Revisiting Maritime Education and Training Offerings in the Public TVET Sector to Advance a Sustainable Ocean Economy

Revisiting Maritime Education and Training Offerings in the Public TVET Sector to Advance a Sustainable Ocean Economy

by | Jun 8, 2025 | SAJMET, SAJMET V3

Revisiting Maritime Education and Training Offerings in the Public TVET Sector to Advance a Sustainable Ocean Economy

Authors: Khayakazi Mswephu and Likhona Nqunqa

ISSN: 2790-783X
Affiliations: Research Administrator, South African International Maritime Institute; Research Associate, South African International Maritime Institute
Source: South African Journal of Maritime Education and Training, Volume 3 Issue 1, p. 39-49
https://doi.org/10.47348/SAJMET/2024/i1a4

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Khayakazi Mswephu and Likhona Nqunqa
Revisiting Maritime Education and Training Offerings in the Public TVET Sector to Advance a Sustainable Ocean Economy
South African Journal of Maritime Education and Training, Volume 3 Issue 1, p. 39-49 https://doi.org/10.47348/SAJMET/2024/i1a4

Abstract

This article explores the role that technical and vocational education and training (TVET) colleges play in higher education, with a particular focus on maritime education and training (MET). Like universities, TVET colleges are classified as providers of higher education in South Africa’s education system under the country’s National Plan for Post-School Education and Training (NPPSET). However, the status of TVET colleges has been criticised. This article argues that TVET colleges face several challenges relating to training facilities, alignment with industry needs, funding and governance. The aim of the article is to explore the current state of MET in TVET colleges, identify gaps and provide recommendations to enhance MET offerings in TVET colleges. The article concludes that curriculum development requires a close collaboration between TVET colleges and the industry.

Revisiting Maritime Education and Training Offerings in the Public TVET Sector to Advance a Sustainable Ocean Economy

Fostering an Epistemic Shift through Maritime Indigenous and Local Knowledge: A Contribution to Advancing the International Decade of the Sciences for Sustainable Development

by | Jun 8, 2025 | SAJMET, SAJMET V3

Fostering an Epistemic Shift through Maritime Indigenous and Local Knowledge: A Contribution to Advancing the International Decade of the Sciences for Sustainable Development

Authors: Yonah Ngalaba Seleti and Hashali Hamukuaya

ISSN: 2790-783X
Affiliations: Adjunct Professor, Nelson Mandela University; South African International Maritime Institute; Research Associate, Nelson Mandela University; South African International Maritime Institute
Source: South African Journal of Maritime Education and Training, Volume 3 Issue 1, p. 50-65
https://doi.org/10.47348/SAJMET/2024/i1a5

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Yonah Ngalaba Seleti and Hashali Hamukuaya
Fostering an Epistemic Shift through Maritime Indigenous and Local Knowledge: A Contribution to Advancing the International Decade of the Sciences for Sustainable Development
South African Journal of Maritime Education and Training, Volume 3 Issue 1, p. 50-65 https://doi.org/10.47348/SAJMET/2024/i1a5

Abstract

This article examines the transformative potential of indigenous and local knowledge (ILK) within the framework of the International Decade of Sciences for Sustainable Development (IDSSD), as proclaimed by the United Nations General Assembly. By integrating ILK into modern scientific methodologies, the article advocates for an epistemic shift that addresses complex global challenges, particularly in ocean sciences in South Africa. Rooted in indigenous practices and beliefs, ILK offers key insights into environmental stewardship, biodiversity preservation and sustainable resource management. The article underscores the importance of synergistic approaches to knowledge production, emphasising the interplay between ‘knowledge for transformation’ and ‘knowledge of transformation’, as conceptualised by scholars such as Lis Lange and Crain Soudien. Drawing on South African higher education’s transformation paradigms, the article critiques institutional barriers to radical curriculum change while exploring how decoloniality and critical appropriation can foster inclusive and restorative epistemologies. It highlights the role of ILK as a lever for change, addressing issues of exclusion, dignity, recognition, justice and empowerment. Furthermore, the article situates ILK within broader transdisciplinary approaches advocated by the IDSSD, which call for codesigning and coproducing knowledge systems that bridge scientific silos and embrace cognitive justice. The article concludes by envisioning a humanist approach to knowledge appropriation that transcends racebased frameworks and centres African epistemologies. This approach aligns with the IDSSD’s goals to mobilise sciences—including indigenous knowledge systems—toward sustainable development, offering opportunities for epistemic innovation in addressing global challenges such as ocean health and societal well-being.

