The relevance of Innovative Shipbuilding

          Ship construction had in the past and has a great influence on the development of human society on many fronts. In historical terms shipbuilding include the following main stages of development in the past two centuries:
          – Use a metal frame on wooden ships;
          – Use steam piston machine on ships;
          – All–metal shipbuilding with rivet connections of details;
          – Use of internal combustion engines on ships;
          – Submarines constructing;
          – All–metal ship constructing on the basis of welding parts;
          – Mass shipbuilding on the basis of prefabricated sections assembling.

          It should be noted that in the previous millenniums before the XIX century vessels’ structures changes insignificantly, and technologically commercial or military vessels in the XVIII century differed little from the vessels of the Viking era, or the Phoenicians, which were equipped with sails, made of wooden parts and had the frame.
          Modern industrial shipbuilding is one of the high–tech industries, is an environmentally friendly industrial production and is characterized by a high level of added value in the structure of income.
          Innovative shipbuilding aims to build ship of new classes, which are not adopted in the construction of large series at the acting shipyards, and therefore the economic demand of vessels of new classes and other innovative products of shipbuilding exceeds market supply.
          Keep in mind that the current batch shipbuilding is mainly concentrated in Korea Republic, Japan and China. Moreover, these economies less affected by the economic crisis than the economies of Europe or North America. Therefore, technological co–operation with APR–countries in the shipbuilding industry can contribute to improving the economic performance of innovative shipbuilding companies in Europe or North America.
          It should also be noted that in Korea Republic, Japan and China dominated the mass shipbuilding, aimed for the meeting of the mass–market demand for new ships of the predominant classes. Beyond the serial shipbuilding aimed at meeting the mass demand, is a local demand for vessels of various classes that are not mastered in the construction of large series.
These vessels, which can be characterized by local market demand, include, for example, ships of different purposes for Arctic navigation, which are necessary for development of the Northern and Southern Oceans. Market demand for such ships is in Canada, USA, Russia, Norway, Australia, Chile and in other countries.

          In addition, in many countries there is local demand for other types of vessels, depending on the geographical location of each of the states and their coastal, and depending on marine resources and on national needs.
          That is an innovative shipbuilding aims not only to meet the national demand, but also to meet local demand in other countries, and the consolidation of local markets is in the Internet.
          Required to combine the benefits of technological cooperation with APR–countries in the shipbuilding industry with a minimum of competing, as mass production in Korea Republic, Japan and China aimed at meeting the mass demand, and innovative shipbuilding aimed at meeting the consolidated local demand, which consists of selected segments of market demand of national, geographical, industrial or other principles of demand selection.
          In addition to the consolidation of demand, rather formally in terms of economy, for the innovation shipbuilding it is required the filling of market supply, and that requires the renovation of assets shipyards and plants, the development of training programs of curriculum of Naval Architecture & Marine Engineering (NA&ME) and social development of shipyards collectives of staff, including the formation of counties.

          Innovative shipbuilding industry have general focus on the construction of vessels of such classes, which are demanded by the market, but have not yet mastered by the mass production. For this reason, the demand for these classes of vessels exceeds supply, and this is predetermined by the good economic performance, and an opportunity to invest the finance in organizing of ship construction.
          For example, the number of ships that are in demand, but not enough mastered in shipbuilding may include the vessels for Arctic navigation for various purposes, the prospective classes of the commercial vessels and marine engineering equipment to develop their construction are: tankers and gas carriers (LNG tankers) for Arctic navigation; icebreakers; container vessels for Arctic navigation; floating platforms and Arctic offshore rigs; research vessels suitable for use in the Arctic; marine technical equipment to generate power in coastal areas, including from renewable sources (tides, currents, wind), and gas processing equipment in these areas, etc.
          The innovative trends of marine engineering and technology include the production and efficient use of vessels and equipment for:
          – Operations in of freezing seas, including the seas of the Northern and Southern Oceans in the transport and other purposes;
          – Commercial fishing in the open ocean, including, in the polar latitudes;
          – Mining and offshore in the ocean beyond national jurisdictions, including mining in the freezing seas;
          – Law and marine resources enforcement, the security of legal exploitation of marine resources;
          – Constructing of new operating shipyards to build ships that will be used for such purposes;
          – Professional training of NA&ME, and scientific research.
          It should be emphasized that the training would not be so important for the continuation of batch ship construction, mastered in the industry, because of the serial construction of ships is based on the repeatability of technological operations. If the serial construction of ships is mastered already, then the workers training have predominantly technological content necessary for the shipbuilding industry.

          For innovative shipbuilding, that is to organize the construction of new types of ships that were not previously constructed in the shipbuilding industry, requires a multi–level training and higher qualification of specialists NA&ME.
          Moreover, additional funding opportunities that arise due to the predominance of demand over supply for building new types of vessels, from an economic point of view are pre–determined effective system of education and training NA&ME. Therefore, these financial benefits should be spent on the creation of the training system.
          Formation of shipbuilding innovation is global in various senses, that is global in geographical sense, national, industrial, technological, etc. Required technological integration, cooperation, and creating of the relationship systems besides parties:
          1. Technological integration and consolidation of shipyards located in one state or in different ones, for their cooperation through the establishment of an assembly yard for building vessels from serial sections and blocks, prefabricated in different plants, active previously and the combined technologically by the assembling yard. Technological integration in the shipbuilding industry based on specialized assembly yards operation, to which arrive blocks and sections from different plants to build the ships, can be considered as the analogous to assembly–line production, used in other industries.

