ࡱ> wbjbjVV<<Y+XXXXX,,,X44,/L+++///////$24?/EXg#'+g#g#?/XX/{({({(g#&XX/{(g#/{({(r-TE.)g,%0-8//0/7.d5&d5E.d5XE.+r {(!y"+++?/?/{'+++/g#g#g#g#d5+++++++++ : ORGANISATION AND FUNCTIONING OF THE TRAINING CENTRE SERVING LIFELONG SEAFARERS EDUCATION Dr.sc. Mila Nadrljanski, docent University of Split, Faculty of Maritime Studies Zrinjsko-Frankopanska Split E-mail:milamika 60@yahoo.com Dr. sc. Ratko Bo~i, dipl.ing. General director Split Ship Management Boktuljin put, bb, Split  HYPERLINK "http://mrd.mail.yahoo.com/compose?To=ssm-director@ssm.htnet.hr" \n _blankssm-director@ssm.htnet.hr Ljubo Dula, dipl. ing. CEO of Aldi, Mihanovieva 43 ljubo.djula@vip.hr Developed world societies are based on knowledge. They are based on the concept of lifelong education which differs completely from traditional education, not only in quality but also in quantity. Formal education in childhood and youth now becomes a synergy of initial and continuous education, as formal and informal competence education, in terms of various opportunities of society which is based on lifelong learning. In this context, the European Union also proclaimed lifelong learning based on Europe of knowledge as the key development guideline in the first decade of the 21st century. The goal of this paper is to present and analyse the phenomenon of lifelong education of maritime officials in 'Split Ship Management', Split, to be precise, in its Nautical training centre, known as 'Training Centre'. The mariner education project arose from cooperation with world education centres which use the most recent aspects of maritime theory and practice, both in the domestic and wider world expertise context adjusted to the latest European Union criteria. It is worth emphasising the growing popularity of additional maritime trainings in the world as a necessity of the development of new knowledges and skills in various areas in maritime economy, which are becoming a basis for further development both with individuals and companies. Trainings are conducted in computerised laboratories and on a simulator. This formal framework used for shaping and performing trainings at the Nautical training centre is based on the current knowledge and experience of trainers and their constant strive for modernisation and professional knowledge quality improvement, as well as for knowledge in general as a basic principle of development. Keywords: education of seafarers, concept of lifelong learning, e-learning, inspection and staff management 1. INRODUCTION This paper deals with some of the new educational concepts and staff improvement in maritime, and the emphasis is on: just-in-time learning, and lifelong learning. In this paper, just-in-time learning educational concept refers to education in Training Center in Split Ship Management where attendees are qualified for concrete jobs on vessel, based on lifelong learning. This actually means that some attendees will return many times in Training Center in order to qualify for new and different problem tasks at a particular vessel. Successful staff policy is crucial for company's total results in each business, thus in maritime company as well. For staff policy in Croatian shipping, and especially in Split, a number of circumstances have been changed during last 15 years: standard improvement ashore, demographic stagnation, new educational system, relativization of social and human life goals, a lack of working culture in some employees, influence of small place pressure, etc. For today's quality vessel management, many resources for choosing of relevant maritime staff and their payments, permanent training on vessel and ashore, as well as regular control are necessary. Difficulties that occur in providing quality officers for navigation demands are very similar to those in the world, although approximately 15.000 of Croatian officers sail on foreign vessels and only 1000 on Croatian ship owners' vessels. For better insight in maritime staff issues, we will introduce some basic data. At the beginning of year 2007, world fleet had a