Posted: October 20th, 2022

THE QUALITY OF MET OF SHIP OFFICERS IN NIGERIA

THE QUALITY OF MET OF SHIP OFFICERS IN NIGERIA
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CHAPTER 1 – INTRODUCTION..…………………………………….….……………………..7
1.1 BACKGROUND INFORMATION………………………………………………..…7
1.2 JUSTIFICATION……………………………………………………………………10
1.3 AIM…………………………………………………………………………………..11
1.4 OBJECTIVES………………………………………………………………………..11
1.5 LIMITATIONS……………………………………………………………………….12
1.6 STUDY OUTLINE……………………………………………………………….….12
1.7 SUMMARY……………………………………………………………………….…13
CHAPTER 2- LITERATURE REVIEW OF MARITIME INSTIUTIONS…………………..…13
2.1 A REVIEW OF MARITIME EDUCATION AND TRAINING……………………13
2.1.2 Focus of maritime education and training………………………………….17
2.2 THE MARITIME EDUCATION AND TRAINING INSTITUTIONS IN CHINA…16
2.2.1 MET systems in china………………………………………………..…….16
2.2.2 The funds and financing of chinese met……………………………………17
2.2.3 Standards and qualification of met instructors…………………………..…19
2.2.4 Management to improve security and safety ………………………..…….19
2.2.5 Facilities for competency based training…………………………………..19
2.3 THE MARITIME EDUCATION AND TRAINING INSTITUTIONS IN UK……..20
2.3.1 Government support in marine training………………………..…………..20
CHAPTER 3 – LITERATURE REVIEW ON THE QUALITY OF MET OF SHIP OFFICERS IN NIGERIA……………………………………………………………………………………23
3.1 INTRODUCTION………………………………………………………………….23
3.2 THE CURRENT MARITIME EDUCATION AND TRAINING SYSTEM IN NIGERIA……………………………………………………………………………………….24
3.2.1 Equipment for information technology………………………….………..24
3.2.2 Recruitment and training…………………………………………………..25
3.2.3 New international legislation……………………………………………….25
3.2.4 Cooperation with the shipping industry……………………………………26
3.2.5 Educational policies………………………………………………………..27
3.3 PROBLEMS HINDERING QUALITY EDUCATION AND TRAINING IN NIGERIA………………………………………………………………………………………..27
3.3.1 Lack of maritime industry support…………………………………………28
3.3.2 Lack of adequate resources…………………………………………………28
3.3.3 Lack of adequate facilities and equipment …………………………………29
3.3.4 Isolation of maritime education from academic education…………………29
3.3.5 Non-implementation of international legislation that affects marine education…………………………………………………………………………………………30
3.4 IMPACT OF TRAINING NIGERIAN SHIP OFFICERS TOWARDS THEIR LINE OF WORK……………………………………………………………………………………….30
3.4.1 Empowerment and economic development……………..…………………31
3.4.2 Suitability…………………………………………………………………..31
3.4.3 Employment opportunities…………………………………………………31
3.4.4 Competence…………………………………………………………………32
3.5 WAYS TO DEVELOP THE NIGERIAN MET INSTITUTIONS TO INCREASE SHIP OFFICERS EMPLOYABILITY………………………………………………………….32
3.5.1 Attract train and retrain qualified lecturers and assessors…………………32
3.5.2 Attaining modern training and assessment equipment…………………….33
3.5.3 Incorporation of the STCW ’95……………………………………………33
3.5.4 Non-isolation of the maritime education and academic education………..33
3.5.5 Seeking support from the government, non-governmental agencies, and the industry…………………………………………………………………………………………..34
3.6 CONCLUSION………………………………………………………………34
CHAPTER 4 – METHODOLOGY………………………………………………………35
4.1 INTRODUCTION……………………………………………………………………35
4.2 RESEARCH DESIGN……………………………………………………………….35
4.3 DATA COLLECTION………………………………………………………………35
4.4 QUESTIONNAIRE………………………………………………………………….36
4.5 SAMPLING AND PARTICIPANTS………………………………………………..36
4.6 DATA ANALYSIS…………………………………………………………………..37
4.7 ETHICAL CONSIDERATION………………………………………………………37
4.8 CONCLUSION…………………………………………………………………….38
CHAPTER 5 – DATA ANALYSIS…………………………………………………………….39
5.1 Introduction…………………………………………………………………………………39
5.2 Presentation of Collected data………………………………………………………39
5.2.1 Gender…………………………………………………………………….39
5.2.2 Age………………………………………………………………………..40
5.2.3 Aspects affecting the current maritime education and training in Nigeria………..40
5.2.3.1 Information Technology…………….…………………………………..40
5.2.3.2 Recruitment and training………………………………………………..41
5.2.3.3 Legislation………………………………………………………………42
5.2.3.4 Cooperation with the shipping industry…………………………………42
5.2.3.5 Educational policies……………………………………………………..43
5.2.4 Problems affecting the quality of maritime education in Nigeria…………………44
5.2.4.1. Lack of Maritime industry Support…………………………………….44
5.2.4.2 Lack of adequate resources………………………………………………44
5.2.4.3 Lack of adequate equipment……………………………………………..45
5.2.4.4 Isolation of maritime education………………………………………….46
5.2.4.5 Non-implementation of new legislation………………………………….46
5.2.5 Impact in the following if ship officers are trained in their line of work………….47
5.2.5.1 Economic development………………………………………………….47
5.2.5.2 Stability of maritime education………………………………………….48
5.2.5.3 Employment opportunities……………………………………………….48
5.2.5.4 Competence of Ship officers……………………………………………..49
5.2.6 Recommendations to increase Ship Officers employability……………………….50
5.2.6.1 Retraining qualified personnel……………………………………………50
5.2.6.2 Attaining modern training equipment……………………………………50
5.2.6.3 Incorporating STCW’95………………………………………………….51
5.2.6.4 Non-isolation of maritime and academic education……………………..52
5.2.6.5 Seeking support from agencies…………………………………………..52
5.3 REGRESSION ANALYSIS…………………………………………………………53
5.3.1 Introduction…………………………………………………………………………53
5.3.2 Aspects affecting the current maritime education and training in Nigeria………..54
5.3.2.1 Information Technology…………….…………………………………..54
5.3.2.2 Recruitment and training………………………………………………..56
5.3.2.3 Legislation………………………………………………………………58
5.3.2.4 Cooperation with the shipping industry…………………………………60
5.3.2.5 Educational policies……………………………………………………..62
5.3.3 Problems affecting the quality of maritime education in Nigeria……………….…64
5.3.3.1. Lack of Maritime industry Support………………………………….….66
5.3.3.2 Lack of adequate resources………………………………………………67
5.3.3.3 Lack of adequate equipment……………………………………………..68
5.3.3.4 Isolation of maritime education………………………………………….70
5.3.3.5 Non-implementation of new legislation………………………………….72
5.3.4 Impact in the following if ship officers are trained in their line of work…………..74
5.3.4.1 Economic development………………………………………………….74
5.3.4.2 Stability of maritime education………………………………………….76
5.3.4.3 Employment opportunities……………………………………………….78
5.3.4.4 Competence of Ship officers……………………………………………..80
5.2.6 Recommendations to increase Ship Officers employability……………………….82
5.3.5.1 Retraining qualified personnel……………………………………………82
5.3.5.2 Attaining modern training equipment……………………………………84
5.3.5.3 Incorporating STCW’95………………………………………………….86
5.3.5.4 Non-isolation of maritime and academic education……………………..88
5.3.5.4 Seeking support from agencies…………………………………………..90
CHAPTER 6 – FINDINGS AND RECOMMENDATIONS
6.1 Introduction…………………………………………………………………………93
6.2 Conclusions the aspects affecting the current maritime education and training……93
6.3 Problems affecting the quality of maritime education and training in Nigeria……..94
6.4 Impact if ship officers are trained in their line of work……………………………..94
6.5 Increasing ship officers’ employability………………………………………………95
CHAPTER 7 –CONCLUSIONS………………………………………………………………..96
QUESTIONNAIRE……………………………………………………………………..98
REFERENCES……………………………………………..………………………….100

