Reforming Professional Education: A Case of Cognitive Human Factor/Human Element in Shipping Industry

Historically, apprenticeship considered to be one of the main methods of educating newcomers for the world of work. Apprenticeship, as the learning method, appreciate the socio-technicality of the work processes by involving the newcomers in the practice under the supervision of an expert. During the last few decades, the responsibility of training the workforce has been gradually shifted from industry to the formal education sector. This resulted in many industries such as the maritime domain to abandon most of the opportunities of learning in their workplaces. This article by focusing on the shipping industry in the maritime domain, as an exemplary case, will provide an overview of the current condition of the workforce education as related to cognitive human factor/element and provide an alternative solution to its shortcomings. The article will provide an analysis of the current educational system in place and elaborates on the opportunities and shortcomings of the formal and informal educational component of the current maritime education and training system. By utilizing the current theoretical frameworks, the paper examines the conventional and emerging workplace learning opportunities and proposes the framework of quasi-communities as an alternative approach. The quasi-communities incorporates key elements of the apprenticeship method into teaching and learning in formal settings.