billion DWT tons. Developed countries had 66 per cent, developing countries 31 per cent, and countries in transition 3 per cent. Vessels' average age was about 12 years. In analyzing of staff supply conditions for the following period, till 2012, the fact that there were 53.312 vessels in world two years ago (2008) is very important. Due to increasing of new orders and reducing for breakers yards, at the end of 2012 a number 62.550 arises, and 9149 of them are bulkers. It was estimated that in world merchant fleet in 2008 sailed approximately 500.000 officers. This number is larger for 24 per cent in relation to Croatia in 1990 and 7 per cent in relation to year 2005. The main areas from which officers originate (in approximate percentage) are Middle East 35 per cent, Eastern European countries 20 per cent, Western European countries around 15 per cent, and other countries 30 per cent. The majority of officers in 2008 is from following countries: China 52.000, Philippines 50.000, Ukraine 35.000, Turkey 32.500, India 31.000, South Korea 23.000, Russia 23.000, Greece 17.000, Croatia 16.000, etc. Split Ship Management, a company for maritime management from Split, first in the world has established the modern concept of educational technology and simulation integrated system which combines three crucial simulators for education of seafarers in its Nautical training centre. The first Navigational Simulator, which provides training and computer visualization of arrival to 64 largest worlds ports, which is by means of software directly connected with Engine Room Simulator and Communicational Simulator for vessel's contact with environment. In SSM only individual trainings for officers and navigation bridge and engine room crews were available till now. Via direct connection between those three simulators, in which three millions have been invested, integration of bridge and engine room is provided. That actually enables joint practicing of officers and crew in two important vessel's units and acting in conditions completely similar to those at a real vessel. Simulators connected in that way, unique in the world, provide practicing of parallel underway cargo transfer of assistance between two vessels. The third possibility in SSM is engine room officer training, by means of a three-dimensional engine room. Such 3D perspective of engine room provides feeling of moving through the space, as well as the ability of familiarizing and direct contact of vessels crew, other experts or all interested persons with each part of engine room. Split Ship Management Nautical training centre (Training Centre) has achieved a great success due to the fact that its training and improvement courses for seafarers have been approved by United Kingdom, USA, Republic of Liberia, Republic of the Marshall Islands, Republic of Vanuatu, Commonwealth of Dominicana, Saint Vincent and Republic of Panama Maritime Administrations. Licenses for seafarers training and SSM certificate have been accepted by all major flag administrations of the world. Split Ship Management, by means of which 2500 Croatian seafarers navigate on the vessels of world famous shipping companies, has developed the most modern Training Centre. Each year, via approximately 60 different professional courses, 1100 seafarers from entire world become qualified on Navigational Simulators. This paper also deals with educational response to main features and demands of the new era, whose crucial determinants are: globalization and networking, fast technological progress, economy based on information, as well as rapid change of information and knowledge. In conditions of abandoning the concept of the same working place during entire lifetime, the mentioned conglomerate imposed lifelong learning as device that will provide the ability to refresh and expand knowledge and skills achieved during compulsory education to individual. Lifelong learning becomes major principle when it comes to providing of education and participation in education in different learning environment. According