. The project addressed this question by
expanding on the theme set out in Document TCP/RLA/69RS-04 through which the following
types of inspection were identified. The only difference is that a Grade has been assigned in each
case for easier reference in relation to the assessment and examination section in Part D.
Hull Inspectors
Wooden construction and less than 12 m in length (Grade 1)
If the basic fleet consists of vessels of wooden construction and the vessels are less than 12 m in
length, the main qualifications and experience should be related to wooden boat construction and
repair, with an understanding of other materials. Thus:
Minimum Qualifications
CIG intermediate Certificate in Wooden Boat Building
CIG level 1 in GRP Boat building
CIG level 1in Steel Boat Building
Minimum Experience
4 Years Apprenticeship/Vocational College8
5 Years Certificate of service under a Master Boat-builder9
1 year of which to be
related to GRP and steel boat construction or hull repairs.
GRP construction and less than 12 m in length (Grade 1)
If the basic fleet consists of vessels of GRP construction and the vessels are less than 12 m in
length, the main qualifications and experienced should be related to GRP boat construction and
repair with an understanding of other materials.
CIG Intermediate Certificate with bias towards GRP construction
CIG Level 1 General construction methods (wood/steel)
7
The fisheries division in Barbados, for example, where a number of the officers, with different
backgrounds, levels of experience and qualifications, do carry out inspections of fishing vessels
8
The length of time depends on the training available and the apprenticeship requirements in effect for
each jurisdiction. Most apprenticeship schemes have strict requirements for academic work related to the
trade, besides the actual practical trade component.
9
Further details are given in the section referring to the training of boatbuilders.

5
Minimum Experience
4 Years apprenticeship/vocational college.
3 Years with Certificate of Service under a Master Boat-builder in GRP construction
and repair.
1-year certificate of service under a master boat builder in wooden and steel hulls
construction or repair.
Steel construction and less than 12 m in length (Grade 1)
If the basic fleet consists of vessels of steel construction and the vessels are less than 12 m in
length (although unlikely in the sub-region), the main qualifications and experienced should be
related to steel construction and repair. This could include general steel fabrication and repair.
There should also be an understanding of other materials, particularly in relation to how other
materials can be attached to steel.
CIG Intermediate Certificate in Boat building with emphasis on steel construction.
CIG Intermediate Certificate in Welding.
CIG Level 1 in General Construction Methods (Wood/GRP).
Minimum Experience
4-years apprenticeship/vocational college in steel construction of which a minimum
of 3 years to be spent in steel boat building.
1 year experience under a Master Boat-builder in wooden and GRP construction or
repair.
Hull Inspector (Grade 2)
Wooden construction and the vessels are less than 24 m in length
If the basic fleet consists of vessels of wooden construction and the vessels are less than 24 m in
length, such fleets tend to be made of from many different types, often using a combination of
construction materials. Therefore, although the main qualifications and experienced should be
related to wooden boat construction and repair. Familiarity, with the requirements of
classification societies would be an asset.
CIG Final Certificate in Wooden Boat Building
CIG Intermediate Certificate in GRP Boat building
CIG Intermediate Certificate in Steel Boat Building
Minimum Experience
4 Years Apprenticeship/Vocational College

6
5 Years Certificate of service under a Master Boat-builder 2 years of which to be
related to GRP and steel boat construction or hull repairs.
GRP construction (Grade 2)
If the basic fleet consists of vessels of GRP construction and the vessels are less than 24 m in
length the main qualifications and experienced should be related to GRP construction and repair.
The inspector should also have knowledge of wooden hull construction and familiarity with the
requirements of Classification Societies would be an asset.
CIG Final Certificate with bias towards GRP construction
CIG Intermediate Certificate/General construction methods (wood/steel)
Minimum Experience
4 Years Apprenticeship/vocational college.
3-Years Certificate of Service under a Master Boat-builder in GRP construction and
repair.
2 (Two) years certificate of service under a master boat builder in wooden and steel
hulls construction or repair.
Steel construction (Grade 2)
If the basic fleet consists of vessels of steel construction and the vessels are less than 24 m in
length, the emphasis should be placed on knowledge of welding and metallurgy. In addition, a
wide experience would be required in other materials, particularly wood. Familiarity with the
requirements of Classification Societies would be an asset
CIG Final Certificate in Boat building with emphasis on steel construction.
CIG Intermediate Certificate in Welding.
CIG Intermediate Certificate in General Construction Methods (Wood/GRP).
Minimum Experience
4-years apprenticeship/vocational college in steel construction of which a minimum
of 3 years to be spent in steel boat building.
2 years experience under a Master Boat-builder in wooden and GRP construction or
repair.