CHAPTER 1 – INTRODUCTION
1.1 Background Information
Nigeria is a West African country with a coastline of about eight hundred and seventy kilometers long and land occupying an area of about nine hundred thirteen thousand and seventy-five kilometers square (Otobo, 1997). It is geographically located between the tropics and experiences the equatorial climate thus making the country receive heavy rainfall and high humidity. Because of this, the country is very productive and has a high population (AfDevinfo, 2014). As a matter of fact, it is the country with the highest population in Africa with about one hundred, seventy million people. Of this, slightly over fifty percent of the population is above the poverty line and about five million of the Nigerian youths are unemployed (Mwalinu, 2005).
None the less, in spite of the vast resources the country has and the high rate of unemployment especially among the youth (Lazarus, 2013). It was necessary to tap into the marine resources to increase the overall GDP of the country and also reduce the levels of unemployment among the youths (Pardo, 1999). The country began investing into the marine industry since the discovery of oil in the region and since then there has been an increase in the number of resources that have been put to increase the productivity of the industry (Khalifa & Abdul-Azia, 2010). Currently, in Nigeria, the Marine industry is a major sector of the economy and contributes a considerably to the country’s total GDP. With the wide coastline of about eight hundred Kilometers, there is a lot of potential in the marine industry of the country that has so far been untapped (AfDevinfo, 2014). As a matter of fact, in an attempt to empower the youth of the country, the government of Nigeria has been at the forefront to improve the maritime industry of Nigeria to reduce the unemployment levels among the youths (Khalifa & Abdul-Azia, 2010).
The importance of marine industry cannot be over-emphasized; this is because studies have shown that the marine industry accounts for over seventy percent of all the transport requirements in the world today (Peters, 1998). This shows the potential of the marine industry and also gives a glimpse of the number of benefits the country can get by investing in this industry. Since there are oil deposits in the country, the country is resting assured to get lasting benefits from this industry (Ringard, 1999).
The multiplier effect of the marine industry is quite encouraging, for example, studies have shown that for every job created in in the shipping industry as a marine merchant, there are 4.4 more jobs created within the country (Ryle, 2008). Therefore, this multiplier effect makes it easier for the country to curb the unemployment levels by ensuring an even distribution of jobs within the country (Khalifa & Abdul-Azia, 2010). By investing in the marine industry, this multiplier effect would increase the rate at which the Nigerian youth get jobs at a high rate. Other than this, the other multiplier effect exhibited by this industry is that for every dollar generated by the staff in this sector, about 3.4 dollars are generated within the economy (IMO, 1999). This comes about due to the extensive trading that occurs at the coastline whereby the velocity of money is very high as money changes hands more quickly. Other than this foreign exchange also plays a big role in this multiplier effect (Mwalinu, 2005).
The country offers a good environment of trading in that in the West African states that border the Atlantic Ocean, about 80% of the businesses that take place along the whole west African coastline takes place along the Nigerian coastline (Sota, 2012). This is an indication of the high potential the country has in excelling in the marine industry (Lazarus, 2013).
Other than this, Nigeria is the 6th largest producer of crude oil globally and has a vast reserve of gas which has high value as it is a resource that can get depleted. In addition to this, the country is a large producer of agricultural products and also imports large volumes of finished and semi-finished goods (AfDevinfo, 2014). These large volumes of goods would be much more expensive if transported to the trading nations via air or even road since most of them are cumbersome equipment or bulky. None the less, buy transporting these goods by ship, the cost of transportation is significantly cheaper and large volumes of goods can be ferried across countries (Mwalinu, 2005). By investing in the shipping industry, the country would save a lot of cash that would instead be used to foster economic development of the country.
With respect to the benefits brought in the country by the Nigerian nationals due to the crude oil business (Osalor, 2013). It was noticed that in the late 2008 and early 2013, there was an increase in the production of crude oil in the region which in turn increased the number of benefits that would have accrued in the country (Haralambides, 2014). However, it was also discovered that there was no single Nigerian involved in this activity, not as a shipping merchant since the ships did not have a Nigerian flag hence all the benefits that count have come into the country were taken somewhere else as depicted by the multiplier effect even though the crude oil resource is in Nigeria (Khalifa & Abdul-Azia, 2010).
In addition to this, studies have shown that Nigeria produces roughly 900 million barrels of crude oil in a year. Whereby the shipping vessels that transport the crude oil gets a freight charge of about one and a quarter billion dollars a year (Umejuru, 2002). However, since Nigeria has no shipping line, no fraction of the freight benefits goes into the country even though the resources naturally occur in the country.
The marine industry, once fully tapped, would increase the number of available jobs in the country by a large proportion (AfDevinfo, 2014). For example, some of the jobs that would be created include; vessel repairs and maintenance, cargo handling, anchor handling, pilot and towage services, warehousing, development ports, jetty infrastructure etc. however, these jobs cannot come into realization if the nationals of the country are not competent enough to handle the workload that is placed on them (Osalor, 2013). In addition to this, if a person goes ahead and studies the required disciplines required in doing such tasks, most of them would be rendered inactive as the country does not have a shipping line and also lacks the required machinery to do quality work (Vanstone, 2007).
1.2 JUSTIFICATION
From the background information, it is clear that Nigeria is missing out a lot on the benefits they are supposed to accrue from the marine industry. As a matter of fact, it is the developed countries that trade with Nigeria that get most of the benefits that the Nigerians are supposed to get (Haralambides, 2014). With the Equatorial climate that makes the country rich in agriculture and the large reserved of gas and crude oil, it is important to find out and subsequently solve the issue that is hindering the country from completely tapping into this industry (Jones, 2010). In an attempt to analyze the source of the problem, research shows that there are two major probable causes in the array of problems that exist; the first one is that the quality of maritime education and training in Nigeria is not up to standards or the Government has failed to enforce the Cabotage Act through NIMASA (Wagner, 2009).
This paper concentrates on the quality of maritime education and training of ship officers in Nigeria as a possible cause of the problem hindering the Marine industry from reaching its full potential and therefore making the country accrue the full benefits of the industry that goes to developed foreign countries.
1.3 AIM
The aim of this paper is to analyze the challenges of maritime education and training of ship officers in Nigeria and its effect on their employability.
1.4 OBJECTIVES
In an attempt to achieve the main aim of this paper, the following objectives were arrived upon which when analyzed would lead one to know whether the quality of education offered to the ship officers by the maritime education and training institution in Nigeria is of quality standards or not.
1. Assess the current maritime education and training system in Nigeria.
2. Identify the current problems hindering the fulfillment of quality education and training of Nigeria ship officers.
3. Review the impact of training Nigerian ship officers receive towards their line of work.
4. Explore various ways to develop the quality of education and training in Nigeria’s Maritime Education and Training institutions to enhance ship officers’ employability.

1.5 LIMITATIONS
In an attempt to achieve the aim of this study the researcher faced certain challenges that would have otherwise made the research much easier. The first challenge is that the research is limited to certain people in the marine industry, these are ship officers who are Nigerian nationals. It was important to ensure that the ship officers were Nigerian nationals since they are the only ones who have first-hand information about the Nigerian maritime education and training (Haralambides, 2014). Other than this, they are the only ones who are also in the shipping industry and can, therefore, tell whether the training they received in the maritime training institutions was relevant or not (Worthham, 2008). The second limitation was the time, locational and financial constraints, whereby the research was supposed to be completed in a specific period of time hence limiting further data collection and research requirements (Morrison, 2011). The research also had financial constraints during the data collection process and also in arranging for logistics (Muirhead, 1998).
In addition to this, with the aforementioned constraints, since the research required primary data collection, it was not easy to achieve the relevant number for valid results keeping in mind that the central limit theorem requires that respondents should be more than 30 for the sample to be a representative of the whole population (Ofori, 1997). This was partly because the few respondents who were available were also too busy to get time to fill in the questionnaire.
1.6 STUDY OUTLINE
The study of the quality of maritime education and training of ship officers in Nigeria is divided into five chapters in order to bring about the aim of the study. These include; The Introduction and the background information, the literature review section, that gathers relevant points from valid and reviewed secondary sources that are relevant to this study. The methodology section that explains how data was collected, the sampling procedures used and explains how and why the data collected was analyzed in a specified way. The analysis section gathers the data collected from the primary sources and processes them into more meaningful information that can be used to draw conclusions of the research (Haralambides, 2014). The discussion and analysis section interprets and explains the findings arrived at the data analysis section and explains why that is the case of the matter (Yakushenkov, 2003). And the last section is the conclusion and reflection of the study that gives an overview of the whole study and summarizes it.
1.7 SUMMARY
The background information of this study clearly brings out the importance of the marine industry by showing the benefits developed countries get especially through the multiplier effect. By engaging with this industry, the government of Nigerian government is sure to reduce the unemployment levels among the youth and also increase the general productivity of the country. For over half a decade after the country has started investing into the marine industry, the progress made is minimal compared to the high potential the country has. An overview of the problems faced in this industry narrows down the source of the issue to two institutions; i.e. either the government of the maritime training institutions. In this research paper, maritime training institutions are investigated and specifically the quality of maritime education and training of ship officers in Nigeria.

