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In the day to day context, whilst every endeavour will be made to provide the courses and services described in the Programme Specification, Blackpool and The Fylde College reserves the right to make such changes as may be appropriate for reasons of operational efficiency or due to circumstances including industrial action beyond its control.

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This document is available in alternative formats on request.

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CONTENTS

1. Introduction ......................................................................................................................................................... 5

2. Key programme Information ............................................................................................................................. 5

3. Programme Overview........................................................................................................................................ 6

4. Admission Criteria .............................................................................................................................................. 7

5. Progression Opportunities ................................................................................................................................ 8

6. Contextualised Benchmark Statements ......................................................................................................... 8

7. Programme Aims ............................................................................................................................................... 9

8. Programme Objectives.................................................................................................................................... 10

9. Programme Content ........................................................................................................................................ 11

10. Teaching, Learning & Assessment Strategy ............................................................................................. 12

11. Integration of Work Based Learning ........................................................................................................... 13

12. Summary of Relevant Academic Guidelines ............................................................................................. 14

13. Indicators of Quality and Standards ............................................................................................................ 15

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1. INTRODUCTION

The Programme Specification provides a summary of the main features of the Marine Engineering programme, and the learning outcomes that a ‘typical’ student might reasonably be expected to achieve and demonstrate on successful completion of the programme. Further detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module is available in the following documents:

Programme handbook

B&FC Student handbook

B&FC Admissions Policy

Work Based Learning handbook (Foundation Degrees)

Student guide to assessment and feedback

www.blackpool.ac.uk

2. KEY PROGRAMME INFORMATION

Name of the final award Foundation Degree

Programme title Foundation Degree in Marine Engineering

Teaching institution Blackpool and The Fylde College

Name of awarding body/institution Lancaster University

Details of Professional/Statutory body accreditation

Merchant Navy Training Board (MNTB)

Mode of study Part Time

Subject Benchmark statements QAA General Engineering and Business & Management

UCAS code N/A

Language of Study English

Date of Validation 2010/2011

Date of most recent review 2010/2011

Date programme specification written/revised

2013/2014

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3. PROGRAMME OVERVIEW

Blackpool and the Fylde College remains committed to providing a highly responsive curriculum that is employment and future-focused and will enable students to develop the essential knowledge and skills that will prepare them for future success in work and life. Employability and Widening Participation remain central to the College’s HE Strategy as it continues to develop a sustainable, Higher Education provision that supports the economic, social and cultural development of Blackpool, and the wider North West Region. The School of Maritime Operations based at Fleetwood Nautical Campus and part of Blackpool

and The Fylde College is one of four high main providers of maritime education within the UK.

There are two main areas of study within maritime:

Deck Officers who are responsible for navigation and operational aspects of shipboard

operation, and

Engineering Officers who are responsible for the mechanical aspects of shipboard

operation.

To date, the School has concentrated specifically on the area of Deck Officer; the retention and

success of this provision is exceptional with the School finding itself in a very strong position in

terms of quality of provision and national share of trainee’s. Employer engagement is excellent, this

being reflected in the increase of sponsoring companies applying to use the School year on year.

Within a reasonably short period of time (deck officer training resumed at Fleetwood in August

1996) the School has shown itself to be consistently ahead of benchmarks providing a quality

learner experience that is not matched within the UK.

In order to increase the School’s portfolio of provision, and build on it’s ever growing reputation for

excellence, the School is proposing to provide marine education in the second area of study –

Marine Engineering. The School will be in a position where it can offer the sponsoring companies

the ability to train all of their cadet officers in one establishment, rather than split nationally across

centres.

This initiative has been welcomed by industry with a number of companies pledging support by

way of sponsored learners – the initial cohort for the first enrolment already has 12 places pledged,

with another 12 interested. The School is of the opinion that not only will the first enrolment target

be met, but there is a strong potential for a second enrolment later in the academic year, interest

has been that high.