Scheme of shipyardAs for reducing the duration of the construction of vessels and a corresponding reduction in costs required technological cooperation, in which several factories and shipyards could work together on common orders, that required the creation of new shipyards to construct ships of the sections and blocks.
          The creation of new shipyards for vessels assembling of prefabricated sections is preferable to conversion of any existing shipyards as part acting yards required for the constructing of sections, and for conversion of yard or plant it would have decreased the overall performance of yards and plants, involved in the constructing of sections for vessels assembling.
          2. Creating of multilevel system of education and professional training NA&ME based on the cooperation of universities and colleges with shipyards and dockyards.
          3. Business planning for new ventures and the formation of local infrastructure, including new built–up counties. For example, it is feasible to invest finances of the federal budget, and attract private investments on the basis of guarantees of local and Federal authorities in prioritizing: in creating of multilevel system of education and professional training NA&ME, in formation of local infrastructure, including new built–up counties.

The form of participation of local, Federal authorities and private investors in the development of Innovative shipbuilding

          The development of the shipbuilding industry is based on a systems approach, as multifaceted and cross–cutting objectives, including cross–industry collaboration, international partnerships, the problems of professional training, organization of financing, etc. can be solved together only at the highest level of the organization.
          Since the development of innovative shipbuilding and produced a high general level of organization, to address the emerging common challenges it is necessary the federal participation.

          
Federal involvement is necessary for investment in shipbuilding, subsidies for long–term investments and interest on investments, to align the economic conditions for the shipyards and for companies in other industries.
          Keep in mind that additional funding opportunities that arise due to the predominance of demand over supply for the construction of vessels of new classes, characterized by a delay in relation to the need to invest.
          To overcome the delay of additional financial resources for the needs of investment requires the participation of local and Federal authorities, as well as the use of private investments in shipbuilding from other industries.
          In addition to the participation of local and Federal authorities in the development of innovative shipbuilding other participants could be:
          – Active shipbuilding businesses that can benefit by engaging of local and Federal authorities to work together;
          –  Shipping companies that are interested in investing because the innovative shipbuilding more cost–effective economic sphere than navigation through the redistribution of profits between shipbuilding and shipping in the predominance of market demand over supply of new vessels of innovative classes;
          –  Financial institutions: commercial banks and investment funds that are interested in improving your return on investment due to the choice of the investment areas in which market demand exceeds supply, and are interested in reducing business risk, with the involvement of local and Federal authorities to work together;
          –  Universities and colleges, which are interested in creating on their own basis of new curricula and interested in successful recruitment of graduates, and therefore could invest their own funds to provide training on program of NA&ME curriculum, taking into account the future return on investment by increasing of students number of programs NA&ME, etc.

         
 For the effective development of innovative shipbuilding the federal investments would preferably be such that both increased investment from other sources such as private investments. Thus uses the economic leverage of and total investment amount would be much more.
          The general directions of the federal investment for the development of innovative shipbuilding promote economic leverage are the following:
          – Construction of the shipyard to build ships from prefabricated sections and for technological integration of active yards and plants;
          – Creation of training programs NA&ME, including subsidies for construction of the University campus and the laboratories, the organization of new training programs, subsidizing interest on educational loans for students of programs NA&ME;
          – Creation of recreational infrastructure and local county for new shipyards, subsidizing (in part or in full) of interest on mortgage loans for new shipyards workers;
          – Subsidizing the tax benefits of corporate tax for private investors, as well as subsidizing interest on loans for private investors, which are used to finance of innovative shipbuilding;
          – Other possible areas of federal involvement in financing investments in innovative shipbuilding, which can be defined as economical equivalent of areas listed above.
          These forms of federal participation in economic terms are preferred for shipbuilding innovation than direct federal funding of ship construction at existing shipyards.
          Federal investments or participation of private investors can take the form of direct funding to the development of shipyards and plants, and the form of economic benefits and guarantees, which in addition to other areas may also be produced as an investment for a system of professional training on programs NA&ME curriculum.
          The participation of local and Federal authorities, as well as the use of private investments should be based on a realistic assessment of the prospects for the predominance of demand over supply for building new types of ships and for this reason, emerging additional financial benefits in the future.
          Expected new features, funded by local authorities, Federal or by private investors, could be made available to young citizens in the form of a loan (training and settlement of families), and the resulting obligations of citizens to repay the loan will be performed by them through their participation in the construction of new shipyards or by working on existing shipyards and plants.

          
Such planning would be more effective than direct investment in the construction of vessels at existing plants and shipyards, or than investing in building new shipyards for lack of training opportunities for professionals NA&ME and the shortage of infrastructure for workers accommodation. Some more feasible is the advanced investment in the education system development and multi–professional training of programs NA&ME curriculum. That way in the future shipbuilding will grow better with the growth in output.
          From an economic point of view, in the future is preferable the transfer of the property rights to private investors for the assets of shipbuilding industry companies, as far as construction of new types of ships and as redemption of assets and property rights in the shipbuilding industry by private investors (in respect of those assets that were originally constructed by the federal investment), and further federal involvement in the shipbuilding industry may be, for example, as the federal contracts for construction of combat vessels and non combat vessels. Or federal contracts can be financed through profit of shipbuilding plants and shipyards as the redemption of assets by private investors.
          Keep in mind that at the beginning of the XXI century the tonnage of built combat vessels usually does not exceed 2–3% of the total tonnage of mass non combat vessels under construction. After World war II in the shipbuilding industry is the trend of gradual reduction of tonnage of combat vessels construction, and from an economic point of view the construction of combat vessels is a high probability of a "work in the trash," and it is unlikely that built combat vessels will be used for military action before as they are written off for scrap as the new World war did not occur because of strategic deterrence.
          Feasibility of construction of combat vessels with the general trend of reduction of tonnage depends on how each of the classes built combat vessels consistent with the objective of strategic deterrence. Such questions about the compatibility of strategic deterrence occurs less in respect of investments in shipbuilding, in contrast to investment in fleet and shipping, because provided an adequate level of shipbuilding is universal, and combat vessels and non combat vessels can be built on one and same shipyards.
          In principle, investment in the shipbuilding industry to a greater extent consistent with the objective of strategic deterrence than the direct financing of the construction of any of combat vessel, which quickly become outdated and not universally given the variability of strategic deterrence. More important to be able, if necessary, to quickly organize the building of combat vessels required classes or the modernization of combat vessels.