CHAPTER 2 – LITERATURE REVIEW OF MARITIME INSTIUTIONS
2.1 A Review of Maritime Education and Training
Shipping is an activity that has been undertaken by human being centuries ago, therefore, through the years it has been noted that the human factor is the most important element in merchant shipping (Jones, 2010). Since there are potentially many threats that face human being while they are at sea, it was necessary to have a system that would ensure safety and successful water transportation to all seafarers, hence the emergence of maritime education and training.
None the less, apart from the human factor being the most important factor in the marine industry, it has been noted that the human factor also affects the competitiveness of shipping companies; this, in turn, influences the quality of education that seafarers receive (Muirhead, 1998). Seafaring is an international activity, hence, the reason why the international maritime organization came into place. Statistics have shown that about eighty percent of accidents that occur at sea are caused by human mistakes, mostly because the regulations and standards that exist have been ignored (Muirhead, 1999). The ignorance of the ship officers can then be traced down to the officers receiving inefficient maritime education and training and also by disregarding the current standards and regulations governing maritime education and training (Morrison, 2011).
None the less, worldwide, the industry is facing shortages in qualified officers due to young people choosing careers that are land based. This is because the marine industry has not been considered as an industry of choice to attract the younger generation worldwide (Morrison, 2011).
In general, a maritime education and training institute should consist of a unified system that constitutes a range of marine practices that are observed throughout the world. The learning facilities should be simple and flexible consisting between 4 to 8 units per year (Muirhead, 1999).
2.1.2 Focus of maritime education and training
The education and training of seafarers should focus on automated system application, control, and emergency (Jones, 2010). Ship officers are busy people, therefore there is a need to have automated systems that reduce the vast information they receive (Peters, 1998). Using an automated system reduces the chances of accidents that may have high chances of occurring if a fatigued officer did the work him/herself (Haralambides, 2014).
Exposing ship officers to a comprehensive set of scenarios in cases of emergency situations and automation systems (Morrison, 2011). Such scenarios are important since they make ship officers familiar with such incidents thereby enabling them to be more prepared when they are facing that incident in reality (IMSF, 1998).
Ensuring the profession is more attractive to young people by ensuring the curriculum is bearable to students and offering opportunities in multiple fields is another responsibility of maritime education and training institutions. By ensuring that there is a steady supply of new recruits in the shipping industry will lead to the availability of skilled human resource to take over the roles of retiring personnel (Jones, 2010). A constant supply of skilled manpower will lead to continued success in the shipping industry and rare cases of sea accidents.
Maritime education and training institutions also ensure the constant development of a quality assurance system that is focused on the needs of learners, thus ensuring that learners have adequate motivation to undertake the whole course successfully (Muirhead, 1998).
2.2 The Maritime Education and Training Institutions in China
China is one of the Far East countries in the globe whose shipping industry has been performing quite well over the years. The Chinese shipping industry is regulated by the ministry of communications which ensures that its shipping industry adheres to the national and international maritime regulations through the Bureau of Maritime Safety Administration which include the provisions of STCW 95 (Horck, 1999).
Currently, the country has over 4,000 teaching staff in its maritime institutions whereby more than 2,000 are professors, associate professors, and lecturers. Most of the academic staff members have practical sea experience thus making it them competent enough to teach upcoming seafarers (Horck, 1999). None the less, there has been an increase in investment over the years that are useful in updating training facilities and equipment necessary for training.
2.2.1 MET Systems in China
There are two types of maritime education and training institutions in China, these are; the Higher Maritime education and the vocational maritime education. Entrance in the two institutions is based on the performance of a student at the national college entrance examination, whereby the students who perform exemplary well are admitted into universities while those who do not perform that well peruse MET at vocational institutions (Horck, 1999).
In higher maritime education, after a student completes the 12 years of schooling and undertakes the NCEE, according to the results he/she is enrolled in the higher maritime education where he/she will spend 4 years in the maritime training institution (Elbert, 2013). While at this institution, 7 months are spent on shipboard training whereby upon graduation, the student has to pass the national seafarers examination to attain a certificate of competence., hereafter, the student has to undergo one year of training in the ship (Elbert, 2013).
On the other hand, in vocational maritime institutions, there are three levels, these are; higher vocational colleges, maritime technical schools, and intermediate vocational schools. These institutions, both higher maritime institutions, and vocational maritime institutions are regularly checked for quality assurance (Elbert, 2013). Internal and external audit systems are put in place to check whether the institutions adhere to standards of maritime education.
2.2.2 The funds and financing of Chinese MET
In China, educational funds mostly come from the government, none the less, in maritime education and training institutions, other sources of funds are; revenue from enterprises that the maritime education and training institutions run, students tuition fees and donations from corporations or enterprises (Akinsoji, 1997). None the less, there are some difficulties still faced in funding the institutions due to; minimal corporate investment, lack of a policy for MET financing and lack of individuals’ personal investment (Okore, 1998). However, more funds to finance the maritime institutions can come from; banks, shipping companies, scholarships from shipping companies and increased financing from the government (Akinsoji, 1997).

Recruitment of students in MET institutions
In 1990, a special policy was set up governing the recruitment of students in maritime education and training institutions (IMO, 1991). The policy indicated that for a student to be enrolled in the MET institution in a certain province, he/she must have attained the minimum score set by provincial authorities and must have also decided to peruse maritime education as the first choice (Haralambides, 2014).
However, there exists a weakness in this policy in that, once a student starts pursuing maritime education, there is no encouragement for him/her to continue with professional education or other higher education courses while at the job. In addition to this, Chinese maritime institutions do not fully adhere to the requirements of STCW 95, for example, color blindness tests are not conducted (Muirhead, 1999). Furthermore, the recruitment procedure for new students cannot be applied to all policies hence, leading to inconsistencies in the competence of students. Finally, the education policy fails to vigorously attract exemplary students to pursue maritime education (Haralambides, 2014).
To curb these challenges, it is recommended that a policy should be adopted to enable maritime education students to pursue a professional education of their choice through on job studies (Akinsoji, 1997). This will be done through a nationwide network that will enable them to undertake distance learning. Also, more effort and authority should be applied to MET institutions to recruit students.
2.2.3 Standards and qualification of MET instructors
In China, an instructor at the maritime institution must possess a master or a bachelor degree as a basic requirement. In addition to this, the instructor must have at least 5 years of training and 1 year of ocean going experience in the respective instruction area. Assessors are also required to have the same qualifications as the instructors (Akinsoji, 1997).
None the less, there is still room for improvement as far as standards and qualification of instructors is necessary, for example, competency based training and sea experience should both be taken into account in ensuring the competence of the instructors and assessors. Also, the number of instructors possessing Certificates of competence to those without should be raised (Muirhead, 1998).
2.2.4 Management to improve security and safety
In 1988, the ministry of communication of China adopted regimented management in all the maritime education and training institutions (Aluko, 1997). The implementation of regimented management was important due to its advantages in areas of training, management, and teamwork in the maritime institutions (Cross, 1990). None the less, China joined the world trade organization in the twenty-first century following the September eleventh attacks in the United States, hence, the need to adjust the regimented systems to be able to tackle new challenges. In future, all MET students shall have one of a kind training to tackle emergency situations that occur at sea to ensure safety and security (Federal College of Fisheries and Marine Technology, 1998).
2.2.5 Facilities for competency based training
The Chinese MET institutions have further regulations in spite of the STCW’s that exist. They also undergo special practical training such as simulator and ship board training to ensure their safety and security while at sea (Muirhead, 1999). These equipment include training centers, training vessels, and laboratories. There is also a number of equipment as required by the STCW 95 available, but because of financial constraints, they are not up to date (Jones, 2010).
2.3 THE MARITIME EDUCATION AND TRAINING INSTITUTIONS IN UK
The United Kingdom has one of the most efficient maritime education and training institutions worldwide, this is attained not because of its efficient tax regimes but because of its workforce which is highly qualified. Apart from this, the entire United Kingdom’s maritime infrastructure is second to none (Jones, 2010). It has the most prestigious maritime universities and colleges worldwide which attribute to its success and also the most successful maritime businesses and leaders.
Worldwide, the UK marine institutions are known for its expertise in its administration and by its world leading innovation. Apart from this, the institutions recruit the brightest people to join their institutions as they are adequately attractive to them (Jones, 2010). In addition to this, the career opportunities in the marine are wide and exciting, therefore, one can pursue a professional course while undertaking the marine course. As a matter of fact, there are about 250,000 UK based jobs in the shipping industry of which each of the professions is vital to the success of shipping industries around the globe.
2.3.1 Government Support in Marine training
The UK government is highly involved and committed to the UK maritime training institutes. Since the country already has reputable MET institutions, it aims to maintain this reputation by ensuring that they produce highly skilled and highly trained employees. As a matter of fact, the government provides about 15 million pounds for support for maritime training (Jones, 2010). This is used by seafarers who are undertaking further professional training and training of merchant navy ratings.
Other than this, there is no age limit of being recruited to work at sea; therefore, people from all ages can be recruited provided the person is qualified (Ma, 2011). In addition to this, apart from the government providing funds to be used for support of maritime education and training, ship companies also offer sponsorships to trainees (Jones, 2010). With coordination, the maritime institutions and the government work hand in hand to provide next generation seafarers who would be the best ship officers and merchants in future both at sea and ashore (Horck, 1999).
To make maritime education and training attractive to students, the shipping companies are obligated by the government to train at last one trainee for every 15 officer posts in the fleet (Cottingham, 1999). By the end of October 2015, 3 students were trained in place of one. To qualify for this, one has to be a UK national and reside in the United Kingdom (Botterill, 1997).
The UK maritime education and training system is quite vast in that it covers safety, practical, technical and management skills across multiple professions such as navigation, engineering etc (Elbert, 2013). None the less, the industry is free from corruption in that there have been success stories from people who started from the bottom and with hard work; they have reached top positions in the shipping industries. In short hard work and natural talent is adequately rewarded (Botterill, 1997).
Through the merchant Navy Training Board, different professions across the shipping industry are brought together to develop quality training frameworks that meet the industry needs in conjunction with government agencies (Jones, 2010).