Revisiting Maritime Education and Training Offerings in the Public TVET Sector to Advance a Sustainable Ocean Economy

Supporting Seafarer Mental Health: The Role of Nigerian MET Institutions

by | Jun 8, 2025 | SAJMET, SAJMET V3

Supporting Seafarer Mental Health: The Role of Nigerian MET Institutions

Authors: MM Gaddafi and A Pazaver and I Bartusevičienė

ISSN: 2790-783X
Affiliations: Senior Maritime Labour Officer, Nigerian Maritime Administration & Safety Agency (Nimasa); Lecturer and ESSP Coordinator, World Maritime University; Associate Professor, World Maritime University
Source: South African Journal of Maritime Education and Training, Volume 3 Issue 1, p. 67-76
https://doi.org/10.47348/SAJMET/2024/i1a6

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MM Gaddafi and A Pazaver and I Bartusevičienė
Supporting Seafarer Mental Health: The Role of Nigerian MET Institutions
South African Journal of Maritime Education and Training, Volume 3 Issue 1, p. 67-76 https://doi.org/10.47348/SAJMET/2024/i1a6

Abstract

This article presents the results of an exploration into the mental health and wellbeing of Nigerian seafarers, emphasising the contributions of Nigerian maritime education and training (MET) institutions. Specifically, the article investigates how MET institutions can support the mental health and wellbeing of seafarers by examining existing challenges and potential interventions. It examines the role that Nigerian MET institutions can play to address mental health challenges. Data was collected from a sample of 80 Nigerian seafarers and instructors from two Nigerian MET institutions in Lagos State. A mixed-methods approach was used, combining quantitative data from surveys with Nigerian seafarers and qualitative data from interviews with instructors from Nigerian MET institutions. The findings highlight some key steps to be taken to address the issues of mental health and wellbeing, including the implementation of mental health training; the integration of mental health awareness and sensitisation into seafarer training curricula; the introduction of counselling services and support measures; a consideration of government policies; and stakeholder engagement. The suggested interventions aim to develop a more supportive environment in the Nigerian maritime sector, by applying preventive measures based on the assessment of current needs.

Revisiting Maritime Education and Training Offerings in the Public TVET Sector to Advance a Sustainable Ocean Economy

The Colour-coded Hydrogen Production; An Overview of Environmental Impacts, Economic Implications, Technology Readiness Level and Maritime Skills

by | Jun 8, 2025 | SAJMET, SAJMET V3

The Colour-coded Hydrogen Production; An Overview of Environmental Impacts,
Economic Implications, Technology Readiness Level and Maritime Skills

Author: Thandeka Tembe

ISSN: 2790-783X
Affiliations: Research Associate, South African International Maritime Institute
Source: South African Journal of Maritime Education and Training, Volume 3 Issue 1, p. 78-101
https://doi.org/10.47348/SAJMET/2024/i1a7

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Thandeka Tembe
The Colour-coded Hydrogen Production: An Overview of Environmental Impacts, Economic Implications, Technology Readiness Level and Maritime Skills
South African Journal of Maritime Education and Training, Volume 3 Issue 1, p. 78-101 https://doi.org/10.47348/SAJMET/2024/i1a7