         
 Federal contracts can technically provide a stabilizing influence on the shipyards workload and, given that contracts in the shipbuilding industry is usually characterized by fluctuations in shipyards loading, depending on the technological cycles of vessels construction. Just simultaneous construction of several vessels and redistribution of resources and assets contributes to the equalization of workload of shipyard or plant. That is, the federal shipbuilding contracts technologically can be constructed simultaneously with the construction of vessels for commercial contracts.
          If the federal funding would be produced in the construction of new ships, it would not be to finance investments in shipbuilding, but in shipping – which is another industry, because that would create new assets for shipping companies and not for the shipbuilding yards and plants.
          Keep in mind that direct federal funding for construction of new vessels at existing shipyards and factories can have adverse negative social and economic consequences for Local County as opposed option to the federal investment in new assets of shipyards, which are gradually transferred to the ownership of private investors.
          Negative socio–economic side effects of the direct federal funding of ship construction at existing shipyards, provided that the shipyard and the infrastructure of local county does not receive additional development, lies in the fact that locally can raise the level of consumer prices, because direct federal funding of contracts in some selected industries do not usually balanced the development of the infrastructure of local county and the development of other industrial segments.
          It is advisable when local and Federal authorities do not fund directly the construction of vessels at existing shipyards and factories, and invest finances in yards and plants development for their further orderly transfer to ownership of private investors, fund the development of professional environment and develop facilities for training programs of NA&ME curriculum.

          Preferably, when local and Federal authorities take on the warranty, which reduce the commercial risk of private investors engaged in shipbuilding. And for this local and Federal authorities would open federal contracts for new ship–building yards and plants, proportionate to the cost of annual profits of yards and plants, and provide for shipyards and plants the possibility to schedule technologically of federal contracts fulfillment so that federal contracts have contributed to the equalization of yards and plants workload, in which workload structure is dominated the commercial contracts, and federal contracts are up to a small part.

 

The overall structure of the training programs
curriculum of Naval Architecture & Marine Engineering

          At the base of the organization of the shipbuilding industry is a system of professional training programs of NA&ME curriculum, possessing both technical and academic knowledge at the appropriate degree of the University or College.
          Professional training of NA&ME curriculum and social development of professional groups are the most capacious on the part of the overall duration of the development of innovative shipbuilding. Therefore, creating a modern system of professional training of NA&ME curriculum is a priority for the development of innovative shipbuilding.
          The most important is a systematic approach to the organization of production and the formation of innovative shipbuilding industries, consisting of shipyards, factories, design bureaus, scientific and professional educational organizations.
          For the development of innovative shipbuilding it is important the gradual introduction of programs for curriculum of Naval Architecture & Marine Engineering, that is:
          – Combination of the educational process of the program of NA&ME curriculum, on the one hand, and methodological preparation of the educational process for those programs which are consistent in the NA&ME curriculum, on the other hand;
          – Forming a multi–level training program of NA&ME curriculum, which consists of the following qualification levels: additional education in the profession of NA&ME for mechanical engineering; training bachelors of NA&ME; training masters of NA&ME; organization of scientific work and training of highly qualified professionals – Doctor Ph.D. (Engineering).

          Implementation of programs NA&ME curriculum in the learning process should be carried out within a few years, and in the main part of training programs the learning process would begin within a period of 2 to 3 years after admission of students in the university and to completing them of undergraduate programs. By this time, due to be completed formation of a training base for the beginning of the teaching programs of NA&ME curriculum.
          Teaching of NA&ME curriculum programs in the home–University initially fulfilled own self and with the visiting professors. During the period from 5 to 10 years from start of first students admission, that is, from beginning of NA&ME curriculum teaching, is appropriate progressive orderly transition to teaching mainly based on the capabilities of home–University and the gradual reduce of visiting professors participation to an acceptable permanent level, for example, to the level of the symmetrical involvement of professors of home–University in teaching at other universities.
          NA&ME curriculum is a holistic, multi–level, comprehensive (of the set of programs), integrated into the overall training programs for teaching of Mechanical Engineering.
          For organization of teaching the programs of NA&ME curriculum is necessary to consider specific methodological problems and avoid them. Specific methodological problems include:
          – Violation of the logical sequence of programs of NA&ME curriculum, the fragmentation of the NA&ME curriculum for professional preferences of separate professors and a lack of integrity of general curriculum;
          – Low qualification level of used training program or transformation of teaching process to the technological level, for example, reducing the teaching and it focus on automation of the working drawings and documentation for shipbuilding with use of software – that satisfy the technological level and is not enough for university education of NA&ME.