2.3.2 Education and training in the UK
The UK has wide and comprehensive education and training systems put in place because of the high number of professions it has to train (Botterill, 1997). Some of the training available include; deck/navigation training, engineering and electro-technical training, bridge systems and simulations, engine room systems and simulation, liquid cargo operations simulator, petrochemical/Tanker training and ship handling center (Jones, 2010). The training of the professions involved in the above operations is vigorous and intense to ensure the students are equipped enough to undertake the task they will be required to do in future (Botterill, 1997).
None the less, there are other training the students undertake that are of utmost importance to the shipping industry, these are; the STCW, safety and security training, leadership and management training, and the professional development training. Hotel operations and the offshore and renewables training are also of high importance to the students (Botterill, 1997).

CHAPTER 3 – LITERATURE REVIEW ON THE QUALITY OF MET OF SHIP OFFICERS IN NIGERIA
3.1 INTRODUCTION
Chapter two of this study highlights the literature review employed in the study, this chapter reviews literature from secondary data sources that have been done by other researchers that may be useful in this particular study. This chapter is of importance since it gives the researcher more information about the topic at hand and also brings new knowledge to the researcher that he/she may use during the study to align the objectives of the study with the aim of the overall study (Ezem, 2013). The literature review focuses on what other researchers have written about the objectives of this study. These are; an overall assessment of the maritime education and training system in Nigeria, an overview of the current problems hindering the fulfillment of quality education and training of Nigerian shipping officers, a review of the impact of training Nigerian ship officers receive towards their line of work and finally (Bereiweriso, 1997). an exploration of the various ways to develop the quality of education and training in the Nigerian maritime education and training institutions to enhance ship officers’ employability (Haralambides, 2014).
In this chapter, various aspects that bring about the aforementioned objectives are looked into therefore making it easier to understand how those aspects affect the quality of education ship officers receive during their training while in their respective maritime education and training institutions (Okore, 1998).

3.2 THE CURRENT MARITIME EDUCATION AND TRAINING SYSTEM IN NIGERIA
Recent studies have shown that the Nigerian maritime education and training institutions face a myriad of problems that make it hard for the institutions to train ship officers accordingly by giving them a quality education (Yakushenkov, 2003). The main problems can be linked back to two main sources, these are; the international legislation for maritime organizations and the new and changing technologies that come about in the shipping industry. None the less, it is said that the whole system needs to be changed to keep up with standards and also to remain relevant to the modern day seafarers (Ezem, 2013). By doing thorough changes to most areas of the maritime institution, the maritime institution will be able to achieve its objectives and meet the requirements of both local and international seafarers (Muirhead, 1998).
In spite of the above-mentioned items, major changes in the system should be done in the following areas;
3.2.1 Equipment for information technology
The Nigerian maritime education and training institutions lack the necessary IT equipment that is useful for the modern world training. Such equipment is useful in running simulations and GMDSS which increase the learning development of ship officers. Simulation is quite important in that it exposes the student in the marine institution to real life scenarios hence, making him experience the emotions and the urgency of actions required (European Union Research Project, 1998). By adopting such equipment in their training, upcoming ship officers are not caught up by surprise when they are at sea and something goes wrong (AfDevinfo, 2014). In fact, by undergoing numerous simulations, upcoming ship officers are able to keep calm and know exactly what to do in case of a crisis. Lacking such equipment leads the student to only know the theoretical part of operating a ship and not the practical part (Ezem, 2013).
3.2.2 Recruitment and training
In spite of not having the relevant equipment to be used for training, the Nigerian maritime institutions also lack skilled and qualified staff members who know how to use the available technology and also how to adopt new and modern technology brought in the market (Elem, 2008). In the marine industry, there are constant breakthroughs that occur that improve on the navigational capability of the ship vessels, improve the safety of the ship officers in the ship vessels and also new ways of curbing attacks, accidents and near miss situations (Akinseinde & Samuel, 2014). However, since the inventions do not take place once but over time, ship officers need to be exposed to such technologies over and over again over a period of time. By adhering to this, they will be regarded as world class seafarers.
However, this is not the case in Nigeria, ship officers are not adequately trained and retrained to use such modern equipment, therefore, making them stick to traditional methods of navigation and safety in the sea (Elem, 2008). This is partly due to the in the availability of modern technology in the region and also due to the fact that the available ship officers do not undergo adequate training before and even after they go at sea. This makes them stick to outdated technologies and hence ship officers face greater risks at sea (Muirhead, 1998).
3.2.3 New international legislation
It has been noticed that the training Nigerian ship officers go through do not adhere to the new international legislation that gives the standard requirements for seafarers such as the STCW ’95 and the ISM code (Muirhead, 1998). In addition to this, the ship officers do not undergo the relevant training of the already existing technology to be regarded as an international seafarer. Because of this, the Nigerian ship officers are regarded as inferior by outside ship officers and therefore limit their market to the outside world (Jones, 2010). This leads to lack of employment of the upcoming ship officers and some may be rendered jobless after finishing their studies. If the Nigerian maritime and training institutions adopt the international legislations and step up their training procedures, the upcoming ship officers would be marketable enough and do the jobs they are required to do instead of doing miniature jobs that they did not sign up for while at school (Akinsoji, 1998). In general, by keeping up with the international standards, the Nigerian ship officers would be marketable be trusted to undertake the role they have been assigned.
3.2.4 Cooperation with the shipping industry
It is a fact that the maritime training institutions in Nigeria do not cooperate with the maritime industry. The lack of cooperation and communication leads to an inefficient training of ship officers in the training institutions (Jones, 2010). This is partly due to lack of adhering to new international legislation that would instill the required knowledge to the upcoming sailors to be competent enough to undertake their responsibility. In addition to this, the lack of cooperation may lead to the graduating ship officers lacking the relevant skill required by the future shipping officers for navigation and safety (Akinseinde, 2014).
In general, lines of communication should be opened between the Nigerian maritime education and training institutions and the marine industry to save time, cost and used resources. By adhering to this, the upcoming ship officers will be in high demand and the rate of unemployment among the youth will reduce drastically.

3.2.5 Educational policies
There is need to develop more attractive educational policies in the country that would, in the long run, increase the number of ship officers in the Nigerian maritime industry (Flisi, 1995). In light of this, incentives should be offered to upcoming ship officers that would leverage them into the industry and also make an effort to keep mariners within the marine industry (Akinseinde, 2014). These include incentives such as, working ashore with other seafarers if they quit, and also offer a front-end system of education that combines marine studies with other academic studies (Akinsoji, 1998). The education system of Nigerian maritime education and training is such that it is totally isolated from the academic education (Jones, 2010). This would, in turn, attract entice students to careers such as chief engineers etc (George, 1992).
3.3 PROBLEMS HINDERING QUALITY EDUCATION AND TRAINING IN NIGERIA
From the current state of the Nigerian maritime education and training, it is clear that there is an issue facing the maritime institutions (Akinseinde, 2014). Therefore, in an attempt to bring about the problems and understand them, it is necessary to bring about the functions of the maritime education and training institutions first before dwelling on the problems.
The main functions of the Nigerian maritime education and training institutions are; To admit and adequately train personnel to run and operate the ships of the merchant Navy, to train the personnel to provide the technical manpower for the various jobs in the marine industry such as; piloting, workshops, engineering etc. and to undertake instruction as the maritime training institution may require from time to time (Akinseinde, 2014).
The following are the major problems facing the Nigerian maritime education and training institutions;-
3.3.1 Lack of maritime industry support
With respect to the maritime institutions in Nigeria, the major problem facing the nautical education is that the people who provide the funds for training are not the same people who get the products. Also, it has been noticed that there are no efforts to train new and upcoming ship officers in the region and instead, nautical colleges tent to train already qualified personnel for shipping and other related nautical studied (Elem, 2008). Therefore, there is no incentive for anyone who would like to join and train as a ship officer in the region but instead train and retrain the already existing officers.
3.3.2 Lack of adequate resources
With regards to resources, the most important resource that is missing in the maritime education and training institutions is the human resource i.e. lecturers. In order for any institution to achieve the minimum knowledge as a seafarer, he/she should have instilled knowledge from qualified maritime lecturers (Akinseinde, 2014). However, this is not the case as for the Nigerian maritime education and training institutions, as a matter of fact, there is no maritime institution in Nigeria in which all the members have the necessary qualifications of lecturing to a group of students training for maritime education (Mwalinu, 2005). The importance of this cannot be over emphasized in that the quality of a school is initially determined by the quality of the teaching staff in that institution. As a result, the teachings the upcoming sailors get is below standards (Andrew, 2011).