to this guidance, lifelong learning is determined as a complete learning cycle, from childhood, formal education at all levels, till independent learning in adult age, including distance education, with scoring, certificate, degree, or without them. The concept of lifelong education includes the ability of searching for information, as well as active and independent gaining of knowledge. Therefore, classroom and traditional course book have to be replaced by training centers, libraries and institutions which provide broad electronic media assortment, as well as professional education on educational techniques. Education is one of the most important factors responsible for growth of society, thus, its adaptation to changes todays information age imposes, is of great importance. To achieve that adaptation successfully, it is not enough to change and modernize only educational contents. It is also very important to introduce changes in teaching methods. Contemporary education requires new educational model active learning based on information resources of real world. Need for education based on methods that information and communication technologies use, is increasingly emphasized today. Lifelong learning is no longer a form of education and qualifying, but has to become the ruling principle in supplying and participating in the entire learning/gaining knowledge context. This vision has to find its application in the following decade. All inhabitants of Europe, without exception, should have the same abilities of adapting to demands of social and economic changes, as well as active participation in creating the future of Europe. E-learning or online learning is the way of learning and gaining knowledge which is completely adapted to nowadays way of life. That means that restrictions which are specially expressed today, disappear. Off course, it refers to space and time. On the other hand, e-learning doesnt require special education for its use, but it is very intuitive and easy. E-learning is the worlds most modern form of education which uses all advantages of information-communication technologies in order to ease the learning process and to provide lifelong gained knowledge upgrading. It is organized as interactive complement of regular educational system, but also as material for independent learning. Therefore, time is not wasted during the regular class, but students can independently participate via their presentations and their conversations in educational program. This off course means that they are able to choose the method of education which suites them best, with instructions determined by each professor personally. It was proven that more knowledge is gained via combined way of learning, in different ways, which significantly facilitate mastering the teaching material. In learning societies (in societies based on knowledge), a new concept of learning focused on person and his/her abilities, is being developed. In the society of knowledge, learning becomes permanent process which begins with birth, doesnt end with certificates and degrees, but becomes essential during entire life learning from cradle to grave. Educational systems undergo structural and procedural changes in order to become a part of lifelong learning concept. The term education implies institutionalized educational process with systematic educational activities and that process (according to International Standard Classification of Education ISCED) covers formal and non-formal education. The term learning refers to person and means certain improvement in behavior, information, knowledge, comprehension, attitudes, values or skills achieved in every type and form of education and learning formal, non-formal, informal (ISCED, paragraph 9) that is where the term lifelong learning originates. The legitimacy of term lifelong learning is based on instruments of recognition and evaluation of all forms of persons learning: in formal programs, non-formal programs, learning on workplace, via culture, art and media (Europe qualification