Both Deck and Engineering provision within the UK has incredible support from industry co-

ordinated through Merchant Navy Training Board (MNTB) which is made up from;

The Merchant Navy Training Board (MNTB – a traditional training board with

representatives from all aspects of the industry) co-ordinates all cadet training to maintain

national standardisation

Maritime and Coastguard Agency (MCA – the ‘police force’ of the industry which maintains

the quality standards, both national and international)

Employers - the shipping companies who sponsor the trainees through their cadetship

Trade Unions – ensure that all is fair and that employment standards are met

Maritime Colleges and training centres

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4. ADMISSION CRITERIA

Access to the course can only be achieved by students through sponsoring companies. It is the

responsibility of the sponsoring company to reserve student places at Fleetwood Nautical Campus.

Potential students must first contact a sponsoring company at which point they will be screened for

compatibility with the course and the industry. Once the sponsoring company have accepted this

potential student they will then approach FNC requesting this student onto the course. At all times

during the student’s studies at FNC, the sponsoring company plays a vital role by supervising their

progression through tutors at FNC.

The Student is sponsored for duration of the course and so all required student fees are paid by

the sponsoring company.

Foundation Degrees are intended to increase access and widen participation into higher education.

A prospective candidates’ suitability for and likely ability to complete this programme must be the

key principle, thus opening access to candidates with a range of different experiences and from a

range of different backgrounds.

The academic standard requirements for the Foundation Degree route are at least 120 points on

the UCAS tariff in unspecified subjects/types of qualification and grade B or higher at GCSE level

in Mathematics.

Accreditation of prior learning

As a matter of principle, the knowledge, skills and understanding that an applicant for the

Foundation Degree has already developed has to be taken into account. Whilst the main cohort of

potential students will be young people leaving schools and colleges and recruited into the industry

by companies, the programme may attract those with relevant prior learning, qualifications and/or

experience such as:

Serving seafarers seeking certificates of competency that will enable them to be employed in an

engineering watch keeping officer capacity and then progress within the maritime industry and, if

desired, achieve further qualifications;

Engineering graduates;

Personnel transferring to the merchant navy from certain branches of the armed forces, the fishing

industry or other areas of sea-going activity;

Those who have completed relevant Advanced Apprenticeships.

Such learners will need to be assessed before entry to the programme to determine their potential

for achieving the intended outcomes.

APE/CL procedures will reveal the extent to which qualifications, skills and competences that the

candidate already possesses are relevant to and can be counted towards the Foundation Degree.

In some cases, it will reveal shortcomings in requirements for entry to the programme and enable

us, FNC, to recommend appropriate action that will enable the student to access the programme.

It is important that recognition is given to the knowledge, skills and understanding that an applicant

for a Foundation Degree has already developed. It is important that rigorous arrangements for the

accreditation of prior experiential and/or certificated learning (APE/CL) are established and fully

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used to accredit the variety of learning and to assist learners in their entry to the Foundation

Degree programme.

Applicants may seek accreditation of prior learning (APEL) but this will only be allowable for Level

1 credit. Applicants will be required to present evidence of this and may additionally be required to

present a piece of written work to demonstrate ability prior to entry. APEL will be considered

against the Lancaster University Department for Continuing Education guidelines.

5. PROGRESSION OPPORTUNITIES

A major influence on training and qualifications in the merchant navy and sea fishing industry is

the need to ensure compliance with international and national statutory requirements covering

virtually all aspects of the operation of merchant ships and fishing vessels. This includes seafarer

standards of competence. Emanating from successive Merchant Shipping Acts, these

requirements in turn reflect the UK’s obligations under the various international maritime

Conventions that cover all levels of training and certification from basic safety training for new

entrants up to and including the qualifications needed for service as Chief Engineer. These have

recently been revised by the 2010 Manila Amendments, that this Foundation Degree is designed to

meet.

The 1978 International Convention on Standards of Training, Certification and Watch keeping for

Seafarers adopted by the International Maritime Organisation (IMO), as amended in 1995 (STCW

95), has the most direct bearing on seafarers' standards in the merchant navy and the towage

industry. A parallel Convention, STCW-F, sets international standards for seafarers serving in sea-

going fishing vessels but has not yet come into force internationally. Responsibility for ensuring that

the provisions of these Conventions are complied with by the United Kingdom rests with the MCA.