3.3.3 Lack of adequate facilities and equipment
The maritime institutions of Nigeria lack the necessary facilities and equipment to be used to achieve quality education among the students training to be ship officers (Graveson, 1998). For example, there are important equipment and facilities that are important for simulation procedures and also improve the safety of the upcoming sea officers but they are not adequately trained with them hence, a hindrance on their education (Andrew, 2011).
Other than this, the training they undergo is not thorough enough to make the seafarers competent enough with the new technology they get since they are required to be trained and retrained regularly to be up to date and use modern equipment available for ship operation and safety (Imoh, 2012).
3.3.4 Isolation of maritime education from academic education
The maritime education of Nigeria is completely isolated from the academic education in Nigeria, this affects the seafarers negatively since they are required to start from scratch if they wish to switch fields and move to another career (Imoh, 2012). Although the Nigerian maritime and training institutions view this as a strategy to keep its students from switching fields. It also reduced the number of people who are willing to come and train as seafarers (Andrew, 2011). In spite of the wide market, the marine industry has, the youths tend to feel more restricted and hence unsure of whether to undertake maritime education or not (Sota, 2012). If the maritime education and academic education are linked, there would be more students who would want to undertake marine training (Andrew, 2011).

3.3.5 Nonimplementation of international legislation that affects marine education
In Nigeria, most of the STCW have not been incorporated into the national shipping law. Instead, the marine industry of Nigeria is currently operating under a subsidiary legislation made under Nigerian merchant Shipping Act (Imoh, 2012). By not adhering to new legislations, the market of seafarers becomes greatly limited in that the Nigerian nationals are seen as not being updated with the modern safety and modern skills to undertake tough positions in the shipping industry (Andrew, 2011). This has great implications since there are fewer to no Nigerians who go to foreign countries to learn about new ways operating a ship and dissipate the knowledge they get when they get back home (Zade, 2007).
Another impact of this is that when a person trains for a specific profession in the marine industry in Nigeria, while in the field, he is made to do lesser work since they are not believed to be competent enough to do the work at hand that requires high competent skills (Andrew, 2011).
The non-implementation of new legislation, therefore, leads to increased unemployment, and wastage of human resource that would be made productive if the person engaged in work.
3.4 IMPACT OF TRAINING NIGERIAN SHIP OFFICERS TOWARDS THEIR LINE OF WORK
From the aforementioned items with regards to the current maritime education system and the problems facing the Nigerian maritime education institutions, it is clear that the training ship officers get is not up to date with their line of work; therefore, they are made to do lesser work than that which they have been training for (Chukwu, 2013). This may be due to the lack of modern technology and nonconformity to the new legislation (Imoh, 2012).
None the less, the following are the impacts of training Nigerian ship officers towards their line of work.
3.4.1 Empowerment and economic development
By getting the relevant training towards the line of work, the ship officer is more empowered and enthusiastic in undertaking the task at hand regardless of how difficult the task may be (Imoh, 2012). This, in turn, would lead to competent and skilled personnel that would be at the forefront of initiating the multiplier effects in the Nigerian economy and in the long run bring about economic development by the increased GDP (Andrew, 2011).
3.4.2 Suitability
When ship officers are trained towards their line of work and the training is in accordance with the new international legislation, the maritime education becomes more suitable than academic school programs and students are able to grasp and understand the importance of new equipment and also understand how to operate them (Pardo, 1999). In the long run, there will be fewer incidents of accidents and near miss scenarios while at sea (Chukwu, 2013). This also would increase the number of people who want to be ship officers in the long run, hence, help tackle the issue of unemployment.
3.4.3 Employment opportunities
If ship officers receive the relevant training they receive towards their line of work, they will get better job opportunities than if they are not trained with adherence to their line of work (www.proshareng.com, 2014). In order to adhere to the line of work, the maritime education and training institution should adhere to the new international legislation and train the upcoming ship officers according to standards (Andrew, 2011). By ensuring this, they will be regarded as competent and qualified ship officers worldwide hence increasing their marketability and hence reducing the levels of unemployment among the youth of Nigeria (Chukwu, 2013).
3.4.4 Competence
Proper training of ship officers in their area of expertise leads the student to develop the required critical thinking and problem-solving skills that are necessary for survival especially when faced with near miss incidents and accidents that require quick action to ensure the entire crew’s safety (Otobo, 1997). This can be achieved the upcoming ship officer undergoing numerous simulations to how he/she would act in various scenarios while at sea (Horck, 1999). Since shipping vessels are usually expensive, this would lead to fewer accidents and save on costs of repairs, cleaning on water pollution and buying of new vessels (Graveson, 1998).

3.5 WAYS TO DEVELOP THE NIGERIAN MET INSTITUTIONS TO INCREASE SHIP OFFICERS EMPLOYABILITY
3.5.1 Attract train and retrain qualified lecturers and assessors
Because of the high rate of new technology that comes into the shipping industry, it is necessary to train and retrain already qualified lecturers to keep them up to date and deliver updated lectures to students (Chukwu, 2013). This would be the first step to take to revolutionize the marine industry since the upcoming ship officers are taught by the lecturers. This, in turn, would make the students more competent to undertake the task at hand and be considered a world class ship officer.

3.5.2 Attaining modern training and assessment equipment
Important equipment that is necessary for ship officers is the simulator that makes the upcoming ship officer imagine a real life scenario and enables him/her to learn from his/her mistakes without great ramifications than if it was real life (Chukwu, 2013). Such equipment would, in turn, save the shipping industry of Nigeria great expenses as there will be fewer accidents and fewer occurrences of near miss scenarios. The amount saved from such situations would be used to buy modern equipment that would make ship officers get world class training.
3.5.3 Incorporation of the STCW ‘95
The government should take measures to incorporate the new legislation into the country instead of relying on the subsection of the Nigerian Shipping Act (Akinseinde, 2014). This would lead transform the Nigerian maritime and training institutions to be world class institutions capable of training ship officers with worldwide demand (Akinseinde, 2014). This would increase the market of ship officers both locally and internationally. This would in turn reduce unemployment levels in the country as people employed in other countries would contribute to the GDP of the country by foreign direct investments.
3.5.4 Non-isolation of the maritime education and academic education
Currently, a person deciding to undergo marine training is seemed to as taking a huge risk in his/her life. This is because he/she is facing a risk of starting a new course altogether if he/she decides to quit. However, if the two educational systems converge, there will be an incentive for people taking marine education in that they will not have to start all over again when changing their course (Chukwu, 2013). By doing this, many students would be comfortable in undertaking the marine education and therefore easing up other saturated sectors in the country. As a result, the rate of unemployment would reduce drastically.
3.5.5 Seeking support from the government, non-governmental agencies, and the industry
In order for the maritime education and training institutions to acquire new equipment to be used for training, funds should be provided from any available sources (Akinseinde, 2014). The funds from these sources would be used to improve training by ensuring qualified personnel are retrained, thereby, ensuring students get world class teachings and training (Akinseinde, 2014). Such equipment would greatly increase the quality of ship officers in the Nigerian MET. This is because, increased support means increased resources hence increased exposure to marine experiences (Nigerian Shipping Laws, 1971).

3.6 CONCLUSION
From the literature review section, the aim of the research paper, (to analyze the challenges of maritime education and training of ship officers in Nigeria and its effect on their employability has been broken down into four objectives for better understanding. The four objectives are; an assessment of the current maritime education and training system in Nigeria and the various aspects that depict the current Nigerian ship officers undergo. The second objective focused on identifying the current problems hindering quality education and training of Nigerian ship officers and the factors affecting it. The third objective reviewed the impact of training Nigerian ship officers receive towards their line of work. And the fourth objective explored the various ways of developing the quality of education and training in Nigeria MET institution to enhance ship officers’ employability.

