Anchoring Maritime Excellence: Include Seafarer Education in Maritime Curriculum

By Andrew Mwangura

Email, thecoastnewspaper@gmail.com

Maritime education and training (MET) started in Kenya with the inception of the Mombasa institute of Muslim Education (MIOME) in 1948, which has since metamorphized into the Technical University of Mombasa.

Technical training in the institution included seamanship, navigation and marine engineering. 

The institutions have since taken up MET with the successful audit of the country and inclusion in the white list.

Kenya’s maritime sector represents an untapped economic powerhouse. With over 500 kilometers of coastline, a newly expanded Mombasa Port handling over 1.4 million TEUs annually, and the strategic new Lamu Port-South Sudan-Ethiopia-Transport (LAPSSET) Corridor project valued at $24.5 billion, our maritime potential is substantial. 

Yet, a crucial element remains missing: the proper integration of maritime education and MET into our National Qualifications Framework (NQF).

The Kenya’s NQF is conspicuously missing the qualification progression pathway for the seafarer profession. 

This especially concerning as seafarer qualification is a competency-based training and certification system.

The statistics paint a compelling picture. Kenya’s blue economy contributes approximately 2.5% to our GDP, with potential to reach 10% by 2030 according to the Kenya Maritime Authority (KMA).

Our ports employ over 27,000 people directly, while the wider maritime sector could generate an additional 50,000 jobs in the next decade. 

However, only 2,000 Kenyan seafarers are currently registered with the KMA, far below our national potential.

“The lack of clear qualification pathways has been a major impediment to growing our seafaring workforce,” notes Captain Talib Ibrahim, director of the Institute of Maritime and Seafaring Studies at the TUM and Vice President Nautical of the association of Maritime Practitioners-Kenya.

“We have talented young Kenyans interested in maritime careers, but the current system creates unnecessary barriers to entry and progression.”

The current exclusion of maritime qualifications from Kenya’s NQF creates unnecessary barriers for our seafarers and hampers the growth of our maritime sector.

While our seafarers receive training that meets international standards set by the International Maritime Organization (IMO), their qualifications often lack clear equivalency within our national education system.

The Association of Maritime Practitioners Kenya which represents Merchant Navy Officers have attempted to assist the Kenya National Qualification Authority to develop the progression pathway from across the different Levels. 

However, the association has participated actively in developing the new courses for Nautical Science and Marine Engineering from level 4 to level 6.

International Best Practices and Economic Impact

Looking at successful maritime nations provides a roadmap for Kenya.

The Philippines has masterfully integrated maritime education into its national framework, resulting into 380,000 deployed seafarers annually; $6.5 billion in remittances from maritime workers (2023); 100+ maritime training institutions aligned with their qualification’s framework; and clear pathways between maritime and traditional education.

Singapore’s maritime education framework has delivered 170,000 maritime professionals; 5,000 maritime companies; 7% contribution to GDP; Seamless progression from technical to academic qualifications.

Norway’s integrated maritime education system has achieved 90% retention rate in maritime careers; $12 billion annual maritime education industry; direct pathways from vocational to university education; global recognition of qualifications.

“The economic impact of proper qualification frameworks cannot be overstated,” says Mwinyi Jahazi, the chairman Kenya Seafarers Wages Council. “Countries that have aligned their maritime education with national frameworks have seen exponential growth in their marine workforce and maritime economy.”

Kenya’s naritime potential recent data highlights our maritime sector’s growth potential.

Mombasa Port capacity expected to reach 2.5 million TEUs by 2027; LAPSSET project estimated to create 150,000 jobs across the maritime sector; Kenya’s Exclusive Economic Zone spans 142,000 km², rich in untapped resources; and Potential for 10,000+ qualified Kenyan seafarers by 2030.

“Our training institutions produce highly competent mariners,” states Eng. Titus Kilonzi, director of the Bandari Maritime Academy. “But without proper framework integration, we’re limiting their career progression and Kenya’s maritime growth potential.”

To achieve similar success as leading maritime nations, Kenya needs to take several critical steps: establish a dedicated working group comprising representatives from the KMA, education regulators, training institutions, and industry stakeholders to map maritime qualifications to the NQF. 

To develop clear equivalency guidelines that recognize both theoretical knowledge and practical competencies gained through maritime training and experience; create bridge programs that facilitate transitions between maritime and traditional education pathways.

To ensure alignment with international standards while maintaining the unique requirements of our national education system.

The economic benefits of integration would be substantial: increased remittances from seafarers (estimated potential of $200 million annually); Growth in maritime education sector (projected value of $50 million by 2030); Enhanced competitiveness in international maritime services; and Reduced youth unemployment through maritime career pathways.

“Integration of MET into the NQF would unlock tremendous value,” emphasizes Elijah Mbaru, Chairman of the International Chartered Institute of Shipbrokers, East African Chapter. “We’re losing opportunities daily by not having this framework in place.”

The timing for this integration is opportune as Kenya continues to invest in its blue economy through projects like the Lamu Port development and expansion of maritime training facilities, having a robust qualification framework that includes maritime education becomes increasingly critical.

Moreover, with the global maritime industry facing crew shortages and seeking qualified personnel, Kenya has an opportunity to position itself as a significant provider of maritime talent.

A well-structured qualification framework would enhance the international recognition of Kenyan seafarers and strengthen our position in the global maritime labor market.

The cost of inaction is substantial

Without proper integration of maritime qualifications, we risk continuing to undervalue our seafarers’ skills and limiting their career opportunities. We also risk falling behind other maritime nations that have already taken steps to modernize their qualification frameworks.

The inclusion of MET in Kenya’s NQF is not merely an administrative exercise – it is a strategic imperative for our maritime sector’s future.

It would demonstrate our commitment to maritime excellence, provide clear pathways for professional development, and strengthen Kenya’s position in the global maritime community.

As we look to the future of Kenya’s maritime sector, the question is not whether to integrate maritime qualifications into our NQF, but how quickly we can accomplish this essential task.

The time has come to give our seafarers the recognition they deserve and create a framework that supports the growth of our maritime profession for generations to come.

The author is an independent maritime policy analyst with expertise in maritime economic

development