A suite of National Occupational Standards, which support N/SVQs at Levels 2, 3 and 4 for

seagoing roles in the engineer departments of merchant ships, fishing vessels and harbour tugs, is

‘owned’ and maintained by the MNTB and SFIA. There is a direct relationship between STCW 95

standards and National Occupational Standards relevant to the merchant navy.

6. CONTEXTUALISED BENCHMARK STATEMENTS

A: Students will be able to apply knowledge and critical understanding at the appropriate level that

will allow them to demonstrate:

A1 Knowledge and critical understanding of the well-established principles within Marine Engineering and the way in which those principles have developed

A2 Successful application on-board a vessel of the range of knowledge and skills learnt throughout the programme

A3 The ability to apply underlying concepts and principles outside the context in which they were first studied at college and the application of those principles on-board a vessel

A4 Knowledge of the main methods of enquiry within Marine engineering, and ability to evaluate critically the appropriateness of different approaches to solving problems in Marine Engineering and apply these on-board a vessel

A5 An understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge in Marine Engineering of study and on-board a vessel

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Typically, holders of Foundation Degrees would be able to: A6 Use a range of established techniques to initiate and undertake critical analysis of

information, and to propose solutions to problems arising from that analysis relating to Marine Engineering studies and also in a work context on-board a vessel

A7 Effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non- specialist audiences, and deploy key techniques of the discipline effectively relating to Marine Engineering studies and also in a work context on-board a vessel

A8 Undertake further training, develop existing skills, and acquire new competences that will enable them to assume responsibility within the Merchant Navy

And have: A9 Qualities and transferable skills necessary for employment and progression to other

qualifications such as Chief Engineer Officer, requiring the exercise of personal responsibility and decision-making within the Merchant Navy as an Engineer Officer

A10 The ability to utilise opportunities for lifelong learning. B: Students will be able to demonstrate at the appropriate level the following critical

thinking/intellectual skills that will allow them to: B 1 Analyse and evaluate a range of concepts and operational issues

B 2 Manage complex projects in both simulated and real situations

B 3 Determine and apply appropriate problem solving techniques

B 4 Conduct, analyse and evaluate effective research

B 5 Relate theories and concepts to practical situations

B 6 Draw on work-based experience to inform class-based learning.

C: Students will be able to apply at the appropriate level, the following transferable skills which will

allow them to: C 1 The ability to successfully plan, develop and draw appropriate engineering design specs C 2 The ability to communicate effectively using a range of techniques and media

C 3 The ability to both lead and work effectively within a team

C 4 The skill of effective self-motivation, organisation and time management

C 5 Competency in the use of IT and management of data

C 6 Entrepreneurship and creativity

C 7 The motivation, attitude and commitment to pursue further studies

C 8 Enthusiasm for lifelong learning and Continuing Professional Development

7. PROGRAMME AIMS

The general aim of the Marine Engineering programme is to equip entrants for a career as a

Merchant Navy Engineer Officer and in the wider marine industry with the knowledge, skills and

attitudes which such an undertaking demands. It seeks to achieve this by offering a curriculum of

studies that collectively represents the demands of the industry multi-disciplinary graduates.

Overall, the modules cover the syllabus required for an EOOW qualification in Merchant Navy.

The primary Educational aims of this programme will be to develop vocational expertise and

improve employability of the learners. We will emphasise the vocational aspects of learning, in

order to develop a blend of knowledge and skills to suit their career goals. Individuals will have

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widely varying aspirations. This programme will equip the learners with the required Engineering

knowledge and transferable skills required by employers. Graduates will be able to demonstrate

the general skills required to interact effectively in industrial and technical environments. The

Government’s Skills Agenda aims to change the educational emphasis from a knowledge base to a

skills base.

Foundation Degrees in general and this programme in particular are designed with this in mind.

