Establishing Marine Instructor and Assessor Courses in Kenya: IMO Standards and National Regulations
International Maritime Organization. (Photo/ Courtesy)
By Andrew Mwangura
Email, thecoastnewspaper@gmail.com
Kenya’s maritime sector is poised for significant growth, driven by its strategic location along the Indian Ocean and the expanding global demand for skilled seafarers.
However, to fully harness this potential, Kenya must address a critical gap in its maritime education and training infrastructure: the lack of certified marine instructors and assessors.
Establishing specialized courses for marine instructors and assessors, aligned with the International Maritime Organization (IMO) Model Courses 6.09 and 3.12, and in compliance with Regulation 85 of the Merchant Shipping Act (Training and Certification) Regulations, 2016, is not just a necessity—it is an urgent priority.
The Global Context: IMO Standards and Kenya’s Obligations
The IMO, as the global regulatory body for the maritime industry, sets stringent standards for maritime education and training. IMO Model Course 6.09, the Training Course for Instructors, provides a framework for equipping maritime educators with the pedagogical skills and technical knowledge necessary to deliver high-quality training.
Similarly, IMO Model Course 3.12, Assessment, Examination, and Certification of Seafarers, outlines best practices for evaluating seafarer competence, ensuring that certifications are issued based on rigorous and standardized assessments.
Kenya, as a signatory to the International Convention on Standards of Training, Certification, and Watchkeeping for Seafarers (STCW), is obligated to align its maritime training and certification systems with these international standards.
Regulation 85 of the Merchant Shipping Act (Training and Certification) Regulations, 2016, further underscores this obligation by mandating that maritime training institutions in Kenya adhere to prescribed standards for instructor qualifications and assessment methodologies.
The Current Gap in Kenya’s Maritime Education
Despite these regulatory frameworks, Kenya faces a significant shortage of certified marine instructors and assessors. Many of the country’s maritime training institutions rely on instructors who, while experienced in seafaring, lack formal training in instructional techniques or assessment methodologies.
This gap undermines the quality of maritime education and compromises the competence of Kenyan seafarers, limiting their competitiveness in the global job market.
Moreover, the absence of standardized training for assessors raises concerns about the consistency and fairness of seafarer evaluations. Without properly trained assessors, there is a risk of issuing certifications to individuals who may not meet the required competencies, potentially endangering lives, property, and the marine environment.
The Benefits of Establishing Certified Courses
Certified instructors trained under IMO Model Course 6.09 will be equipped with the skills to deliver engaging, effective, and up-to-date training. This will improve the overall quality of maritime education in Kenya, producing seafarers who are better prepared to meet the demands of the industry; Assessors trained under IMO Model Course 3.12 will ensure that seafarer evaluations are conducted consistently and fairly.
This will enhance the credibility of Kenyan certifications, making them more widely recognized and accepted internationally; by aligning with IMO standards, Kenya can produce seafarers who meet global competency requirements.
This will boost the employability of Kenyan seafarers, opening up opportunities in the international maritime labor market and contributing to the country’s economic growth; establishing these courses will ensure that Kenya fulfills its obligations under the STCW Convention and the Merchant Shipping Act.
This will enhance the country’s reputation as a responsible maritime nation and strengthen its position in international maritime forums; the establishment of these courses will also build the capacity of Kenya’s maritime training institutions, enabling them to offer world-class education and training; and this will attract more students, both locally and internationally, further boosting the sector’s growth.
A Call to Action
The Kenyan government, in collaboration with maritime training institutions, industry stakeholders, and international partners, must take immediate steps to establish courses for marine instructors and assessors.
This will require:
Developing curricula that align with IMO Model Courses 6.09 and 3.12, incorporating both theoretical and practical components; Ensuring that the courses are accredited by relevant authorities and that successful candidates receive internationally recognized certifications; Providing training for existing instructors and assessors to upgrade their skills and meet the new standards; and Allocating sufficient resources, including funding, training facilities, and qualified personnel, to support the implementation of these courses.
Conclusion
The establishment of certified courses for marine instructors and assessors in Kenya is not just a regulatory requirement—it is a strategic investment in the future of the country’s maritime sector. By aligning with IMO standards and national regulations, Kenya can produce highly skilled seafarers, enhance the quality of maritime education, and strengthen its position in the global maritime industry.
The time to act is now. Let us seize this opportunity to chart a course toward a brighter, more prosperous maritime future for Kenya.
The author is a maritime policy expert with extensive experience in African maritime affairs.