frame, Croatian qualification frame). Lifelong learning implies: acquisition and modernization of all kinds of abilities, interests, knowledge and qualifications, starting from pre-school to post-retire period. Promotion of knowledge development and determination, which will enable the citizens adjustment to the society of knowledge and active involvement in all spheres of social and economic life, and thereby influence individual future. In context of lifelong learning, all forms of knowledge are appreciated: formal education, non-formal education (for example; improvement of skills required at workplace), and informal education, intergenerational learning (exchange of knowledge in family and among friends). Formal education is activity which is performed according to programs approved by Ministry of Education, for the purpose of gaining professional knowledge, skills and competences. After ending of such program, attendees receive official document. Non-formal education refers to organizational learning processes focused on qualifying and improving for working, for different social activities and for individual development. It is maintained in institutions for adults education, professional societies, companies, syndicates, political parties, sports associations, different centers, etc. It doesn't depend on official educational system and doesn't lead to official documents. Informal education covers activities in which person accepts aspects and positive values, as well as skills and knowledge from everyday experiences and other different influences and resources from his/her environment. It is normal in everyday life and, unlike formal and non-formal education, it doesn't have to be performed consciously. To develop attendees certain competence, it is necessary to determine: which knowledge (educational content) attendee needs, which skills for use of knowledge, which attitudes for subject knowledge; and through curricular competences, via which methods and actions they will be achieved, how the achieved competence will be evaluated, which educational media is necessary for such a process, etc. Educational process is not the purpose for itself, but it has to acquire application value for attendees lifelong learning. 2. ACTIVITY OF NAUTICAL TRAINING CENTRE Guided by demands of International Maritime Organization (IMO), needs of market, identified inconsistencies and imperfections of crews aptness, always giving the advantage to safety of crews, SSM management makes a decision in 1995, regarding additional investing in Nautical training centre, popularly named Training Centre. Training Centre started to work immediately after decision making, with their own basic crew training. Training Centre had its real evolution in April 2001, by building the most modern Navigational Simulator (Transas Navi-Trainer Professional 3000). The simulator has been checked according to Det Norske Veritas (DNV) rigorous demands for simulator estimation and has been certified to Class A, which means that it has been recognized as being capable of simulating real, the most modern Navigation Bridge on 32 types of vessel in its base (container, passenger, tanker, VLCC, bulk carriers, fast passenger catamaran ships, warships). The reality of training on a simulator is enabled by a visualization of 64 geographical locations, i.e. of the most famous world ports, channels and passages. The simulator also enables upgrading other geographical areas that are of interest to ship owners and managers, as well as upgrading other vessels in compliance with the demands of the ship owners. The system allows real training for commanders and officers. Its further improvement imposed implementing the means of communications used in modern communication on ships (GMDSS simulator). or seafarers training on the behalf of maritime Administrations in: United States of America Republic of Liberia Republic of the Marshall Islands Republic of Vanuatu Commonwealth of Dominicana Republic of Panama On the behalf of the abovementioned maritime