          The training bases for teaching of programs of NA&ME curriculum are: qualified professors – instructors; textbooks, and guidelines – mainly electronic documents; campus facilities, classrooms and laboratories.
          It is needed the systematic training of professors who are highly skilled professionals have advanced degrees and their own scientific results. As an instructor of the technology education programs can perform skilled workers shipyards, factories and design bureaus, with a master's degree qualifying. Visiting professors can conduct classes of the individual programs.
          Requires the formation of e–books library of the program of NA&ME curriculum texts translation, if necessary, and digitization, as well as a selection of possible alternatives – teaching programs and books of other universities, taking into account the value of each of the alternatives and to maximize compliance with the training program of NA&ME curriculum: development of own textbooks or use of textbooks from other universities. To form the library of electronic books on the program of NA&ME curriculum required an inventory of available methodological materials.
          On the basis of the library of e–books would be set up distance learning system for training of the definite degrees of NA&ME curriculum, as well as remote system of supplementary teaching professionals with a bachelor's degree or master by profession Mechanical Engineering of programs NA&ME curriculum. Parallel requires a system for remote testing students' knowledge and automated results accounting.
It also makes sense on the basis of the university and distance learning system to combine a professional e–learning system with network of the workstations of NA&ME professionals, to combine with the accounting system of students and professionals and combine with the accounting system of NA&ME professionals, participating in professional organizations that set standards, professional responsibility, rules of skills improvement, etc.
          For specialists training of programs of NA&ME curriculum should be used specialized laboratories, including hydrodynamic laboratory (multipurpose towing tank) and technical laboratories:
          – Processes of assembly and welding in shipbuilding;
          – Strength and vibration of ship structures;
          – Heat and mass transfer processes in marine internal combustion engines;
          – Automation of processes control;
          – Hydraulics and hydraulic systems;
          – Electrical machinery;
          – Sonar technology, etc.

          These laboratories, as well as provide technology workshops and classes can be combined in Ocean Technology Parks or Centres of Offshore and Ocean Engineering performed to combine research with teaching of programs of NA&ME curriculum.
          For the organization of technological practices of students are required the agreements and contracts with training centers of shipyards and their administrations.
          For baseline students training in automation of engineering documentation process, drawings, automation of documentation storage, search and application, etc. use universal software of classes: CAD, CAM, CAE and PDM. For teaching of specialists in NA&ME curriculum definitely: AutoCAD, ANSYS, CATIA, COSMOS, NASTRAN, Unigraphycs, etc.
          The named software products and other similar software needed for an innovative shipbuilding, systematic design, standardization and interoperability, as well as for training of specialists at the technological level of NA&ME, but the software products are no substitute for professional programs of NA&ME curriculum.
          The software products in conjunction with the electronic textbooks of curriculum of NA&ME, databases and remote access capabilities are workstation of NA&ME specialist in a professional network.
          At the end of training program of NA&ME curriculum graduators would develop the general qualification projects or thesis, appropriate to the graduated degree. Besides, qualification projects or thesis are developed by students for separate programs of NA&ME curriculum.
          The NA&ME curriculum, consisting of programs, the public to learn and use different experts for their joint activities to improve the NA&ME curriculum provides opportunities:
          – Harmonization of approaches in teaching and research at various universities and colleges;
          – Accelerate the implementation of training programs and organize the work of several specialists to teach;
          – Create a digital library in accordance with a set of programs NA&ME curriculum and distance education system;
          – Organize multi–level training of programs NA&ME;
          – Organize scientific – research degrees candidates, given that the scientific work on the most general purpose is aimed at filling the NA&ME curriculum and improvement of individual programs;
          – Organize cooperation of specialists from various scientific organizations on the basis of common objectives to fill NA&ME curriculum and to improve of individual programs;
          – Rationally spend of the required financial resources to the objectives, since NA&ME curriculum in the most general form defines a set of goals and objectives, etc.
          The training of NA&ME curriculum is multi–layered and includes the possibility of additional education, that is, learning of NA&ME curriculum programs as additional professional knowledge and experience of experts with colleges and universities degrees of professions: Mechanical Engineering and Industrial Technology. Moderate reasonable repeatability of methodological materials in related programs of NA&ME curriculum is appropriate, taking into account the general orientation of NA&ME curriculum for multi–level training
          In the most general respect are the following levels of training of the program of NA&ME curriculum:
          0. Navigation Officer, trained for the overview level of knowledge of the program NA&ME, for the level of the knowledge of shipbuilding that could be used for operation and maintenance of the vessel, – general information of shipbuilding, technology, ship structure, equipment, systems and theories of the ship, allowing self work with the instructions; for example, to the original programs of training NA&ME curriculum can be attributed: Core of ship layout, structure and seaworthiness and Shipbuilding technology (look at the Contents on training curriculum of Naval Architecture & Marine Engineering).
          1. Mechanical Engineer or Industrial Technologist with additional knowledge of programs of NA&ME curriculum (i.e. with additional training in the area of ??the vessel's structure, technology of shipbuilding, structural mechanics, Ship theory, etc.), allowing to work in a team of specialists NA&ME in the shipyard or plant.
          2. Bachelor of NA&ME – an independent professional expert in the shipbuilding industry with a common orientation to the study of programs of the vessel structure, of shipbuilding technology and organization of ship construction; the competence of bachelor is sufficient for technological organization of ship construction, for use in professional guidelines, for participation in the design of the vessel in the frameworks of the instructions; bachelor's degree is a stepping stone to continue to receive the degree of Master of NA&ME.
          3. Master of NA&ME – the next level of training after level Bachelor of NA&ME; the training is performed the orientation to study of the academic programs of ship design theory; corresponds to the level of independent work in engineering and project offices, the master of NA&ME is competent to develop guidelines that are used by professional specialists NA&ME for lower levels of training: 0, 1, 2; master's degree is a stepping stone to get a scientific degree of Doctor Ph.D. (Engineering).
          4. Doctor Ph.D. (Engineering) – have sufficient independent research experience, includes the competence of the Master of NA&ME (or master of another engineering profession); training of Doctor Ph.D. is based on personal involvement in the scientific work under the guidance of experienced experts in the directions:

          – Improvement of the structure of NA&ME curriculum and the basic programs: Structure of ship’s hull, Ship equipment, Ship’s systems, Shipbuilding technology, Ship theory of seaworthiness, Ship structural mechanics, Commercial vessels design concepts, and other programs;
          – Development of additional programs of NA&ME curriculum – for new types of ships or for certain methodological directions;
          – Development of teaching materials for basic and additional programs: manuals, guidelines for instructional design and laboratory experiments;
          – Development of specialized software for the automation of shipbuilding calculations, processes automation of technological processes and technical documentation processes, automation of the learning processes and processing of experimental results;
          – Establishment of laboratories for the program of NA&ME curriculum, development of equipment and methodological basis of laboratory studies;
          – Involvement in research contracts of NA&ME;
          – Participation in the teaching of programs of NA&ME curriculum, etc.
          In the formation of the NA&ME curriculum and inclusion in the curriculum of training programs is taking into account that the modern theory of design of the vessel is subject to improvement in the direction of the maximum release from the conventions, that is towards the use of scientific materialistic approaches.
          For this reason, the study of existing conventional rules and regulations, including the study of software products, used in shipbuilding and ship design, attributed to a basic level of technology training programs NA&ME curriculum, rather than the training of Master of NA&ME.
          And training of NA&ME higher qualification – Doctor Ph.D. through their participation in the research work includes the study of objective laws and the development of certain rules and guidelines necessary for the design of the vessel and for shipbuilding, but does not include the study of rules and guidelines developed by other scientists, that would be consistent with the technological base of professional training NA&ME.
          Given that the program of NA&ME curriculum cover both technological training, and academic, it makes sense the cooperation of universities and colleges for the multilevel co–education of NA&ME professionals, as well as for the education of own professors and researchers.
          The starting level of education for the degree of Bachelor NA&ME is a graduate of high school, for the degree of Master NA&ME – the starting level is Bachelor NA&ME.
Sufficient starting level of training curriculum for the degree of Bachelor of NA&ME is undergraduate education NA&ME (at the above stages 0 and 1) as well.
          And according to plan of Bachelor NA&ME training about half (50%) of programs are among the general science and general engineering beyond programs of NA&ME curriculum, and include: mathematics, physics, mechanics, resistance of structural materials, technology of structural materials, parts and construction of machinery, thermodynamics and heat and mass transfer, computer science, technology standardization, economics, philology, etc.
          According to training of Master NA&ME curriculum for students having a degree of Bachelor NA&ME the part of subjects of general scientific and general technical training is approximately one–quarter (25%) of learning hours.
          Under the general direction of the training NA&ME provides training of two specializations Naval Architecture and Marine Engineering. The curriculum of these specializations differs of content of Mechanical Engineering programs, which are more for Marine Engineering specialized curriculum than for Naval Architecture.
          And for the specialization of Naval Architecture dominated the programs of Structure of ship's hull, Shipbuilding technology and organization of shipbuilding, as well as academic programs: Ship theory of seaworthiness, Ship structural mechanics, Commercial vessels design concepts and so on.

          Curriculum NA&ME for all levels of training is systematic and purposeful, and methodological demand for educational programs at every level of training is formed at higher levels. Professional competence in the profession NA&ME crowning the programs of Theory of ship design, bearing in mind that these programs are more complex in the methodological sense than the other programs of NA&ME curriculum, and in the ship designing process is determined major decisions that affect the efficiency in the marine industry.
          Design of the vessel is methodologically based on the systems approach, and the vessel is subject to the design as a complex system consisting of subsystems. When combining subsystems provide the most important functional properties of the vessel are missing from the sub–systems, if the subsystems are treated separately. It is these functional properties that arise when combining the individual subsystems, methodologically are most important in the vessel design.
          If as an elementary example, to combine the hull, which is characterized by tonnage, and propulsion systems – ship power plant, characterized by power, there arises a new property – cargo carrying capacity which is absent in parts of: i.e. is absent in the ship’s hull (with out the ship power plant) and is absent in ship power plant (without the ship’s hull). It is an integral factor of cargo carrying capacity is more important in the design of the ship than the tonnage of ship's hull and capacity of power plant.
          From point of the systems approach, it is important that the combined non–physical part of the vessel (as in sample of combining the vessel’s hull and power plant), but the methodological parts, which includes separate properties of the vessel, such as: buoyancy, stability, insinkability, propulsion, controllability, tonnage, capacity, cargo holds volume, dimensions, etc. That is a separate part of the vessel in a methodological sense is complete vessel from the point of view of the separate characteristic (property).
          We can assume that parts of the ship are some methodological property of integrated ship (buoyancy, stability, insinkability, propulsion, controllability, tonnage, capacity, cargo holds volume, dimensions, etc.). That's when combining these properties, being parts of a ship in a methodological sense, eventually forming a holistic concept of the vessel, which is the object of Theory of ship design.
          It is seen that all of the training programs of NA&ME curriculum, each of which covers any of the separate property of the complete vessel (see Contents of NA&ME curriculum) can be considered methodologically as the parts of the vessel which is object of Theory of ship design on the basis of systems approach.
          Formulation and methodological refinement of the concept "vessel" underlying of Theory of ship design as object of design from the point of the system approach is the most general scientific motivation for the creation of training programs and determining of the structure of NA&ME curriculum.
          The Methodical recommendations on training NA&ME curriculum are not the personal research, and is an expert systematization of approved training programs, corresponding to the ideas of the Bologna Convention of multi–level education adopted for NA&ME curriculum, and systematization made ??with the focus of each program value self expertise.