Employers have identified the following employee characteristics as essential to the economic

success of their undertakings:

Independent enquiry

Creative thinking

Team working

Self-management

Effective participation

Reflective learning

Graduates of this programme will be able to identify and solve problems, appreciate the

consequences of decisions, explore issues from different perspectives, analyse and evaluate

information judging its relevance and value, come to logical conclusions that can be supported

using reasoned arguments and reliable evidence. They will be able to adapt ideas as

circumstances change, showing initiative and collaborating with others to work towards common

goals. The strong vocational emphasis of the course will foster these generic employment skills.

Blackpool and The Fylde College is committed to mainstreaming widening participation and has a

national reputation for its work in Access to learning and enhancing retention of HE learners. The

Higher Education Strategy; and the HE Teaching, Learning and Assessment Strategy were

implemented during the academic 2007/08 year.

This new Foundation Degree aims to enhance skills, build knowledge, understanding and

confidence to produce Graduates who are innovative, creative and effective Marine Engineers.

Additionally they should be able to understand the ever changing industry environment, solve

problems, manage complex projects and meet deadlines through highly developed transferable

and interpersonal skills.

The student will build on existing experience from knowledge and understanding to assimilation

and critical reflection. It is anticipated that students who are not currently in the industry will be

attracted to this programme. These applicants would need to demonstrate relevant experience and

a keen interest in the engineering sector.

8. PROGRAMME OUTCOMES

The course aims to:

Provide opportunities for students to achieve the 240 credits for this foundation degree over

a 2 and a half year period.

Enhance career opportunities in Marine Engineering and related employment within the

Merchant Navy.

Provide a sound education experience, which creates graduates who have a critical

understanding of the key competencies of Marine Engineering.

Provide a critical and informed awareness of contemporary issues, problems and

opportunities facing Marine Engineering working on board a sea going vessel.

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Provide opportunities to explore established and emerging methodologies in Marine

Engineering.

Acquire Engineering skills to understand and become competent in the fundamentals

involved in Marine Engineering.

Provide opportunities for academic and personal development through a variety of learning

experiences, in particular, the development of communication skills and the capability of

analysis, problem solving, the presentation and justification of an choice of action and

alternative courses.

Provide a sound theoretical and practical understanding of some of the key concepts and

concerns surrounding organisational behaviour.

Provide the opportunity to pursue the level of study to a more critically evaluative level and

opportunities to conceptualise ideas and plans through the project , demonstrating

independence of thought, ability to undertake research, and work unsupervised towards a

predetermined goal.

Enhance career opportunities with related employers.

Assist industry through the provision of well-educated graduates to professional level, to

maintain competitive advantage. For example it is expected that graduates will seek an

Institute membership.

By the end of the FdEng in Marine Engineering the students will have acquired a distinctive blend of knowledge and understanding, intellectual skills and practical application skills.

9. PROGRAMME CONTENT

All Higher Education programmes delivered at Blackpool and The Fylde College consist of modules. A module is a coherent unit of subject material, which is complete with its own learning outcomes and assessments. More detailed information on module content is available in the programme handbook. Level 4 – 120 Credits

Module Code Title Level Credits

ME401 Mathematics for Engineers 4 15

ME402 Marine Management 4 10

ME403 Ship Stability and Construction 4 15

ME404 Engineering Mechanics 4 10

ME405 Heat Transfer and Combustion 4 10

ME406 Electrical and Electronic Principles 4 15

ME407 Work Based Investigation 4 15

ME408 Marine Operations 4 10

ME409 Health and Safety & Risk Assessment 4 10

ME410 Instrumentation & Control Principles 4 10

Level 5 – 120 Credits

Module Code Title Level Credits

ME511 Marine Control Applications 5 15

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ME512 Mechanical Principles 5 15

ME513 Engineering Thermodynamics 5 15

ME514 Electrical Power and Systems 5 15

ME515 Marine Plant Technology 5 15

ME516 Marine Plant Operations 5 10

ME517 Business Management 5 10

ME518 Further Mathematics 5 10

ME519 Engineering Project / Design 5 15

10. TEACHING, LEARNING & ASSESSMENT STRATEGY

The School has a varied and comprehensive range of resources to call upon for delivery of

learning programmes, and because of the very nature of the maritime industry, most of which are

centred on the use of simulation.