administrations, Split Ship Management (Nautical training centre), got a certificate on the conformity of its program with IMOs strict criteria, after the evaluation and control of the mentioned programs. However, since the Centres aim was further improvement and education of Croatian seafarers, Maritime and Coastguard Agency United Kingdom (MCA UK) currently the world's leading maritime administration started the certification of the stated programs in April 2003. Namely, MCA UK can be considered an equivalent to Croatian Ministry of maritime, transport and communications (Croatian Maritime Administration). 3. CONCLUSION They are based on the concept of lifelong education, which is completely different from traditional education, by both its quantity and quality. Instead of formal education during childhood and adolescence, the essence becomes the synergy of initial and continuous education, as well as of formal and non-formal competence education, within different possibilities in the ever-leaning society. Despite the constant opening of new horizons at all school system levels, the school system is not capable of providing the society with all it necessities. Not all the potentials offered by new knowledge in maritime and transport technologies are being used at the moment. In traditional teaching there is a discrepancy between the way of teaching and the knowledge necessary at a workplace. In that context, the European Union proclaimed lifelong learning, based on the Europe of knowledge, as the key guideline for the development in the first decade of 21st century. Regarding the fact that Croatia relates its future to European integration processes, the question of its status in this area arises. The aim of this paper was to structure seafarers lifelong education on the basis of functional connection between initial and continuous education, and between the sublimation of formal and non-formal educational potentials in the modern maritime. Although there already are some statistical data concerning lifelong learning (LLL), there are still gaps which are accentuated in every step towards the development of concrete policy. The concept of lifelong learning is very broad and, in order to study it, it is necessary to clearly isolate the themes that should have the advantage in research. Some aspects of immeasurable lifelong learning should also be recognized. Statistical data must be supplemented by contextual data so as to awaken our understanding and knowledge on the educational process and its outcomes, with the aim of implementing the best policy. It is important to achieve an agreement on the priorities of lifelong learning, and to discuss the operationalization in the sense of statistical needs. Thereby, the assumptions that the existing maritime education model does not satisfy those needs, and that lifelong maritime education is the condition for lifelong learning implementation (condicio sine qua non), are the starting point. Additional training is required in order to stay in trend. A person who has acquired one knowledge level cannot rest assured that the knowledge will be sufficient forever. The pace of changing the required knowledge depends on the profession, but it is considered that the knowledge gained in college can only suffice within a five-year period. Split Ship Management d.o.o., seafarer education and training centre, also noticed this fact when developing their educational programs and established the most modern integration simulation system, which includes: 1. Navigational Simulator Navi-Trainer Professional 4000 (NT-PRO 4000) 2. Engine Room Simulator ERS 4000 3. Communicational GMDSS Simulator TGS 4100 4. Liquid Cargo Handling Simulator LCHS, with the possibility of connecting and upgrading with: I. Vessel Traffic Management and Information System VTMIS 4000; II. Oil Spill and Crisis Management Simulator PISCES2 Each of the simulation units in SIS offers the possibility of independent use, or of its use as a part of an integrated system. It has a general interface which allows