IMO T325E-2011 SECURITY AWARENESS TRAINING FOR ALL PORT FACILITY PERSONNEL.pdf

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1、 Model course 3.25security awareness training for aLL port faciLity personneL2011 EditionLondon, 2011T325E_prelims.indd 1 9/20/2011 8:11:40 AMFirst published in 2011 by the INTERNATIONAL MARITIME ORGANIZATION 4 Albert Embankment, London SE1 7SR www.imo.orgPrinted by CPI Group (UK) Ltd, Croydon, CR0

2、4YYISBN: 978-92-801-4247-1IMO PUBLICATIONSales number: T325EAcKNoWledGeMeNTsThis course for Security Awareness Training for all Port Facility Personnel is based on material developed by the United States Maritime Administration.It was prepared by the United States Merchante Marine Academy at Kings P

3、oint, New York.IMO wishes to express its sincere appreciation to the Government of the United States of America for its provision of expert assistance, valuable co-operation, and generous funding in support of this work.Copyright International Maritime Organization 2011All rights reserved. No part o

4、f this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, without prior permission in writing from the International Maritime Organization.T325E_prelims.indd 2 9/20/2011 8:11:40 AMContentsPageForeword . . . . . . . . . . . . . . . . . . . . . . .

5、 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Purpose of the model courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

6、 . . . . . . . . . . 1Use of the model course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Lesson plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Presentation . . . . . . . . . . . . . .

7、. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Part A: Course Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

8、. . . . . . . . . . . 3Scope . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Objective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Entry standards . . . . .

9、 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Course certifi cate, diploma or document . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Course delivery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

10、. . . . . . . . . . . 3Course intake limitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Staff requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Teaching facilities and equipment . . .

11、. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Teaching aids (A) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Bibliography (B) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12、 . . . . . . 4IMO/ILO references (R) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Textbooks (T) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Part B: Course Outline and Timetable . . . . .

13、. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Part B (1): Course Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Part B (2): Course Timetable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Par

14、t C: Detailed Teaching Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Learning objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8References and teaching aids . . . . . . . . . . . . . . . . . . . .

15、 . . . . . . . . . . . . . . . . . . . . . 8Note . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Competences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Part D: I

16、nstructor Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Guidance Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161. Introduction. . . . . . . . . . . . . . . . . . . . .

17、 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161.1 Course overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161.2 Competences to be achieved . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161.3 Current security threats and p

18、atterns . . . . . . . . . . . . . . . . . . . . . . . . . 161.4 Ship and port operations and conditions . . . . . . . . . . . . . . . . . . . . . . . 172. Maritime Security Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172.1 Awareness of relevant internatio

19、nal conventions, codes and recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172.2 Awareness of relevant Government legislation and regulations . . . . . . 182.3 Defi nitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

20、 . . . . . . . . 182.4 Handling sensitive security-related information and communications . 18iiiJB-11-56 IMO T325E (13).indd iii 12/09/2011 12:28SECURITY AWARENESS TRAINING FOR ALL PORT FACILITY PERSONNELivflag state implementation.indd vii 04/03/2010 09:163. Security Responsibilities . . . . . . .

21、 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193.1 Contracting Governments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193.2 The company . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193.3 The ship . . . .

22、. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193.4 The port facility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193.53.10 Ship Security Offi cer, Company Security Offi cer, Port Facility Security Offi cer, seafar

23、ers with designated security duties, port facility personnel with designated security duties, and other personnel . . . . 194. Threat Identifi cation, Recognition, and Response . . . . . . . . . . . . . . . . . . . . . 204.1 Recognition and detection of weapons, dangerous substances and devices . .

24、. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204.2 Recognition, on a non-discriminatory basis, of persons posing potential security risks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204.3 Techniques used to circumvent se

25、curity measures . . . . . . . . . . . . . . . 215. Port Facility Security Actions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215.1 Actions required by different security levels . . . . . . . . . . . . . . . . . . . . . 215.2 Reporting security incidents . . . . . . . .

26、 . . . . . . . . . . . . . . . . . . . . . . . . . 216. Emergency Preparedness, Drills, and Exercises . . . . . . . . . . . . . . . . . . . . . . 216.1 Awareness of contingency plans. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216.2 Security drills and exercises . . . . . . . . . . .

27、. . . . . . . . . . . . . . . . . . . . . . 22Part E: Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

28、Method of evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Validity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Reliability . . . . . . . . . . . . . . . . . . . .