CHAPTER 4 – METHODOLOGY
4.1 INTRODUCTION
The methodology section covers issues such as; the methods used to collect data, tools, and strategies used for data collection and how the data is analyzed to come up with valid conclusions.
4.2 RESEARCH DESIGN
The research design used in the examination of the quality of maritime education and training ship officers receive is descriptive survey design by using a quantitative approach. This is because the approach used in this research is statistical in nature, therefore; statistical tools were used to make inferences of the results of a study (Andrew, 2011). None the less, the approach used collected the views of respondents within a relatively shorter period of time as ship officers are busy people (Bob, 1997). The sample size used in this study was 25 ship officers in different professions who are Nigerian nationals as they are the ones who have experience at sea and also at the maritime education and training institutions (Jones, 2010). Given the nature of the study, a quantitative approach was necessary as it enabled the researcher to collect a lot of data and analyze it quickly to achieve the objectives of the study within the stipulated time frame.
4.3 DATA COLLECTION
The researcher used both primary and secondary data to conduct the research. The secondary research was used in the literature review part to gauge the primary data used in the study and give the researcher deeper understanding on the research topic. The information on the literature review came from secondary sources such as; books, journals, internet, and eBooks (Andrew, 2011).
On the other hand, primary data was also very important in this research since findings from the analysis of such data were needed to bridge existing gaps left by past studies (Andrew, 2011). By the use of a questionnaire, the researcher gathered a lot of information from the field that was used as data for further analysis. The views and opinions of ship officers were collected using closed ended questionnaires.
4.4 QUESTIONNAIRE
Research design being a descriptive survey closed ended questionnaire designed in accordance to 5- Likert scale was the most suitable method to use in the data collection. The choice of closed ended questionnaire was informed by various attributes of the instrument. Advantages of using the questionnaire in this study include the low cost in money and time, very easy and quick to get information from people, the person can answer and complete the questionnaire anytime that befits them and less pressure for the instant response (Akinseinde, 2014). Other benefits of the method include the fact that questionnaires ensure respondent’s anonymity, lack of interviewer bias, standardization of questions and the fact that questionnaire can provide suggestive data for testing a hypothesis apart from enabling straight forward analysis of answers to close questions.
4.5 SAMPLING AND PARTICIPANTS
Participants in this study were only ship officers who are Nigerian nationals that attended the maritime education and training institutions in Nigeria. The respondents were ship officers as they are the only ones who have experience in these institutions and also have sea experience. The sample size used in this study was 25 people who were selected by random sampling. The participants have then issued the questionnaires and as soon as all the questionnaires were returned, they were analyzed by regression.
4.6 DATA ANALYSIS
The quantitative data collected in this research by use of questionnaires were analyzed by Microsoft excel using regression analysis. The results of the analysis were then presented in form of pie charts or tables and graphs for deeper understanding (Akinseinde, 2014).
4.7 ETHICAL CONSIDERATION
The rights of all stakeholders were respected in accordance with the research ethics. Permission from the officers in charge as well as from respondents was sought after elaborating to them the purpose of the study (Akinseinde, 2014). In addition, the researcher sought the consent of the respondents before emailing questionnaires to them for filling. The researcher assured respondents of their privacy (Lazarus, 2013). Moreover, data was collected anonymously since the questionnaire did not provide space for personal information from the respondents that could lead to their thereby maintaining a high level of confidentiality as well as to protect the personal information of respondents (Akinseinde, 2014). The researcher informed the respondents of their right to withdraw from the process without explanation or consequences should they feel like doing so at any stage of the research.

4.8 CONCLUSION
Chapter 4 highlights the methodology used to collect and analyze the data from ship officers. Both secondary and primary data collection methods were used but the data from primary sources was the one used to analyze the data. The sample size used was 25, whereby they filled the questionnaire that was emailed to them and sent it back as soon as they completed it. The data was presented in charts and tables and then analyzed by regression analysis using Microsoft excel.

CHAPTER 5 – DATA ANALYSIS
5.1 Introduction
Chapter 5 in this research elaborates on data analysis by using data that was collected by the questionnaires. The data used in this analysis used a total of 25 questionnaires from 25 respondents who answered their questionnaires to completion. For better understanding, the data is analyzed in two parts; the first part gives a presentation of data collected by the use of pie charts and bar graphs and the second part involves analyzing the data by regression to show the relationship between variables.
5.2 Presentation of Collected data
5.2.1 Gender
Of the 25 people that filled the questionnaire, there were 18 males and 7 females. This shows that 72% of the questionnaires were filled by males and only 28% of the questionnaires were filled by females. This shows that females are not motivated to engage in the marine industry as females consist of slightly over a quarter of the general marine population.

5.2.2 Age
Of the 25 respondents, only 4% consisted of a person below 20 years, 16% consisted of people between 20-30 years, 48% consisted of people between 30-40 years and 45 of the sample consisted of a person above 50 years. The respondents portrayed a normal distribution that gives validity of the collected data.
Frequency
Age
5.2.3 Aspects affecting the current maritime education and training in Nigeria
5.2.3.1 Information Technology
The responses of IT being one of the factors that affect the current maritime education and training in Nigeria were as follows; 68% of the respondents strongly agreed, 28% of the respondents agreed, 0% were indifferent,0% disagreed, and 4% of the respondents strongly disagreed.
Frequency
Opinion
5.2.3.2 Recruitment and training
Recruitment and training as an aspect affecting the current maritime education and training of ship officers in Nigeria received the following responses. 48% of the respondents strongly agreed with this notion, 48% agreed, 0% were indifferent, 0% disagreed and 4% of the respondents strongly disagreed with the statement.
Frequency
Opinion

5.2.3.3 Legislation
Legislation is a factor affecting the current maritime education and training received the following responses; 60% of the respondents strongly agreed that it affects MET, 40% agreed, 0% were indifferent, 0% disagreed, and 0% strongly disagreed. The data is represented as below;
Frequency
Opinion
5.2.3.4 Cooperation with the shipping industry
Of the 25 respondents, 52% strongly agreed with the notion that cooperation with the shipping industry affects the current MET, 40% of the respondents agreed with this notion, 4% of the respondents were indifferent, 0% of the respondents disagreed and 4% of the respondents strongly disagreed with this notion.
Frequency
Opinion
5.2.3.5 Educational policies
Of the 25 respondents, 28% strongly agreed with the notion that educational policies affect the current MET, 52% of the respondents agreed with this notion, 12% of the respondents were indifferent, 4% of the respondents disagreed and 4% of the respondents strongly disagreed with this notion.
Frequency
Opinion

5.2.4 Problems affecting the quality of maritime education in Nigeria
5.2.4.1. Lack of Maritime industry Support
Of the 25 respondents, 64% strongly agreed with the notion that lack of maritime industry support affects maritime education in Nigeria, 28% of the respondents agreed with this notion, 4% of the respondents were indifferent, 4% of the respondents disagreed and 0% of the respondents strongly disagreed with this notion.
Frequency
Opinion
5.2.4.2 Lack of adequate resources
Of the 25 respondents, 72% strongly agreed with the notion that lack adequate resources affect maritime education in Nigeria, 20% of the respondents agreed with this notion, 8% of the respondents were indifferent, 0% of the respondents disagreed and 0% of the respondents strongly disagreed with this notion.
Frequency
Opinion
5.2.4.3 Lack of adequate equipment
Of the 25 respondents, 54.17% strongly agreed with the notion that lack adequate equipment affects maritime education in Nigeria, 37.5% of the respondents agreed with this notion, 8.33% of the respondents were indifferent, 0% of the respondents disagreed and 0% of the respondents strongly disagreed with this notion.
Frequency
Opinion

5.2.4.4 Isolation of maritime education
Of the 25 respondents, 32% strongly agreed with the notion that isolation of maritime education affects maritime education in Nigeria, 20% of the respondents agreed with this notion, 20% of the respondents were indifferent, 4% of the respondents disagreed and 12% of the respondents strongly disagreed with this notion.
Frequency
Opinion
5.2.4.5 Non-implementation of new legislation
Of the 25 respondents, 28% strongly agreed with the notion that non-implementation of new legislation affects maritime education in Nigeria, 68% of the respondents agreed with this notion, 0% of the respondents were indifferent, 0% of the respondents disagreed and 4% of the respondents strongly disagreed with this notion.
Frequency
Opinion
5.2.5 Impact in the following if ship officers are trained in their line of work
5.2.5.1 Economic development
Of the 25 respondents, 56% strongly agreed with the notion that there will be great impact on economic development of ship officers are trained in their line of work, 40% of the respondents agreed with this notion, 4% of the respondents were indifferent, 0% of the respondents disagreed and 0% of the respondents strongly disagreed with this notion.
Frequency
Opinion