7
Machinery Inspector
Open boats fitted with out board engines (Grade 1e)
If the basic fleet is limited to open boats fitted with out board engines, the emphasis should be in
relation to the different types of outboard engines and steering mechanisms. Practical experience
in the “matching” of engine powers to hull forms should be a requirement.
CIG Final Certificate in Automotive Engineering
CIG Level 1 Certificate in Welding
CIG Intermediate Certificate in Automotive Electrical Systems
Minimum Experience
4 Years apprenticeship/vocational College
5 years certificate of service as a service engineer and or with a service facility of
which at least three years would have been spent on the installation and service of
outboard engines (Diesel/Petrol)
Decked and or undecked vessels of less than 24m in length (Grade 2e)
Where the basic fleet consists of decked and or undecked vessels of less than 24m in length and
the vessels are fitted with inboard diesel engines the inspection requirements could be quite
demanding. Thus, the inspector should have a broad strong background in marine engineering
Second Class Certificate of Competence (Motor ship)10
or Equivalent Certificate
issued by the Navy/Coast Guard (by examination) that includes elementary Naval
Architecture and Electro-technology.
CIG Intermediate Certificate in Welding
Minimum Experience
4 Years apprenticeship/vocational college of which 2 years must meet the
requirements for entry into the Merchant Marine/Navy/Coast Guard
Sea service as required for application for examination for the 2n.Class Certificate
(Motor ship) or equivalent
In addition, a further three years experience in the outfitting, repair and maintenance
of marine machinery, including deck machinery.
10
A certificate of competency issued in accordance with the STCW convention would be considered
appropriate. As and when the STCW-F convention enters into force, a Class I engineer certificate might be
acceptable.

8
Hull and Machinery Inspector (Grade 3)
Mixed vessel types
Where there is a mix of vessel types, construction materials and complexity of design, the
requirements for the recruitment of a hull and machinery inspector must be well balanced
between boat building and engineering.
Second Class Certificate of Competency (Combined) or equivalent level of certificate
issued by the Navy/Coast Guard (by examination)11
that includes Intermediate Naval
Architecture and Electro technology.
CIG Intermediate Certificate in welding
Diploma in fishing vessel construction methods with credits in wood and GRP
construction.
Minimum Experience
4 years apprenticeship coupled with off the job training in marine engineering and
ship/boat construction and or design.
5-years service in the Merchant Marine/Navy/Coast Guard with not less than two
years experience in rank as Second Engineer or equivalent.
3-years experience as a hull and or machinery inspector or similar experience with an
approved company of ship surveyors or, as a surveyor of ships or small vessels for an
insurance company.
Senior Hull and Machinery Inspector (Grade 4)
Large fleets of mixed types and materials of construction.
In the case of large fleets, the inspection service may have to include a mixture of dedicated hull
inspectors, machinery inspectors and hull and machinery inspectors. In all probability, the service
would have to be managed by a Senior Hull and Machinery Inspector. The knowledge and
experience required must include maritime law, naval architecture, electro-technology and
applied electronics.
1st. Class Certificate of Competency (Motor ship) or equivalent issued by the
Navy/Coast Guard (by examination)12
and:
Diploma in Naval Architecture and Electro-technology or:
Professional qualification in Ship Construction, Naval Architecture or Engineering
accepted by a Classification Society or a Lloyd’s Agent for accreditation as a survey
of ships (Hull and Machinery)13
.
11
Having held the substantive rank of Sub-Lt. M.E. for at least 3 years.
12
Having held the rank of Lt. ME for at least 3 years.
13
The United Kingdom award of Chartered Engineer by examination is one example.