using the systems as parts of an integrated system that enables a single user to transfer data and perform actions between different systems. In the spirit of development vision, last year Split Ship Management developed an Elaborate on founding a High school of professional studies of inspection and staff management in the maritime. technical and staff management, and is therefore highly respected in Europe and in the world. The foundation of the study is enhanced by the needs for educational experts who can creatively meet the demands in maritime and transport. Dynamical development of maritime and the globalization of world economy create growing needs for mobility of people, goods and information. Maritime science, through interdisciplinary The study is within the scientific area of interdisciplinary science, the field of technology and traffic, the branch of maritime management. The Elaborate was made according to instructions (the regulation of the Ministry of science, education and sport). Educational programs in similar High schools have in practice proven insufficient for enabling a quick progress of young and perspective staff to very active profession, such as ship inspector and/or crew manager. The needs of the working market and evaluations of demands that with the purpose of Croatian integration in European and world field of knowledge and work will be posed before the students, universities, faculties, departments, their employees and maritime experts were taken into consideration. It is important to accentuate the respectable fact that the sponsor of the study is a Company which has been present in maritime management for 15 years and performs most complicated tasks in providing approach, scientific research and implementation of new technologies, should ensure adequate scientific solutions with the aim of increasing the efficiency, rationality and security in the entire maritime system. All the mentioned activities inevitably imply the necessity of a staff educated in accordance with the latest scientific findings. That staff should be capable to both work independently and origina^ zk[k[K8%hc%h?;PB*CJaJmH phsH hc%h*r-6CJaJmH sH hc%h S6CJaJmH sH hc%h SCJaJmH sH hc%he-CJaJhc%h*r-CJaJmH sH hc%h S5CJaJmH sH h5CJaJmH sH hc%h 5CJaJmH sH hh5CJ0aJ0mH sH hh 5CJ0aJ0mH sH hc%h95CJaJmH sH hc%h CJaJmH sH `  ` x      $G$a$gd9$a$gd?;P L^L`gd$a$gd$a$gd*r-$a$gd gd    > @ B t v x    ɶ~gXM>1h6CJaJmH sH hc%h?;PCJaJmH sH hc%h?;PCJaJhc%h*r-CJaJmH sH ,hc%h90J*>*B*CJaJmH phsH +jhc%h9CJUaJmH sH hc%h9CJaJmH sH %jhc%h9CJUaJmH sH %hc%h SB*CJaJmH phsH hB*CJaJmH phsH %hc%h?;PB*CJaJmH phsH %hc%h*r-B*CJaJmH phsH   DFHIKMNz{{|##++4ĵ~o~\~M~>~>~hh CJaJmH sH hhN~CJaJmH sH %hh7dB*CJaJmH phsH hho.CJaJmH sH hh7dCJaJmH sH hCJaJmH sH hc%hCJmH sH hc%h?;PCJaJmH sH hc%hCJaJmH sH hCJaJmH sH hh 6CJaJmH sH hh CJaJmH sH hc%h S6CJaJmH sH  DEFGHIJKLMN^_$ & F hh^ha$$a$  `dgdgdw & F `dgd  & F `dgd gd $a$gd C.0dBeBfBBBHHHHI(ICIVIWIKKKL$7$a$$a$gd<_ & F 8*$5$7$9D)dgdN~$a$$ & F hh^ha$gd 4555[6t66697_7`7b7/85868A8B8K8z8888;;;;;;; <\<]<dBfBBBBHHKKL࣑tihhCJaJhh7dCJaJ"hh S5CJ\aJmH sH "hh7d5CJ\aJmH sH hh SCJaJmH sH hh*uMCJaJmH sH hh7dCJ\aJmH sH hh CJaJmH sH hh7dCJaJmH sH hh7d5CJaJmH sH )LLOrWWW XoXXXXXK[3attttJuv]vvvvvv$a$ 7$8$H$gdQza $7$a$gdQza7$gd 7$$7$a$LLOOWXXXXY\]`caeaatttttv0v]vvvvvvrcTrHhCJaJmH sH hhQzaCJaJmHsHhhQzaCJaJmHsHhhQzaCJaJmHsHhhQzaCJaJmH sH UhhN~CJaJmH sH hh3 CJaJmH sH hhc%CJ\aJmH sH hh7dCJ\aJmH sH hh7dCJH*aJmH sH hh7dCJaJmH sH hh S5CJaJmH sH lly contribute scientific thought in the field of technical science. LITERATURE [1]Bates, Tony. 2004. Upravljanje tehnoloakim promjenama: Strategije za voditelje visokih akola. Prevoditelji: Sreko Jeluai, Sanjica Faletar. Zagreb: CARNet, Lokve: Benja. [2] Grupa autora. 2005. Wikipedia: E-learning. URL: http://en.wikipedia.org/wiki/E-learning [3] Oblinger, Diana G., Maruyama, Mark K. 1996. Distributed learning. CAUSE. Boulder, Colorado.      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The goal of this paper is to &!!!&!"&"&!"&&"!!&&$"-&""%&!"&"&"&!&!""