5.2.5.2 Stability of maritime education
Of the 25 respondents, 56% strongly agreed with the notion that there will be great impact on the stability of maritime education if ship officers are trained in their line of work, 36% of the respondents agreed with this notion, 8% of the respondents were indifferent, 0% of the respondents disagreed and 0% of the respondents strongly disagreed with this notion.
Frequency
Opinion
5.2.5.3 Employment opportunities
Of the 25 respondents, 68% strongly agreed with the notion that there will be great impact on the stability of maritime education if ship officers are trained in their line of work, 32% of the respondents agreed with this notion, 0% of the respondents were indifferent, 0% of the respondents disagreed and 0% of the respondents strongly disagreed with this notion.
Frequency
Opinion
5.2.5.4 Competence of Ship officers
Of the 25 respondents, 76% strongly agreed with the notion that there will be great impact on the competence of ship officers if ship officers are trained in their line of work, 20% of the respondents agreed with this notion, 0% of the respondents were indifferent, 0% of the respondents disagreed and 4% of the respondents strongly disagreed with this notion.
Frequency
Opinion
5.2.6 Recommendations to increase Ship Officers employability
5.2.6.1 Retraining qualified personnel
Of the 25 respondents, 36% strongly agreed with the notion that re-training qualified personnel will increase ship officers’ employability, 52% of the respondents agreed with this notion, 8% of the respondents were indifferent, 0% of the respondents disagreed and 4% of the respondents strongly disagreed with this notion.
Frequency
Opinion
5.2.6.2 Attaining modern training equipment
Of the 25 respondents, 80% strongly agreed with the notion that attaining modern training equipment will increase ship officers’ employability, 20% of the respondents agreed with this notion, 0% of the respondents were indifferent, 0% of the respondents disagreed and 0% of the respondents strongly disagreed with this notion
Frequency
Opinion
5.2.6.3 Incorporating STCW’95
Of the 25 respondents, 60% strongly agreed with the notion that Incorporating STCW’95 will increase ship officers’ employability, 32% of the respondents agreed with this notion, 8% of the respondents were indifferent, 0% of the respondents disagreed and 0% of the respondents strongly disagreed with this notion.
Frequency
Opinion

5.2.6.4 Non-isolation of maritime and academic education
Of the 25 respondents, 36% strongly agreed with the notion that non-isolation of maritime and academic education will increase ship officers’ employability, 20% of the respondents agreed with this notion, 12% of the respondents were indifferent, 20% of the respondents disagreed and 12% of the respondents strongly disagreed with this notion.
Frequency
Opinion
5.2.6.5 Seeking support from agencies
Of the 25 respondents, 68% strongly agreed with the notion that non-isolation of maritime and academic education will increase ship officers’ employability, 32% of the respondents agreed with this notion, 0% of the respondents were indifferent, 0% of the respondents disagreed and 0% of the respondents strongly disagreed with this notion.
Frequency
Opinion
5.3 REGRESSION ANALYSIS
5.3.1 Introduction
This section involves analyzing the collected data by the use of the regression model to make the data more meaningful and make inferences. For regression model to be used, there have to be two types of variables, these are the independent variables and the dependent variables. In this study, the independent variable is the age of the respondents and the dependent variables are the different aspects/factors which the respondents give their opinion on their effectiveness to the maritime education and training of Nigeria.
To analyze the Lickert scale data in the regression model, the column with the most frequent opinion is chosen and regressed against the age of the respondents to show the relationship between the two aspects of the study with increasing experience of ship officers. Since people with increased experience know more about their profession, they are more able to point out where the problems exist and the necessary recommendations to improve MET in Nigeria.

5.3.2 Aspects affecting the current maritime education and training.
From the literature review, the aspects affecting the current maritime education and training in Nigeria are; Information Technology, recruitment and training, legislation, cooperation with the shipping industry, and educational policies. The following is a summary of the data collected from the respondents and subsequent regression analysis.
5.3.2.1 Information Technology
IT
frequency frequency Frequency Frequency frequency
age strongly agrees agrees indifferent disagrees strongly disagrees
20 1 3 0 0 0
30 10 2 0 0 1
40 5 2 0 0 0
50 1 0 0 0 0
Total 17 7 0 0 1

IT
frequency frequency frequency frequency frequency
age strongly agrees agrees indifferent disagrees strongly disagrees
20 0.2 0.6 0 0 0
30 0.833333333 0.1666667 0 0 0.083333333
40 0.714285714 0.2857143 0 0 0
50 1 0 0 0 0
2.747619048 1.052381 0 0 0.083333333

Regression Statistics
Multiple R 0.853271
R Square 0.728072
Adjusted R Square 0.592108
Standard Error 8.245118
Observations 4

ANOVA
df SS MS F Significance F
Regression 1 364.036 364.036 5.354891 0.146729
Residual 2 135.964 67.98198
Total 3 500

Coefficients Standard Error t Stat P-value Lower 95% Upper 95% Lower 95.0% Upper 95.0%
Intercept 13.07424 10.33301 1.265288 0.333223 -31.3851 57.53361 -31.3851 57.53361
X Variable 1 31.91965 13.79377 2.314064 0.146729 -27.4301 91.26944 -27.4301 91.26944

5.3.2.1.1 Interpretation of results
The multiple correlation coefficients are 0.853271, this indicates that the general correlation between information technology, the current maritime education, and training with increasing experience of ship officers is positive. The coefficient of determination, R2 is 72.80%, this indicates that about 72% of the variation in the current maritime education and training and information technology is explained by increased experience of the ship officer, this indicates a strong relationship between the variables. The adjusted R square is 0.5921 which is a measure of the explanatory power and the standard error of the regression is 8.245118, which is an estimate of the experience of the respondents, in terms of years, about the regression line. From the data, we can conclude that, as the experience of ship officers increases, they strongly agree that the relationship between information technology and the current maritime education and training greatly increases.
5.3.2.2 Recruitment and training
Recruitment and training
frequency frequency frequency frequency frequency
age strongly agrees agrees indifferent disagrees strongly disagrees
20 2 2 0 0 1
30 7 5 0 0 0
40 2 2 0 0 0
50 1 0 0 0 0
Total 12 9 0 0 1

Recruitment and training
frequency frequency frequency frequency frequency
age strongly agrees agrees indifferent disagrees strongly disagrees
20 0.4 0.4 0 0 0.2
30 0.583333333 0.4166667 0 0 0
40 0.285714286 0.2857143 0 0 0
50 1 0 0 0 0

Regression Statistics
Multiple R 0.618766
R Square 0.382871
Adjusted R Square 0.074307
Standard Error 12.42104
Observations 4

ANOVA
df SS MS F Significance F
Regression 1 191.4355 191.4355 1.240814 0.381234
Residual 2 308.5645 154.2822
Total 3 500

Coefficients Standard Error t Stat P-value Lower 95% Upper 95% Lower 95.0% Upper 95.0%
Intercept 20.54374 14.38733 1.427905 0.289495 -41.3599 82.44741 -41.3599 82.44741
X Variable 1 25.48429 22.87806 1.113918 0.381234 -72.9521 123.9206 -72.9521 123.9206

5.3.2.2.1 Interpretation of results
The multiple correlation coefficients are 0.618766, this indicates that the general correlation between recruitment and training and the current maritime education and training and recruitment and training with increasing experience of ship officers is positive. The coefficient of determination, R2 is 38.2871%, this indicates that about 38% of the variation in the current maritime education and training is explained by increased experience of ship officers, this indicates a slightly weak relationship between the variables. The adjusted R square is 0.074307 which is a measure of the explanatory power and the standard error of the regression is 12.42104, which is an estimate of the experience of the respondents, in terms of years, about the regression line. From the data, we can conclude that, as the experience of ship officers increases, they strongly agree that the relationship between recruitment and training and the current maritime education and training increases.
5.3.2.3 Legislation
legislation
frequency frequency frequency frequency frequency
age strongly agrees agrees indifferent disagrees strongly disagrees
20 2 3 0 0 0
30 6 6 0 0 0
40 5 2 0 0 0
50 1 0 0 0 0
Total 14 11 0 0 0

legislation
frequency frequency frequency frequency frequency
age strongly agrees agrees indifferent disagrees strongly disagrees
20 0.4 0.6 0 0 0
30 0.5 0.5 0 0 0
40 0.714285714 0.2857143 0 0 0
50 1 0 0 0 0
2.614285714 1.3857143 0 0 0

Regression Statistics
Multiple R 0.97919
R Square 0.958814
Adjusted R Square 0.93822
Standard Error 3.208832
Observations 4