9
Desired qualifications
A recognized diploma in ship surveying.
Minimum Experience
Minimum experience required for entry into the Merchant Marine/Navy/Coast Guard
as a Junior Engineer Officer with at least 3-years experience in boat construction and
or repair.
5-years seagoing experience 2 of which should be at the rank of not less than 2nd
Engineer Officer or equivalent or 5 years experience in the design, construction/repair
of ships/fishing vessels or 3 years experience as a Marine or Assistant Marine
Superintendent.
3 years experience in the inspection of fishing vessels (hull and machinery) or 3 years
experience in the survey of ships (hull and Machinery).
D Assessment Profile
In the assessment process to determine whether or not qualifications are comparable with the
recogized certificates and diplomas mentioned above, there should be a common understanding in
the region of the underlying requirements under each subject matter. In addition, in the
development of curriculum for diploma courses for inspectors, an institute would require a full
understanding of the underlying requirements associated with the various grades. In this regard,
there could be a need to amend, for example, a City and Guilds course if it did not already include
elements of elementary naval architecture.
Subjects for consideration
Mathematics
Arithmetic: (All Grades)
Conversion of physical quantities involving length, area, volume or force from one system of
units to another. Ratio, proportion and percentages.
Algebra: (Grades 2. 2e. 3 and 4 and as modified for Grades 1 and 1e))
Indices, including fractional and negative types. Use of common logarithms for
multiplication, division, power and roots.14
Use of Naperian Logarithms
Simplification of algebraic expressions.
Simple equations. Quadratic equations, and solution, by factorization or by completing the
square. Simultaneous equations.
Graphs (All Grades)
Simple graphs of statistics. The graph y = ax + b either from calculated values or from
experimental results. Calculation of constants from graphs. Graphical solution of simple
simultaneous equations involving two unknowns.
Trigonometry (All Grades)
Measurement of angles in degrees or radians. Complimentary and supplementary angles.
Sine, cosine and tangent of angles up to 360°. Solution of right angle triangles. Proof of sine
14
Alternatively associated computer studies may be introduced.

10
and cosine rules and solution of triangles by these rules. Solution of simple trigonometric
equations.
Geometry (All grades)
Properties of triangles. Sum of the angles. Relationship between exterior and interior angles.
Isosceles and equilateral triangles. Similar and congruent triangles.
Measurement (All Grades)
Areas of triangles, polygon, parallelogram, trapezium, circle, sector and segment of circle and
ellipse. Areas of oblique sections of regular solids of uniform cross-section. Area and mean
height by mid-ordinate rule and by Simpson's rule. Volumes and surface areas of prisms,
pyramids, frustums, sphere, cylinders and cones. Ratio of mass weights and volumes of
similar solids. Solids of revolution.
Applied mechanics
Static’s. (All Grades)
Force and force as a vector. Triangle and polygon of forces. Resultant and equilibrant of a
concurrent coplanar forces. Moments of a force. Couples. Moments of areas and volumes.
Centroids and centre of gravity.
Friction. (All grades)
Laws of friction for dry surfaces. Coefficient of friction. Energy and power lost due to
friction in simple bearings.
Kinematics. (All Grades)
Linear motion. Graphs and equations for displacement, speed, velocity and uniform
acceleration. Simple cases of vector change of velocity and acceleration produced. Angular
motion. Equations for displacement, velocity and uniform acceleration.
Dynamics. (Grades 2e, 3 and 4 with modification for Grade 1e)
Work and power. Problems with constant force or force with linear variation. Energy,
conservation of energy, potential energy and kinetic energy of translation. Newton's laws of
motion. Momentum and rate of change of momentum. Centrifugal force and its application
to conical pendulum, unloaded governor. Curved tracks and machine parts. Stress in thin rims
due to centrifugal force.
Machines. Simple lifting machines. Graph of load effect and load efficiency. Linear law.
Machines (All Grades)
Simple lifting machine. Graphs of load effort and load efficiency. Linear law. Velocity ratio,
mechanical advantage and efficiency of machines. Reduction gearing.
Stress and strain. (Grades 2, 2e, 3 an4Hull and as modified for Grades 1 and 1e)
Direct stress and strain. Shear stress. Hook's law. Modulus of elasticity. Ultimate tensile
stress. Yield stress. Limit of proportionality. Percentage elongation and reduction of area.
Working stress. Factor of safety. Stress due to restricted expansion of single members.
Beams. (All Grades)
Cantilevers and simply supported beams with concentrated or uniformly distributed loads.
Shearing force and bending moment diagrams. Stress due to bending.
Torsion. (Grades 1e, 2e, 3 and 4)

