Latvian Maritime academy

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2. Kennerley, A.. Writing the History of Merchant Seafarer Education, Training and Welfare: Retrospect and Prospect. The Northern Mariner/I.emarin du nord, XII, No. 2, April 2002, pp. 1-21. Available (accessed on 12.11.2012): http://www.cnrs-scrn.org/northern_mariner/vol12/tnm_12_2_1- 21.pdf 3. Directive 2008/106/EC of the European Parliament and of the Council of 19 November 2008 on the minimum level of training of seafarers, 2008. Available (accessed on 12.11.2012): http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2008:323:0033:0061:EN:PDF 4. “Education & Training 2010”. The Success of the Lisbon Strategy Hinges on Urgent Reforms. Communication from the Commission. Document COM(2003) 685 final. Available (accessed on 12.11.2012): http://eur-lex.europa.eu/LexUriServ/site/en/com/2003/com2003_0685en01.pdf 5. IMO Compendium of <strong>Maritime</strong> Training Institutes (CMTI). Available (accessed on 12.11.2012): http://www.imo.org/CMTI/searchForm.asp 6. International Standard Classification of Education, 2011. Available (accessed on 12.11.2012): http://www.bologna-bergen2005.no/Docs/00-Main_doc/050218_QF_EHEA.pdf 7. Recommendation of the European Parliament and of the Council of 23 April 2008 on the establishment of the European Qualifications Framework for lifelong learning, Official Journal of the European Union. 2008/C 111/01/ EB, April 2008. Available (accessed on 12.11.2012): http://ec.europa.eu/education/lifelong-learning-policy/doc44_en.htm 8. Referencing the Lithuanian Qualifications Framework to the European Qualifications Framework for Lifelong Learning and the Qualifications Framework for the European Higher Education Area. National Report 2012. Available (accessed on 12.11.2012): http://www.kpmpc.lt/LTKS_EKS/LTKS_EKS_ataskaita_ENG.pdf 9. Senčila, V., Bartusevičienė, I. Jūrininkų rengimo Lietuvoje ir Europos sąjungoje derinimas ir perspektyvos. Tiltai, No. 3, 2005, pp. 65-75. 10. Shared “Dublin” descriptors for Short Cycle, First Cycle, Second Cycle and Third Cycle Awards. 2004. Available (accessed on 12.11.2012): http://www.jointquality.nl/ge_descriptors.html 11. The framework of qualifications for the European Higher Education Area. Available (accessed on 12.11.2012): http://www.bologna-bergen2005.no/EN/BASIC/050520_Framework_qualifications.pdf 12. The Manila Amendments to the Seafarers’ Training, Certification and Watchkeeping (STCW) Code, 2010. Available (accessed on 12.11.2012): http://www.uscg.mil/imo/stw/docs/stcw-c2-finalacts.pdf Levels of competence specified by European Qualifications Framework and relevant levels of education ANNEX Levels of competence Level 4 Knowledge Skills Competence Example In the context of EQF, knowledge is described as theoretical and/or factual Factual and theoretical knowledge in broad contexts within a field of work or study In the context of EQF, skills are described as cognitive (involving the use of logical, intuitive, creative thinking) and practical (involving manual dexterity and the use of methods, materials, tools and instruments) A range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study In the context of EQF, competence is described in terms of responsibility and autonomy Exercise self-management within the guidelines of work or study contexts that are usually predictable, but are subject to change; supervise the routine work of others, taking some responsibility for the evaluation and improvement of work or study activities Diploma or certificate Abitur, vocational school 46
Level 5 Level 6 Level 7 Level 8 Comprehensive, specialised, factual and theoretical knowledge within a field of work or study and an awareness of the boundaries of that knowledge Advanced knowledge of a field of work or study, involving a critical understanding of theories and principles Highly specialised knowledge, some of which is at the forefront of knowledge in a field of work or study, as the basis for original thinking and/or research Knowledge at the most advanced frontier of a field of work or study and at the interface between fields A comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problems Advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialised field of work or study Critical awareness of knowledge issues in a field and at the interface between different fields The most advanced and specialised skills and techniques, including synthesis and evaluation, required to solve critical problems in research and/or innovation and to extend and redefine existing knowledge or professional practice Exercise management and supervision in contexts of work or study activities where there is unpredictable change; review and develop performance of self and others Manage complex technical or professional activities or projects, taking responsibility for decision-making in unpredictable work or study contexts; take responsibility for managing professional development of individuals and groups Specialised problem-solving skills required in research and/or innovation in order to develop new knowledge and procedures and to integrate knowledge from different fields manage and transform work or study contexts that are complex, unpredictable and require new strategic approaches; take responsibility for contributing to professional knowledge and practice and/or for reviewing the strategic performance of teams Demonstrate substantial authority, innovation, autonomy, scholarly and professional integrity and sustained commitment to the development of new ideas or processes at the forefront of work or study contexts including research Short cycle diploma Bachelor Degree Master of Science Degree Doctorate 47
Page 1 and 2: ESTONIAN MARITIME ACADEMY LATVIAN M
Page 3 and 4: CONTENTS Rasim Cavad Bashirov, Maha
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Page 9 and 10: INVESTIGATION OF THE TECHNICAL COND
Page 11 and 12: Frequency f 2 is caused with the sh
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Page 15 and 16: MONITORING OF BEARING UNITS OF THE
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Page 19 and 20: Figure 3. Distribution of magnetic
Page 21 and 22: DEVELOPMENT OF THE MARITIME SELF-CO
Page 23 and 24: 1. Characterization of the European
Page 25 and 26: the ecological point of view. The s
Page 27 and 28: 3. Guardini, R. Išganytojai: mitai
Page 29 and 30: Training curriculum and pedagogical
Page 31 and 32: It is indicated [21] that “On the
Page 33 and 34: STCW compliance 2012 The Internatio
Page 35 and 36: 6. Garrison, D. R. Understanding Di
Page 37 and 38: These words constitute internationa
Page 39 and 40: Greek -logy (reason, word, speech,
Page 41 and 42: SHOULD COMPETENT SEAFARER BE EDUCAT
Page 43 and 44: Cargo handling and stowage at the m
Page 45: A holder of vocational school educa
Page 49: Hydrology, Vol. 191, Issue 1, 1997,

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