Abstract

Decarbonisation is central to addressing hard-to-abate industries, with the hydrogen economy emerging as a main solution. Currently, hydrogen production predominantly comes from a fossil fuel base, using steam methane reforming (SMR), coal gasification and natural gas responding to the conventional colours of hydrogen (grey, black and brown hydrogen), each with a significant environmental footprint. The growing interest in hydrogen production has led to further research into existing and alternative hydrogen production methods, giving rise to a spectrum of hydrogen colours. Darker colours are typically associated with fossil fuels, whereas lighter colours, particularly green derived from renewable energy sources, are considered cleaner alternatives. Additionally, hydrogen production processes include methane pyrolysis and thermolysis/thermochemical, highlighting the importance of distinguishing between the different colours of hydrogen. The study provides an overview of the 10 hydrogen colours, detailing their production process, sources of energy and the four environmental impacts focusing on eutrophication, global warming potential (GWP), acidification and resource depletion. Furthermore, the study examines the technology readiness levels (TRLs) and the cost of hydrogen production in South Africa. The results indicate that sustainable hydrogen production methods, such as green hydrogen, cost more than the conventional alternatives. Conventional hydrogen colours have reached full technology maturity (TRL 9), whereas the newer technologies remain in their infancy. Additionally, conventional hydrogen production methods exhibit higher environmental impacts compared to more sustainable hydrogen alternatives. In addition, the study highlights the need for further skills development to support the integration of alternative fuels, particularly the various colours of hydrogen, within maritime sector applications.

Revisiting Maritime Education and Training Offerings in the Public TVET Sector to Advance a Sustainable Ocean Economy

Assessment of Digital Competencies in South African Maritime Education and Training Institutions: A Study of Evaluation Methods for Future Seafarers

by | Jun 8, 2025 | SAJMET, SAJMET V3

Assessment of Digital Competencies in South African Maritime Education and Training Institutions: A Study of Evaluation Methods for Future Seafarers

Author: Dineo Cleo Mke

ISSN: 2790-783X
Affiliations: MSc in Maritime Affairs Graduate (2024), World Maritime University, Malmö, Sweden; South African Maritime Safety Authority (SAMSA),
South Africa
Source: South African Journal of Maritime Education and Training, Volume 3 Issue 1, p. 103-120
https://doi.org/10.47348/SAJMET/2024/i1a8

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Dineo Cleo Mke
Assessment of Digital Competencies in South African Maritime Education and Training Institutions: A Study of Evaluation Methods for Future Seafarers
South African Journal of Maritime Education and Training, Volume 3 Issue 1, p. 103-120 https://doi.org/10.47348/SAJMET/2024/i1a8

Abstract

The fourth industrial revolution (4IR) and the Covid-19 pandemic have significantly impacted the global maritime industry, requiring maritime education and training (MET) institutions to adapt to new digital competencies. While 4IR created awareness of digital competencies as a key to drive digitalisation, the Covid-19 pandemic ‘forced’ us to adapt to new situations. The rapid changes in the maritime industry, driven by technological advancements, are resulting in future seafarers requiring digital competencies, and South African MET institutions are faced with delivering seafarer training for students entering this environment. The study aimed to identify the skills required for seafarers in the digital era and to evaluate the preparedness levels of MET institutions to address this need in courses that offer such skills in the context of South Africa. Best practices in assessing digital competencies in South African MET institutions and identify gaps in current practices were also investigated. The study explored the alignment of identified critical digital competencies with the constructs of the various evaluation methods used to assess these competencies. A qualitative research methodology was employed, using a phenomenological approach to examine the experiences of South African MET professionals regarding digital competency assessment practices. Semi-structured interviews were conducted with seven representatives from MET institutions, encompassing managerial and operational levels. The findings highlight the need for improved guidelines, industry collaboration and staff development to address skills shortages and to align with global standards. Enhanced frameworks and continuous updates are essential to equip seafarers with the technical proficiency required for the rapidly digitalizing maritime industry, ensuring their readiness to navigate evolving technological and operational landscapes. The study concludes by emphasising the need for standardised competency frameworks, updated curricula, enhanced simulators and international collaborations to align MET institutions to global standards.