11
Twisting moment due to engine crank mechanism. Strength and stiffness of solid or hollow
shafts of circular cross-section. Stress due to torsion. Power transmitted by shafts. Coupling
bolts.
Hydrostatics (All Grades)
Equilibrium of floating bodies. Variation of fluid pressure with depth. Level control. Total
force due to liquid pressure on immersed surfaces horizontal or vertical. Centre of pressure on
a rectangular vertical plane surface or triangular plane surfaces (both with one edge parallel
to the surface of the liquid.
Hydraulics (Grades 2e, 3 and 4)
Full bore flow of liquids through pipes under constant head. Flow through an orifice.
Coefficients of velocity, contraction of area and discharge.
Heat engines
Elements: (All Grades)
Temperature and its measurement. Linear, superficial and volumetric expansion due to
temperature changes. Coefficients and the relationships between them. Specific heat.
Heat transfer: (All Grades)
Qualitative treatment of heat transfer by conduction, convection and radiation. Laws of
conduction and thermal conduction and applications to simple problems.
Mixtures: (All Grades)
Heat and temperature problems involving change of phase (and not more than three
substances).
Gases: (Grades 2e, 3 and 4)
Boyle's Law and Charles' Law for perfect gases. Absolute temperature. Characteristic
equation. Constant R and its use in simple problems. Isothermal and adiabatic expansion and
compression. Relationship between P, V and T when pVn
= constant.
Internal Combustion engines. (Grades 1e, 2e, 3 and 4)
Elementary principles and cycles of operation. Work done and power developed (indicator
diagrams). Fuel consumption.
Refrigeration. (Grades 2e, 3 and 4)
Vapour compression cycle. Refrigerating effect. Cooling load. Use of tables of properties of
refrigerants. Disallowed refrigerants.
Engineering Drawing. (All Grades)15
Principles of projection.
Report Writing. (All Grades)
Preparation of inspection report. Preparation of litigation reports.
Electro-technology (Grades 1e, 2e, 3 and 4 unless otherwise stated or exempted)
General
15
The term Engineering Drawing also includes hull structure.

12
Effects of electric current (chemical, magnetic and thermal). Production of light. Electric
shock. Production of electromotive force (e.m.f.) by chemical, thermal and light means.
Electrical safety.
The electric circuit
Units: ampere, ohm and volt. Ohm's law. Series and parallel circuits of sources of e.m.f. and
of resistance. Current distribution in simple circuits. Non linear resistors in parallel with
constant value resistors. Difference between e.m.f. and potential difference (p.d.). Power
and energy. Relationship between heating, mechanical and electrical units. Conductor
resistance, effect of length, area and type of material and temperature. Specific resistance.
Temperature coefficient of resistance. Types of insulation.
Wheatstone network bridge, slide wire bridge Applications to steering gears, pyrometers,
strain gauges etc. (except
Electrolytic and Galvanic action (All Grades)
Theory of electrolytic dissociation applied to common solutions etc. acidulated water, copper
sulphate and salt water. Use of electrolysis. Faraday's law. Electro-chemical equivalent.
Cells (All Grades)
Primary (wet or dry Leclanche') and secondary (acid or alkaline) types. Construction and
principles. Maintenance, charging. Watt-hour and ampere -hour efficiencies.
Magnetism and electromagnetism (Modify for Grade 1e)
Simple magnetic theory. Magnetic field. Lines of force. Field strength and field intensity
Magnetic fields due to current in straight conductors, loops, coils and solenoids. Relative
directions of current and field. Effect of iron. Flux density and total flux. Reluctance
permeability. Typical B/H and /B curves.
Electro-magnetic induction
Faraday's and Lenz's laws Magnitude and direction of induced e.m.f. Force produced on a
current carrying conductor.
Electronics
Knowledge of terms used in electronic circuits. Thermionic emission. Conduction in
vacuum, gases, insulators, semi-conductors and conductors. Rectification.
Alternating current theory (Modify for Grade 1e)
The sinusoidal wave, frequency, maximum r.m.s. and average values. Vector representation
of a.c. qualities. Phase difference. The a.c. circuit. The inductor and inductance and its effect
on the circuit. The capacitor. Capacitance and its effect on the circuit. Relationship between
resistance, reactance and impedance. Simple treatment of the power factor.
Instruments
Principles and functions of a.c. and d.c. switchboard indicating instruments. Moving coil,
moving iron and dynamometer types. Use of shunts and series resistance to increase the
range. The current transformer and potential transformer for instrument work. Rectifiers and
transducers.
Testing methods and measurements
Resistance measured by ammeter, voltmeter, by bridge and by instrument. Simple ohmmeter
and testing of insulation. General insulation, continuity, and millivolt drop testing. Fault
tracing. Temperature by resistance and by thermo-electric effects.
Circuits (All Grades)