          Authors of educational programs on the basis of which the NA&ME curriculum is performed are famous scientists and professors: Rusetsky A.A., Garmashev A.D., Khalizev O.A., Kormilitsin Yu.N., Blagoveschensky S.N., Kholodilin A.N., Boroday I.K., Netsvetaev Yu.A., Egorov G.V., Kozlyakov V.V., Suslov V.P., Kochanov Y.P., Magula V.E., Vashedchenko A.N., Ashik V.S., Nogid L.M., Bronnikov A.V., Tsarev B.A., Demeshko G.F., Gaikovich A.I., Taranukha N.A., Kulesh V.A., Barabanov N.V., Nekrasov V.A., Voytkunsky Ya.I., Pershits R.Ya, Hoffman A.D., Rakov A.I., Pashin V.M., Nechayev Yu.I., Vasiliev A.L., Krayev V.I., Breslau L.B., Postnov V.A., Putov N.E., Tryaskin V.N., Shpakov V.S., Turbal V.K., Stumpf V.M., Szymansky Yu.A., Basin A.M., Pavlenko G.E., Fedyaevsky K.K., Semenov–Tian–Shansky V.V., Remez Y.V., Voznesensky A.I., Druz B.I., Volkov V.M., Zuev V.A., Lubimov V.I., Popov A.N., Ershov N.F. and others.
          The Methodical recommendations on NA&ME generally satisfy the training programs, which are used in the following technical universities:
          – State Marine Technical University of St. Petersburg (http://www.smtu.ru/engver/index.html),
          – National University of Shipbuilding (http://www.nuos.edu.ua/en);
          – Far Eastern Federal University (http://dvfu.ru/en);
          – Nizhny Novgorod State Technical University (http://www.nntu.sci-nnov.ru);
          – Komsomolsk–on–Amur State Technical University (http://www.knastu.ru/en.html);
          – Maritime State University (http://www.msun.ru/en);
          – Odessa National Maritime University (http://en.osmu.odessa.ua/);
          – Sevastopol National Technical University (http://sevntu.com.ua/index.html);
          – as well, as at several Technical Universities of Water Transportation.

          The Methodical recommendations on training NA&ME curriculum are to be concern as the first approximation and a subject for improvement.

 

S u m m a r y

        1. Innovative shipbuilding aims to build ships of new classes, which are not constructed as mass series in the active shipyards, and therefore the economic demand for these new ships and other products of innovative shipbuilding exceeds market supply.
          2. The number of ships of new classes include, for example, ships of the different purposes for Arctic navigation, which are necessary for the development of the Northern and Southern Oceans: tankers and gas carriers (LNG tankers) for Arctic navigation; icebreakers; container vessels for Arctic navigation; floating platforms and Arctic offshore rigs; research vessels suitable for use in the Arctic; marine technical equipment to generate power in coastal areas, including from renewable sources (tides, currents, wind), and gas processing equipment in these areas, etc.
          3. To reduce the duration of vessels construction and for corresponding reduction in costs it is required technological cooperation, which for the several plants and shipyards would work together for common contracts, that requires the construction of new shipyards to build ships from prefabricated sections and blocks
          4. Federal involvement is necessary for investment in shipbuilding subsidies for long–term investments and interest for investments, for alignment of the economic conditions for the shipyards and for companies in other industries. Preferably, when local and Federal authorities take on the warranties, which reduce the commercial risk of private investors, engaged in shipbuilding.
          5. Federal contracts may technologically have a stabilizing effect for workload of shipbuilding plants and yards, given that constructing in the shipbuilding industry is usually characterized by fluctuations of plants and yards workload, depending on the technological cycles of vessels construction.
          6. In addition to the participation of local and Federal authorities in the development of innovative shipbuilding other participants could be active shipbuilding and shipping companies, financial institutions – commercial banks and investment funds, universities and colleges, which are interested in creating on their own basis of new curricula and interested in successful recruitment of graduates, and therefore could invest their own funds to provide training on program of NA&ME curriculum, taking into account the future return on investment by increasing of students number of programs NA&ME, etc.
          7. Implementation of programs NA&ME curriculum in the learning process should be carried out within a few years, and in the main part of training programs the learning process would begin within a period of 2 to 3 years after admission of students in the university and to completing them of undergraduate programs. By this time, due to be completed formation of a training base for the beginning of the teaching programs of NA&ME curriculum.
          8. Teaching of NA&ME curriculum programs in the home–University initially fulfilled own self and with the visiting professors. During the period from 5 to 10 years from start of first students admission, that is, from beginning of NA&ME curriculum teaching, is appropriate progressive orderly transition to teaching mainly based on the capabilities of home–University and the gradual reduce of visiting professors participation to an acceptable permanent level, for example, to the level of the symmetrical involvement of professors of home–University in teaching at other universities.
          9. The training bases for teaching of programs of NA&ME curriculum are: qualified professors – instructors; textbooks, and guidelines – mainly electronic documents; campus facilities, classrooms and laboratories, as well as provide technology workshops and classes can be combined in Ocean Technology Parks or Centres of Offshore and Ocean Engineering performed to combine research with teaching of programs of NA&ME curriculum.
          10. The training program of NA&ME curriculum is multi–level and includes the possibility of further education, i.e. training of certain programs of NA&ME curriculum as additional professional knowledge and experience for experts with the degrees of Mechanical Engineering and Industrial Technology of universities and colleges. It is possible to distinguish the following grades of training for shipbuilding: Navigation Officer, trained for the overview level of knowledge of the program NA&ME; Mechanical Engineer or Industrial Technologist with additional knowledge of programs of NA&ME curriculum; Bachelor of NA&ME; Master of NA&ME; Doctor Ph.D. (Engineering).
          11. Given that the program of NA&ME curriculum cover both technological training, and academic, it makes sense the cooperation of universities and colleges for the multilevel co–education of NA&ME professionals, as well as for the education of own professors and researchers.
          12. In the formation of the NA&ME curriculum and inclusion in the curriculum of training programs is taking into account that the modern theory of design of the vessel is subject to improvement in the direction of the maximum release from the conventions, that is towards the use of scientific materialistic approaches. Formulation and methodological refinement of the concept "vessel" underlying of Theory of ship design as object of design from the point of the system approach is the most general scientific motivation for the creation of training programs and for the determination of NA&ME curriculum structure.
          Recommendations and additions to the NA&ME curriculum can be sent by e–mail: resource.marine@gmail.com

