Recent research conducted by Bagaskoro from Universitas Islam Nusantara in Bandung has shed light on the pressing issue of educator competence in maritime secondary schools in Indonesia. The study, published in the International Journal of Humanities Education and Social Sciences, highlights significant challenges faced by educators in shipping-related institutions, particularly those lacking a strong background in maritime education.
The study identified several key factors contributing to the low professional competence among teachers. These include a limited understanding of competency standards, inadequate use of technology in teaching, and insufficient knowledge of the Standard of Training Certification and Watchkeeping for Seafarers (STCW 78) Amendment 2010. Furthermore, the research revealed a general reluctance among educators to engage in professional development, which is critical for enhancing their teaching capabilities.
Bagaskoro’s research focused on analyzing the management of educator development, aiming to improve professional competence through structured planning, organization, implementation, and evaluation of training programs. The findings indicate that effective planning is aligned with the school’s vision and mission, but the success of these programs heavily relies on the commitment of school leaders and the policies set by educational foundations.
The study outlines several methods of professional development, including workshops, seminars, and skills training, emphasizing the importance of instilling values that align with national education standards. “The impact of coaching is an increase in professional competence, pedagogic, social, and personality in line with national standards of education,” Bagaskoro noted. This improvement in educator quality is crucial for the maritime sector, as it directly influences the quality of graduates entering the workforce.
From a commercial perspective, enhancing the competence of educators in maritime schools opens up significant opportunities for the shipping and maritime industries. As the quality of education improves, so too will the skill level of graduates, leading to a more competent workforce ready to meet the demands of the industry. This is particularly relevant in a sector that is increasingly reliant on advanced technologies and strict regulatory standards.
The study also identified obstacles to effective educator development, such as the lack of inclusion of training programs in strategic school planning and a general disinterest among educators in pursuing further training. To address these challenges, Bagaskoro suggests offering scholarships and improving the supervision of educators to incentivize participation in professional development.
Overall, the research underscores the importance of quality management in educator development, particularly in specialized fields like maritime education. As the industry evolves, investing in the professional competence of educators will be essential for ensuring that the next generation of maritime professionals is equipped with the necessary skills and knowledge to thrive. The findings of this study provide valuable insights for educational institutions, policymakers, and industry stakeholders looking to improve the quality of maritime education in Indonesia.