13
Distributions systems for a.c. and d.c. installations. Use of fuses and circuit breakers and use
of earth lamps.
Electrical machines AC motors/DC Generators/ DC motors. (Modify for Grade 1e)
D.C. machines: field circuits (shunt, series and compound). Commutation. Simple approach
to lap and wave windings.
Elementary Naval Architecture
General (All Grades)
Displacement. Wetted surface areas. Block, mid-section, prismatic and water-plane area
coefficients. Tonne per centimetre immersion or tons per inch immersion (TPI). Application
of Simpson's rules to areas and volumes.
Draught and buoyancy (All Grades)
Alteration of mean draught due to change in density of water. Buoyancy and reserve
buoyancy. Effects of taking water aboard in the bilge.
Transverse Stability (All Grades)16
Centre of gravity, centre of bouyancy, metacentre. Moments of statical stability, GZ curves.
Cross curves of stability Hydrostatic curves. Free surface effect (and subdivision of tanks).
Dangers due to water accumulation on deck. Effect of suspended weights. Practical
requirements to ensure stability at sea. Management of fuel and water tanks. Shift of centre
of gravity due to addition or removal of ballast, fuel or cargo (fish). Stability at small angles
of heel (second moment of area of the water plane or formulae). The inclining experiment.
Longitudinal stability (Same as transverse stability)
Longitudinal BM and GM and statical stability. Centre of flotation and its calculation.
Moment to change trim by one cm/one inch
Resistance and propulsion (Grades 2e, 3 and 4)17
Comparison of skin frictional resistance of hull with model at different speeds and residual
resistance. Admiralty and fuel coefficients. Relation between speed of vessel and fuel
consumption with constant displacement and assuming resistance varies as speed.
Elementary treatment of propellers (pitch, apparent slip, real slip, wake, thrust and power).
Structural strength (All Grades)
Simple problems on strength of structural members to resist liquid pressure. Loading due to
head of liquid.
Vessel construction (All Grades)
Common terms used in the measurement of vessels e.g. length overall, beam, moulded depth,
freeboard and draft. Definitions of boat building terms in common use. Descriptions and
sketches of structural members in wooden hulled, fibreglass hulled and steel hulled vessels.
Machinery seating arrangements. Watertight and weathertight hatches. Rudders, propellers
and sterntubes. Anchors and cables. Precautions before entering empty fuel tanks etc.
The preservation in good condition of the boats structure, in particular the bilge areas, tanks,
and watertight and weathertight arrangements. Ventilation machinery and accommodation
spaces.
16
The actual degree of difficulty could be modified to give a basic knowledge to all inspectors but a more
in depth knowledge to Hull and Hull and Machinery Inspectors.
17
An introduction could be given to the "hull only" Inspectors.

14
Fire protection, detection and extinction at sea and in port. Pumping arrangements and
compartment drainage. Maintenance of hull fittings.
Fishing Vessel measurement. (All Grades)
Common terms used in the measurement of tonnage. Meaning of "classed" and "unclassed".
General Engineering Knowledge
Fire Protection (All Grades)
Precautions against fire or explosion due to oil or gas. Flash point. Explosive properties of
gas or vapours given off by fuel or lubricating oils when mixed with a quantity of air. The
danger of leakage from oil tanks or pipes, particularly in bilges and unventilated spaces. The
action of wire gauze diaphragms and where they should be fitted.
Toxic and other dangerous properties of substances used in marine practice.
Fire detection. Methods of dealing with fire. Action and maintenance of mechanical and
chemical fire extinguishers and other fire fighting appliances, respirators and safety
lamps/detectors.
General (All Grades)
The general effects of various treatments on the physical properties of materials used in the
construction of marine engines and the mechanical tests to which these materials are normally
subjected.
The properties of fuel, lubricants, liquids, vapours and gases used in machinery in a fishing
vessel.
The use, construction details and principles involved in the action of a pressure gauge,
thermometer, pyrometer, barometer, salinometer hydrometer, and other commonly used
meters on board a vessel or by engineering supervisors.
Engineering ((Grades 2e, 3 and 4 and as modified for Grade 1e)
Construction details and working principles of marine engines and methods of determining
their shaft power. The principles of working and methods of calibration of dynamometers and
torsion meters.
Methods of dealing with wear and tear of marine machinery. The alignment of machine
parts. The correction of defects due to flaws in material or accident. Temporary or
permanent repairs in the effect of derangment or total breakdown.
Construction details and principles of action of pumps. The general requirements concerning
fuel, bilge, ballast and fire fighting pumping systems.
The construction, details and working of steering gear systems, refrigeration machinery, and
hydraulic powered and other auxiliary machinery.
The principles underlying the working of internal combustion engines. The differences
between the various types of engines.18
Construction details of internal combustion engines
in common use.
Methods of construction of internal combustion engines and the quality control systems
commonly in use.
Starting and reversing arrangements and control systems.
The nature and properties of fuel and lubricating oil generally used in internal combustion
engines. The supply of air and fuels to cylinders of engines of different types. The means of
cooling cylinders and pistons.
18
This does not refer to different manufactures.