Prof. Michael V.Voyloshnikov

Dr. Sc. (Engineering), NA&ME

Contents of the Curriculum


The recommended curriculum of the amount about 2100 lecture hours for bachelors of Naval Architecture and Marine Engineering training include training programs:
          1. Core of ship layout, structure, devices and seaworthiness [2; 5; 6; 7; 12].
          2. Shipbuilding technology [11].
          3. Marine propulsion systems with internal combustion engines [15; 35].
          4. Structure of ship’s hull [32].
          5. Ship structural mechanics [20; 32].
          6. Ship theory of seaworthiness [1; 8; 9; 13; 14; 17; 20; 31].
          7. Commercial vessels design concepts [7; 10; 13; 16; 28].
          8. Determination of characteristics of ship equipment [6].
          9. Determination of ship’s systems characteristics [15].
          10. Ship insubmersibility [20].
          11. Effectiveness determination and value assessment of commercial vessels, marine company’s assets and ocean resources [23].
          12–14. Elective training programs for bachelor's degree [3; 4; 18; 19; 22; 24; 25; 27; 29; 30; 33; 34].

Programs to train master’s degree (in the amount of about 900 lecture hours in the presence of bachelor’s degree) in the recommended curriculum include:
          15. Design concepts of high-speed vessels (hydroplanes, hydrofoil boats, hovercrafts and airfoil boats) [22; 25].
          16. Research of vessel propulsion, propeller characteristics and hull shape [9; 17; 19; 31].
          17. Propulsion of ships and maneuverability [3; 30; 31].
          18. Seaworthiness, rolling and stability of vessel in rough sea [1; 8; 14; 30].
          19. Vibration of ship structures [31].
          20. Fatigue life of ship structures [33].
          21. Elective training program for master's degree [4; 18; 21; 24; 26; 29].