The teaching strategies employed can be divided into two main categories:

Academic and mainly classroom based;

Practical and mainly ‘hands on’.

The academic based methods use traditional methods to deliver the learning material (e.g.

interactive whiteboards, computer programmes through IT suites, video, role play, etc). For these

classes students follow a structured path of study, interspersed with case studies, assignments,

research etc. and are assessed using traditional methods (e.g. assignments, tests, etc)

For the practical methods the simulation takes on a new dimension for the learning experience:

Professional firemen train the students to fight fires, the fire training ground boasts extensive

exercise areas over three different levels – real fires, real smoke, real danger;

The launch platform on the river enables the students to launch, drive and recover an array of

vessels that span the industry provision;

The environmental tank with its 4m depth has emergency helicopter procedures and its own

integral wave machine to develop 2m waves;

The simulation suites provide realistic, full mission, control room training where students learn how

to operate engineering equipment safely in different conditions.

All of the above have underlying objectives that match the level of the learning aim; it may be

management skills or communication that is imparted on top of the practical or academic aspects

of the student’s educational experience.

The learning experience is optimised by the structured and varied use of the methods employed

with many preferred learning styles being accommodated in the span of a single course.

The teaching team have also shown great innovation in their approach to education, mixing and

matching classroom experience with practical exercises emulating the FD program in a limited

fashion – academic UPK supported and strengthened through practical tasks – and at each stage

self-reflection encouraged to widen self-awareness.

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WBL (learning) expectations and explanations can be reinforced before the student leaves the

campus lending to increased fulfilment on the students return and whilst on-board ship.

The School offers a comprehensive Blended Learning Programme for those students who find it

impossible or difficult to attend full time, these programmes span the two main competence

qualifications. The Blended Learning unit offers a unique support mechanism for students on main

stream courses as the material used is in a different format and so offers a different educational

approach – excellent for student support.

The programme team has extensive experience of a range of teaching and learning practices, with

the programme being delivered in several ways in a wide range of styles. From the very first day

the learners have clear goals set, timetables, tutors and support outlined.

Very much an ‘open door’ policy, the campus prides itself in the level of pastoral care and support

that it provides, not losing sight of the balance to be struck between guidance and ‘spoon feeding’,

embracing the ethos of student centred learning, offering a variety of strategies in an effort to

provide wide and varying methods for the learner to pick and choose.

The School embraces an all-inclusive approach to learning, learning does not stop at 1600hrs,

support classes are run in the evening for students unsure on direction, subject clinics are available

throughout the week with specialists on hand to help, tutorials for every class allow for informal

queries to be raised whilst a senior tutor (pastoral) is on hand for personal support.

Enrichment activities, ranging from canoeing to camping, snowboarding to music jam sessions all

add to the promotion of general well-being and support.

The School will employ all of the relevant teaching and learning strategies that are relevant to the

foundation degree programme, examples of which are above. The ethos behind the strategy will be

to use whichever is appropriate bearing in mind the need for the students to develop personally

throughout the learning programme.

All this within a tightly run Quality Management System (ISO 9001-2001 accredited), which is

effective, robust and orderly.

11. INTEGRATION OF WORK BASED LEARNING

The concept of partnership and collaboration between industry, providers of further and higher

education and the MCA has been a distinctive feature of nautical education and training for many

years, driven to a large extent by the international nature of employment, training and qualifications

in the merchant navy and the need to ensure compliance with requirements for the award of

certificates of competency based on standards for training, certification and watch keeping

enshrined in the IMO STCW Convention.