15
E Boat builders
Course Categories
Boat building courses should be developed for three main categories:
New entrants;
Upgrading/certification of existing boat builders; and
Boat building for Inspectors.
Arrangements
New entrants
The boatbuilding course as outlined by SJPP and HLSCC together with industry attachment
would be suitable as a National Model. As a regional training centre, special consideration
might have to be given to the industry attachment component since the industry, in the
country of the institute might not be suitable or able to cope with the numbers. An alternative
would be to solicit the assistance of the industry throughout the islands, which would involve
vetting and effectively accrediting selected yards. In this regard, the responsible institute
would require the assistance of the local fisheries division and in some case, the maritime
agency.
Up grading
Regional institutions could readily offer short term upgrading courses. These would have to
be tailored following an assessment of skills (that SJPP would undertake within the scope of
the LOA) and in particular, new boatbuilding trends. In this regard, the comments made by
SJPP in the section on Training Phases.
An assessment system could be used with regard to the long serving boat builder particularly
where an Administration requires accreditation of individuals.
Inspectors
New entrants and existing inspectors would benefit from short courses of an applied nature.
In particular, the courses could cover material testing procedures, new construction
techniques, construction environment (i.e. fibreglass), acceptable repairs, assessment and
comparison of technical specifications with particular reference to imported vessels etc.
These courses need not be taken at one session and may be developed as stand alone
modules. They could be carried out at a regional institute but it might not be cost effective to
do so. A possible alternative, at the country level, may be a possible solution either by using
a resource person from the regional institute, or a suitable qualified locally based person.19
Course for Boatbuilders.
General
The current course structures in place at SJPP and HLSCC can be accepted with some
modifications to facilitate alignment of the content of the courses with recognized diploma
courses as set out in the Document TCP/RLA/69RS-04. The course should also include an
introduction to the standards of construction required in the region.
19
The assessment process should lead to a list of such suitable qualified person. They may already be on
the staff of fisheries or maritime administrations, lecturers or qualified surveyors and or boatbuilders.

16
However, it is clear from the studies undertaken by the project, care should be taken to ensure
that the items mentioned below are included under the appropriate subject matter.
Naval architecture
Introduction to basic naval architecture. Centre of gravity, centre of bouyancy, metacentre
and righting moments. Displacement. Wetted surface areas. Block, mid-section, prismatic
and water-plane area coefficients. Tonne per centimetre immersion or tons per inch
immersion (TPI). Application of Simpson's rules to areas and volumes.
Lifting lines.20
Rolling period. Inclining experiment. Fishing vessel measurement including
tonnage measurement.
Engineering
Engine installations, engine alignment and the effect of shaft deflection when insufficiently
supported. Requirements for ventilation and cooling in machinery spaces. Proper sizing and
placement of vent pipes from water and fuel tanks. Engine exhaust systems.
Simple welding practices. Detection of faulty welds. Limitations of use in new construction
and repairs.21
Electrical
Battery construction and principles. Maintenance, charging. Watt-hour and ampere -hour
efficiencies. Battery storage and ventilation of spaces. Identification and sizing of marine
fittings. Difference between double and single pole switching. Earthing and earth plates.
Theory of electrolytic dissociation applied to common solutions etc. acidulated water, copper
sulphate and salt water. Use of electrolysis. Faraday's law. Electro-chemical equivalent.22
Business Management
Commercial business practices. Accounting and record keeping. Insurance of property,
works in progress and third party liability. Preparation of tender documents and
accompanying drawings. Development of contracts and builders guarantees.
20
Link to the practical work sessions on the scrieve board.
21
Stress raisers.
22
In relation to fastenings and material of hull construction.

Annex IX

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Annex IX