29、. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Subjective testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Objective testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

30、 . . . . . . . . . 24Distracters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Guess factor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Scoring . . . . . . . . . .

31、. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Information Requested of Instructors Who Implement IMO Model Courses . . . . . . 26Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

32、. . . . . . . . 26Information requested and its format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Guidance on the Implementation of Model Courses . . . . . . . . . . . . . . . . . . . . . . . . . . 29Part 1: Preparation . . . . . . . . . . . . . . . . . . . . .

33、 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Part 2: Notes on teaching technique . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Part 3: Curriculum development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Annex A1 Prepa

34、ration checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Annex A2 Example of a Model Course syllabus in a subject area . . . . . . . . . . . . . . . . . 45Annex A3 Example of a lesson plan for annex A2 . . . . . . . . . . . . . . . . . . . . . . . . .

35、. . . . 50JB-11-56 IMO T325E (13).indd iv 12/09/2011 12:28ForewordSince its inception the International Maritime Organization (IMO) has recognized the importance of human resources to the development of the maritime industry and has given the highest priority to assisting developing countries in enh

36、ancing their maritime training capabilities through the provision or improvement of maritime training facilities at national and regional levels. IMO has also responded to the needs of developing countries for postgraduate training for senior personnel in administrations, ports, shipping companies a

37、nd maritime training institutes by establishing the world Maritime University in Malm, Sweden, in 1983.Following the adoption of the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers, 1978 (STCW), a number of IMO Member Governments had suggested that IMO

38、 should develop model training courses to assist in the implementation of the Convention and in achieving a more rapid transfer of information and skills regarding new developments in maritime technology. IMO training advisers and consultants also subsequently determined from their visits to trainin

39、g establishments in developing countries that the provision of model courses could help instructors improve the quality of their existing courses and enhance their implementation of the associated Conference and IMO Assembly resolutions.In addition, it was appreciated that a comprehensive set of sho

40、rt model courses in various fields of maritime training would supplement the instruction provided by maritime academies and allow administrators and technical specialists already employed in maritime administrations, ports and shipping companies to improve their knowledge and skills in certain speci

41、alized fields. With the generous assistance of the Government of Norway, IMO developed model courses in response to these generally identified needs and now keeps them updated through a regular revision process taking into account any amendments to the requirements prescribed in IMO instruments and

42、any technological developments in the field.These model courses may be used by any training institution and, when the requisite financing is available, the Organization is prepared to assist developing countries in implementing any course.E. E. MITROPOULOSSecretary-Generalviiflag state implementatio

43、n.indd vii 04/03/2010 09:16vJB-11-56 IMO T325E (13).indd v 12/09/2011 12:28JB-11-56 IMO T325E (13).indd vi 12/09/2011 12:28Introduction Purpose of the model coursesThe purpose of the IMO model courses is to assist maritime training institutes and their teaching staff in organizing and introducing ne

44、w training courses, or in enhancing, updating or supplementing existing training material where the quality and effectiveness of the training courses may thereby be improved.It is not the intention of the model course program to present instructors with a rigid “teaching package” which they are expe

45、cted to “follow blindly”. Nor is it the intention to substitute audiovisual or “programmed” material for the instructors presence. As in all training endeavors, the knowledge, skills and dedication of the instructor are the key components in the transfer of knowledge and skills to those being traine

46、d through IMO model course material.Because educational systems and the cultural backgrounds of trainees in maritime subjects vary considerably from country to country, the model course material has been designed to identify the basic entry requirements and trainee target group for each course in un

47、iversally applicable terms, and to specify clearly the technical content and levels of knowledge and skill necessary to meet the intent of IMO conventions and related recommendations. Use of the model courseTo use the model course the instructor should review the course plan and detailed syllabus, t

48、aking into account the information provided under the entry standards specifi ed in the course framework. The actual level of knowledge and skills and the prior technical education of the trainees should be kept in mind during this review, and any areas within the detailed syllabus which may cause d

49、iffi culties because of differences between the actual trainee entry level and that assumed by the course designer should be identifi ed. To compensate for such differences, the instructor is expected to delete from the course, or reduce the emphasis on, items dealing with knowledge or skills already attained by the trainees. He should also identify any academic knowledge, skills or technical training which they may not have acquired.By analyzing the detailed syllabus and the academic knowledg