Literature


        1. Adrian Biran, Ship hydrostatics and stability, 4 edition – Butterworth–Heinemann, 2003, 344 p. (ISBN 0750649887, 9780750649889)
          2. Anthony F. Molland Maritime Engineering Reference Book: A Guide to Ship Design, Construction and Operation – Elsevier, 2008, 902 p. (ISBN 0750689870, 9780750689878)
          3. Anthony F. Molland, Stephen R. Turnock Marine rudders and control surfaces: principles, data, design and applications. Marine engineering series – Butterworth–Heinemann, 2007, 420 p. (ISBN 0750669446, 9780750669443)
          4. Ben C. Gerwick Construction of Marine and Offshore Structures – CRC Press, 2007, 813 p. (ISBN 0849330521, 9780849330520)
          5. C.B. Barrass Ship design and performance for masters and mates. Marine engineering series – Butterworth–Heinemann, 2004, 252 p. (*), (ISBN 0750660007, 9780750660006)
          6. D.A. Taylor Introduction to marine engineering. 2 edition. Referex Engineering – Butterworth–Heinemann, 1996, 372 p. (ISBN 0750625309, 9780750625302)
          7. D.A. Taylor, Alan S.T. Tang, Shung–tse Alan Merchant ship naval architecture – Institute of Marine Engineers, 2006, 216 p. (*), (ISBN 1902536568, 9781902536569)
          8. D.R. Derrett, C.B. Barrass Ship stability for masters and mates – Butterworth Heinemann, 2006, 534 p., (ISBN 0750667842, 9780750667845)
          9. D.W. Taylor Resistance of Ships. Historische Schiffahrt – Books on Demand, 2009, 256 p. (ISBN 3861950928, 9783861950929)
          10. David G.M. Watson Practical Ship Design. Elsevier Ocean Engineering Series – Gulf Professional Publishing, 2002, 558 p. (ISBN 0080440541, 9780080440545)
          11. David J. Eyres Ship construction. 6 edition – Butterworth–Heinemann, 2007, 365 p. (ISBN 0750680709, 9780750680707)
          12. E.A. Stokoe Ship Construction. Reeds Marine Engineering Series. 5 edition – A & C Black Publishers Ltd., 2003, 192 p. (*), (ISBN 0900335955, 9780900335952)
          13. E.C. Tupper Introduction to naval architecture. Marine engineering series. 4 edition – Butterworth–Heinemann, 2004, 446 p. (*), (ISBN 0750665548, 9780750665544)
          14. Edward M. Lewandowski The dynamics of marine craft: maneuvering and seakeeping – World Scientific, 2004, 411 p. (ISBN 9810247567, 9789810247560)
          15. H.D. McGeorge Marine Auxiliary Machinery. 7th edition. Referex Engineering – Butterworth–Heinemann, 1999, 528 p. (ISBN 0750643986, 9780750643986)
          16. Herbert Schneekluth, Volker Bertram Ship design for efficiency and economy. 2nd edition. Referex Engineering – Butterworth–Heinemann, 1998, 220 p. (ISBN 0750641339, 9780750641333)
          17. J.P. Ghose, R.P. Gokarn Basic ship propulsion – Allied Publishers, 2004, 557 p. (ISBN 8177646060, 9788177646061)
          18. James Franklin Wilson, Bruce Jennings Muga, Lymon C. Reese Dynamics of offshore structures. 2nd edition – John Wiley and Sons, 2003, 325 p. (ISBN 0471264679, 9780471264675)
          19. John Carlton Marine Propellers and Propulsion. 3rd edition – Elsevier Science & Technology, 2012, 576 p. (ISBN 0080971237, 9780080971230)
          20. K.J. Rawson, E.C. Tupper Basic ship theory. 5th edition – Butterworth–Heinemann, 2001, 727 p. (ISBN 0750653981, 9780750653985)
          21. Khac Duc Do, Jie Pan Control of Ships and Underwater Vehicles: Design for Underactuated and Nonlinear Marine Systems – Springer, 2009, 400 p. (ISBN 1848827296, 9781848827295)
          22. Liang Yun, Alan Bliault, Johnny Doo WIG Craft and Ekranoplan: Ground Effect Craft Technology – Springer, 2009, 450 p. (ISBN 1441900411, 9781441900418)
          23. Michael V.Voyloshnikov Evaluation of commercial vessels, marine company’s assets and ocean resources : textbook – Moskow : Publishing house of the RSA, 2010, 345 p. (ISBN 978–5–93027–002–0)
          24. Michel K. Ochi Ocean Waves: The Stochastic Approach. Cambridge Ocean Technology Series – Cambridge University Press, 2005, 332 p. (ISBN 052101767X, 9780521017671)
          25. Odd M. Faltinsen Hydrodynamics of High–Speed Marine Vehicles – Cambridge University Press, 2010, 476 p. (ISBN 0521178738, 9780521178730)
          26. Pushkin Kachroo, Sabiha Wadoo Autonomous Underwater Vehicles: Modeling, Control Design and Simulation – CRC Press, 2010, 165 p.  (ISBN 1439818312, 9781439818312)
          27. Robert D. Christ, Robert L. Wernli The ROV Manual: A User Guide to Observation–class Remotely Operated Vehicles – Butterworth–Heinemann, 2007, 308 p. (ISBN 0750681489, 9780750681483)
          28. Thomas Charles Gillmer, Bruce Johnson Introduction to naval architecture – Naval Institute Press, 1982, 324 p. (ISBN 0870213180, 9780870213182)
          29. Thor I. Fossen Handbook of Marine Craft Hydrodynamics and Motion Control – John  Wiley & Sons, 2011, 596 p. (ISBN 1119994128, 9781119994121)
          30. Tristan Perez Ship Motion Control: Course Keeping and Roll Stabilisation Using Rudder and Fins – Springer, 2010, 322 p. (ISBN 1849969787, 9781849969789)
          31. Volker Bertram Practical Ship Hydrodynamics. 2nd edition – Elsevier, 2011, 390 p. (ISBN 0080971520, 9780080971520)
          32. Yasuhisa Okumoto, Masaki Mano, Yu Takeda, Tetsuo Okada Design of Ship Hull Structures: A Practical Guide for Engineers – Springer, 2009, 578 p. (ISBN 3540884440, 9783540884446)
          33. Yong Bai Marine structural design. Referex Engineering – Elsevier, 2003, 606 p. (ISBN 0080439217, 9780080439211)
          34. Yong Bai, Qiang Bai Subsea Engineering Handbook – Gulf Professional Publishing, 2012, 960 p. (ISBN 0123978041, 9780123978042)
          35. Edward Milton Bragg Marine Engine Design: Including the Design of Turning and Reversing Engines – BiblioBazaar, 2011, 218 p. (ISBN 1179913140, 9781179913148)

 

Remarks for curriculum time planning

          Methodical recommendations on program curriculum of the profession Naval Architecture and Marine Engineering training is based on expert opinion and review of content and duration of the main lecture courses with the following basic assumptions:
          Bachelor's degree in education NA&ME planned to produce an average of four academic years (12 semesters, while training simultaneously of 4 – 5 programs of the profession NA&ME, as well as general engineering programs and general scientific subjects training – 50% of classes outside of curriculum of the profession NA&ME );
          In the presence of a bachelor's degree (25–30 credits of the profession NA&ME ) in education master’s degree NA&ME (50 credits of the NA&ME total, i.e. 20–25 credits of NA&ME more than for the bachelor's degree) will produce an average of two academic years (six semesters, as well as general engineering programs training and general scientific subjects – 25% of classes simultaneously of the NA&ME curriculum);
          Academic year consists of three academic semesters at 3 months (each semester    12 weeks), as well as the examination session and holidays between semesters; average number of lectures is approximately 20 hours per week (i.e. 4 academic hours per day), as well as self–study students, labs, exercises, instructional design, research and other forms of learning, occupying a total of approximately the same time as classroom lectures.
          Total curriculum contain 3000 lectures hours, 50 credits.

 

table 1