& TXq A/@@X09Lpresent and analyse the phenomenon of lifelong education &!!&!&&!&!$"&!&&!&&9!&&&&!&&%!&&!!&& TXCq /@@X<Lof maritime officials in 'Split Ship Management', Split, to &:!:!'!!& *&*%&C!&!%"9!& *&% TXR/@@XLxbe precise, in its Nau&!4&!!!4%446!%T Sq /@@S Ltical training centre, known as !!4 &&%4!!&!4%&&5&4! TXs C/@@X2<L'Training Centre'. The mariner education project arose from -!&&%2!&! -&!9!&!!&&!!&&&&!!!&!': TXFq /@@X7Lcooperation with world education centres which use the !&&&!!%&%5&%5&&%!&&!!&&%!!&!%5&!&%&!%&  TXq /@@X=Lmost recent aspects of maritime theory and practice, both in 9&"!!&!&!!&:!9!&!&$!&&&!!!!&&&% Tl 8 j /@@ { 0Lthe domestic and wider world expertise context a&!&&9!!!&&5&!5&&!%&!!!&&!%!Tj8  /@@j{ Lddjusted to &&!&% T  /@@ <Lthe latest European Union criteria. It is worth emphasising &!!!.&&&!!&5&%&!!!5&&!9&&!&% T 9 /@@ ( ;Lthe growing popularity of additional maritime trainings in &!%&5&%&&&&!$&!&&&&!9!9!!&&%& T ;  /@@ ~ 3Lthe world as a necessity of the development of new &!05&&0!0!0&!"!$0'0&!0&!%!&&9!&0&0&"6 T  /@@ 3Lknowledges and skills in various areas in maritime %&&5!&%!<!&&;%;&;%!&&;!!!;&;9!9" T P; /@@ * L|economy, which are becom!!&&&:$C5&!&B!!B&!!&9TQ ; /@@Q* L|ing a basis for further &%B!B&!B&B&&! Tt >  /@@ 1Ldevelopment both with individuals and companies. &!%!&&9!&I&&&I5&I&&%&&!I!&&I!&9&!&! T  /@@ 9LTrainings are conducted in computerised laboratories and -!&&%!"!&&&&!!&&!&9&&!!&!%&!&!!&% T >/@@ -7Lon a simulator. This formal framework used for shaping &&"!"9&!&"-&"&9!#":"5&%"&!&"&"&!&&% T @/@@ <Land performing trainings at the Nautical training centre is !&&&!&9&%!&&%!&!6!&!!!&&" WMFC '&%!!&! T  /@@  Ldbased on th&!!&&&&Th /@@ /Le current knowledge and experience of trainers !!&!&%&&5!&%!!&&!%&!!&!!&!&! T A/@@ 0=Land their constant strive for modernisation and professional !&&&! &&!&%!&9&&!&!%&!&&&&!&&! T C/@@ 8Lknowledge quality improvement, as well as for knowledge %&&5!&%!&&!$9&&%":!&!5!!&%&&5!&%" Tl /@@ 0Lin general as a basic principle of development. &%!&!!!!&!!&&!&!&&!%!&&9!&TT3/@@LP "Rp@Times New Roman 8  Q`2  Q`2 q.1 r.1 XG* Times ew RomanF -'1  z%1, dv% % %  TP C/@@ 2+LKeywords: education of seafarers, concept o2!!2&&!&&!&&%&!&&!!&&!!&&TC/@@2 Ldf lifelong !%&% Rp@Times New Roman ` Q`2` X D Q`2` X q.1X ` \+r.1 XG* Times ew Roman`D -'1 z%1 \+dv% % % % % % T F /@@  Ldlearning, e!&&%&!TT F /@@ LP-TD F/@@ )Llearning, inspection and staff management!&&%&&&!!&&%&&&5&%&&!6!&TTF/@@LP '% % %  TTXF/@@X7LP )!"  % % % TTXH/@@XLP ) TTX/@@XLP ) TTX/@@XmLP ) TTX/@@XLP ) TT  Y/@@ DLP ) % % % TT \ /@@ LP 2!"  Rp @Times New Roman ` Q`2` X D Q`2` X q.1X ` |-r.1 XG* Times ew RomanXD -'1 z%1 |-dv% % % % % % TT  ,/@@ LP 2!" % % %  TX"K/@@X:Ll1. INRODUCTION * <<A<<<8 A<TT#OK/@@#:LP -!" Rp @Times New Roman 8  Q`2  Q`2 q.1 'r.1 XG* Times ew RomanF -'1  z%1, 'dv% % %  TTXN|/@@XLP % TxXu /@@X2LThis paper deals with some of the new educational 4) #*%*%"*%% $:)# +?%$*#)%#)&;#%*)%&*)% TXu k/@@XX4Lconcepts and staff improvement in maritime, and the %*)%%* %)* &@**)&@&))@%@%%)*)& TXmY/@@XLlemphasis is on:&?*)&   *)TTZm~/@@ZLP %Rp @Symbol t  X Q`2 @ Q`2 q.1 ?r.1X5Symbol`2 `2Fol?LF -'1@ @ z%1h ?dv% % % Rp @"Arial t X Q`2 @ Q`2 q.1 Fr.1 X3.* Arial`2 `2FoFE -'1@ @ z%1h Fdv% % %  % % % TT./@@LP&% %&" WMFC  % TT./@@LP p% % % Td}0/@@LTjust) TT0/@@LP-TXX0/@@LPin*TTYs0/@@YLP-Tt0/@@tLptime learning, and@%%%)*)%)+TT0/@@LP %!"  % % % TT0/@@LP&% % % TT9/@@LP p% % % T9/@@ L`lifelong %+))T9/@@ L`learning.%%)*)TT9/@@LP %!"  TX2/@@XLtIn this paper, just)H) H*%*%G) TT3M/@@3LP-TXN/@@NLPin*TT/@@LP-Tt /@@Ltime learning educational @&H%%)*)H%*)%%*)&Rp  @Times New Roman  Q`2  Q`2 q.1 'r.1 XG* Times ew omanF -'1  z%1, 'dvdv% Rp@Times New Roman'r.1 X |0 A|h]||  @w!A8 J !XX   P .0 "t |0 1 wYwdv% ( Rp  @Times New Roman|V A|h]||  @w  |0 A|h|  @D 8 |`|]|| |+ ?@BCDEFGHJKLMNOPQRSTUVWXYZ[\]^_`abcefghijklmnopqrstuvwxyz{|}~Root Entry F0g@Data A1TableI5WordDocument SummaryInformation(d4DocumentSummaryInformation8MsoDataStoreg)gLM3INAVSEQ==2g)gItem  PropertiesUCompObj    F0Dokument programa Microsoft Office Word 97-2003 MSWordDocWord.Document.89q