At industry level, the MNTB provides the forum that enables all parties directly involved –

employers, trades unions, colleges and HEIs, MCA, qualification authorities – to come together to

develop, monitor and review programmes that give seafarers at all levels the skills, knowledge and

understanding that they and their employers need. The stakeholders’ forum established for the

preparation of this framework will continue to support and sustain the partnership working that is

crucial to the success of the initiative through the implementation stages and beyond. This in turn

will promote and foster acceptance of the Foundation Degree, re-enforce the concept of ownership

of the qualification amongst all stakeholders and establish the value and benefits of the award.

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The development of effective working relationships between FNC and shipping companies

sponsoring cadets and/or providing opportunities for learning and training aboard ship is of critical

importance, in particular with regards to work-based learning. FNC has both formal and informal

relationships with the shipping companies which have proved critical in the production of the

Foundation Degree in Marine Engineering. Companies have been contacted to ask what their

requirements are of the cadets who will enrol on the FD cadetship at FNC and all points and

comments raised have been duly considered and, where appropriate, absorbed into the course.

Appendix J shows some of the company feedback that has been received.

Whilst informal relationships may work well and be adequate in many instances, consideration

does need to be given to whether some form of underpinning, such as a memorandum of

understanding, will be necessary to establish and clarify the expectations of each partner for the

other, particularly with regards to the provision of a supportive learning environment, monitoring

and review of progress and the degree of mentoring/supervision that can be expected on board

ship. As FNC already has a standing relationship with the shipping companies due to the Deck

Officer Training provided, the professional relationship with regards to the Engineer Officer Training

will be incorporated effectively into this.

Where the Foundation Degree is part of an approved national scheme for new entrants, the MNTB

are working with FNC and shipping companies involved to develop standardised guidelines, which

could be adapted as required to suit local college/company requirements.

Learning and work are closely interlinked within Foundation Degree programmes, which integrate

academic and work-based learning through close collaboration between employers and

programme providers. Partnerships are central to the concept of Foundation Degrees and vital in

providing programmes that are relevant, valid and responsive to the needs of learners and

employers.

12. SUMMARY OF RELEVANT ACADEMIC GUIDELINES

UK Quality Code for Higher Education

QAA Subject Benchmark Statements

QAA Framework for Higher Education Qualifications (FHEQ)

B&FC Teaching Learning and Assessment Strategy

B&FC Undergraduate Regulatory Framework

Validating Partner’s Undergraduate Regulatory Framework

B&FC Undergraduate Assessment Regulations

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13. INDICATORS OF QUALITY AND STANDARDS

(QAA Review May 2013) QAA's judgements about Blackpool and The Fylde College The QAA review team formed the following judgements about the higher education provision at Blackpool and The Fylde College.

The academic standards that the College offers on behalf of its awarding bodies meet UK expectations for threshold standards.

The quality of student learning opportunities at the College meets UK expectations.

The quality of information produced by the College about its learning opportunities is commended.

The enhancement of student learning opportunities at the College is commended. Good practice The QAA review team identified the following features of good practice at Blackpool and The Fylde College:

the clear link between the College's commitment to inclusivity and employability, and the resulting innovative assessment tasks

the variety of assessment tasks and their relevance to the world of work, which was valued by students and employers

the College's anticipatory approach to the consideration of and investment in learning resources

the extensive and valuable contribution of students to the quality assurance and enhancement activities of the College

the integrated approach to the provision of learning opportunities to enable the entitlements of disabled students to be met in the wider context of a College ethos of inclusivity

the integrated and innovative approach to the provision of blended learning opportunities and e-resources using the virtual learning environment, which is both comprehensive and reliable

the high-quality website, which provides a user-friendly point of contact for the College's intended audiences

the positive contribution made by the role of the Higher Education Development Manager to the development and production of high-quality and accessible course data and management information

the comprehensive and continuing development of the virtual learning environment that facilitates effective dissemination of information, providing a 'one-stop shop' for students and staff

the positive contribution of the College's equality and diversity agenda to the enhancement of learning opportunities across its higher education provision

the embedded culture of enhancement, as exemplified by the strategic leadership provided by the Higher Education Directorate and the complementary high levels of awareness among, and involvement of, staff and students across the College