ANOVA
df SS MS F Significance F
Regression 1 479.4068 479.4068 46.55972 0.02081
Residual 2 20.5932 10.2966
Total 3 500

Coefficients Standard Error t Stat P-value Lower 95% Upper 95% Lower 95.0% Upper 95.0%
Intercept 3.889559 4.833388 0.804727 0.505435 -16.9068 24.68595 -16.9068 24.68595
X Variable 1 47.60068 6.976024 6.823468 0.02081 17.58527 77.61608 17.58527 77.61608

5.3.2.3.1 Interpretation of results
The multiple correlation coefficients are 0.97919, this indicates that the general correlation between legislation, the current maritime education, and training with increasing experience of ship officers is positive. The coefficient of determination, R2 is 95.8814%, this indicates that about 96% of the variation in the current maritime education and training and legislation is explained by increased experience of the ship officer, this indicates a very strong relationship between the variables. The adjusted R square is 0.93822 which is a measure of the explanatory power and the standard error of the regression is 3.208832, which is an estimate of the experience of the respondents, in terms of years, about the regression line. From the data, we can conclude that, as the experience of ship officers increases, they strongly agree that the relationship between legislation and the current maritime education and training greatly increases.
5.3.2.4 Cooperation with shipping industry
cooperation with shipping industry
frequency frequency frequency frequency frequency
age strongly agrees agrees indifferent disagrees strongly disagrees
20 1 2 1 0 1
30 6 6 0 0 0
40 6 1 0 0 0
50 1 0 0 0 0
14 9 1 0 1

cooperation with shipping industry
frequency frequency frequency frequency frequency
age strongly agrees agrees indifferent disagrees strongly disagrees
20 0.05 0.4 0.2 0 0.2
30 0.5 0.5 0 0 0
40 0.857142857 0.1428571 0 0 0
50 1 0 0 0 0
2.407142857 1.0428571 0.2 0 0.2
Regression Statistics
Multiple R 0.977161
R Square 0.954844
Adjusted R Square 0.932266
Standard Error 3.359909
Observations 4

ANOVA
df SS MS F Significance F
Regression 1 477.422 477.422 42.29096 0.022839
Residual 2 22.57797 11.28899
Total 3 500

Coefficients Standard Error t Stat P-value Lower 95% Upper 95% Lower 95.0% Upper 95.0%
Intercept 17.08338 3.226863 5.294115 0.033876 3.199313 30.96745 3.199313 30.96745
X Variable 1 29.77242 4.578154 6.50315 0.022839 10.07421 49.47063 10.07421 49.47063

5.3.2.4.1 Interpretation of results
The multiple correlation coefficients are 0.977161, this indicates that the general correlation between cooperation with the shipping industry, the current maritime education and training with increasing experience of ship officers is positive. The coefficient of determination, R2 is 95.4844%, this indicates that about 96% of the variation in the current maritime education and training and legislation is explained by increased experience of the ship officer, this indicates a very strong relationship between the variables. The adjusted R square is 0.932266 which is a measure of the explanatory power and the standard error of the regression is 3.359909, which is an estimate of the experience of the respondents, in terms of years, about the regression line. From the data, we can conclude that, as the experience of ship officers increases, they strongly agree that the relationship between legislation and the current maritime education and training greatly increases.

5.3.2.5 Educational policies
Educational policies
Frequency Frequency Frequency Frequency Frequency
age strongly agrees agrees indifferent disagrees strongly disagrees
20 0 2 0 1 1
30 2 6 2 0 0
40 3 1 1 0 0
50 1 0 0 0 0
Total 6 9 3 1 1

Educational policies
frequency frequency frequency frequency frequency
age strongly agrees agrees indifferent disagrees strongly disagrees
20 0 0.4 0 0.2 0.2
30 0.166666667 0.5 0.166667 0 0
40 0.428571429 0.1428571 0.142857 0 0
50 1 0 0 0 0
Total 1.595238095 1.0428571 0.309524 0.2 0.2

Regression Statistics
Multiple R 0.874522
R Square 0.764789
Adjusted R Square 0.647184
Standard Error 7.668292
Observations 4

ANOVA
df SS MS F Significance F
Regression 1 382.3946 382.3946 6.50301 0.125478
Residual 2 117.6054 58.8027
Total 3 500

Coefficients Standard Error t Stat P-value Lower 95% Upper 95% Lower 95.0% Upper 95.0%
Intercept 47.80496 6.317806 7.566702 0.017021 20.62163 74.98828 20.62163 74.98828
X Variable 1 -49.1149 19.25999 -2.5501 0.125478 -131.984 33.75415 -131.984 33.75415

5.3.2.5.1 Interpretation of results
The multiple correlation coefficient is 0.874522, this indicates that the general correlation between educational policies, the current maritime education, and training with increasing experience of ship officers is positive. The coefficient of determination, R2 is 76.47%, this indicates that about 76% of the variation in the current maritime education and training and educational policies is explained by increased experience of the ship officer, this indicates a slightly strong relationship between the variables. The adjusted R square is 0.647184 which is a measure of the explanatory power and the standard error of the regression is 7.668292, which is an estimate of the experience of the respondents, in terms of years, about the regression line. From the data, we can conclude that, as the experience of ship officers increases, they agree that the relationship between educational policies and the current maritime education and training greatly increases.
5.3.3 Problems affecting the quality of maritime education in Nigeria
From the literature review, the problems affecting the quality of maritime education are; lack of maritime industry support, lack of adequate resources, lack of adequate equipment, isolation of maritime education and non-implementation of new legislation. The following is a summary of the data collected from the respondents and subsequent regression analysis.
5.3.3.1 Lack of maritime industry support
lack of maritime industry support
frequency frequency frequency frequency frequency
age strongly agrees agrees indifferent disagrees strongly disagrees
20 5 0 0 0 0
30 8 4 0 0 0
40 3 2 1 1 0
50 0 1 0 0 0
16 7 1 1 0

lack of maritime industry support
frequency frequency frequency frequency frequency
age strongly agrees agrees indifferent disagrees strongly disagrees
20 1 0 0 0 0
30 0.666666667 0.3333333 0 0 0
40 0.428571429 0.2857143 0.142857 0.1428571 0
50 0 1 0 0 0
140 2.095238095 1.6190476 0.142857 0.1428571 0

Regression Statistics
Multiple R 0.993999
R Square 0.988034
Adjusted R Square 0.982051
Standard Error 1.729582
Observations 4

ANOVA
df SS MS F Significance F
Regression 1 494.0171 494.0171 165.1429 0.006001
Residual 2 5.982906 2.991453
Total 3 500

Coefficients Standard Error t Stat P-value Lower 95% Upper 95% Lower 95.0% Upper 95.0%
Intercept 50.98291 1.514835 33.65574 0.000882 44.4651 57.50072 44.4651 57.50072
X Variable 1 -30.5128 2.374392 -12.8508 0.006001 -40.729 -20.2966 -40.729 -20.2966

5.3.3.1.1 Interpretation of results
The multiple correlation coefficient is 0.993999, this indicates that the general correlation between lack of maritime industry support and the quality of maritime education and training with increasing experience of ship officers is positive. The coefficient of determination, R2 is 98.8%, this indicates that almost 100% of the variation in the quality of maritime education and training and lack of maritime industry support is explained by increased experience of the ship officer, this indicates a very strong relationship between the variables. The adjusted R square is 0.982051 which is a measure of the explanatory power and the standard error of the regression is 1.729582, which is an estimate of the experience of the respondents, in terms of years, about the regression line. From the data, we can conclude that, as the experience of ship officers increases, they strongly agree that the relationship between lack of maritime industry support and the quality of maritime education and training greatly increases
5.3.3.2 Lack of adequate resources
Lack of adequate resources

frequency frequency frequency frequency frequency
age strongly agrees agrees indifferent disagrees strongly disagrees
20 5 0 0 0 0
30 6 4 2 0 0
40 6 2 0 0 0
50 1 1 0 0 0
18 7 2 0 0

Lack of adequate resources
frequency frequency frequency frequency frequency
age strongly agrees agrees indifferent disagrees strongly disagrees
20 1 0 0 0 0
30 0.5 0.3333333 0.166667 0 0
40 0.857142857 0.2857143 0 0 0
50 1 1 0 0 0
3.357142857 1.6190476 0.166667 0 0

Regression Statistics
Multiple R 0.195366
R Square 0.038168
Adjusted R Square -0.44275
Standard Error 15.50671
Observations 4

ANOVA
df SS MS F Significance F
Regression 1 19.08397 19.08397 0.079365 0.804634
Residual 2 480.916 240.458
Total 3 500

Coefficients Standard Error t Stat P-value Lower 95% Upper 95% Lower 95.0% Upper 95.0%
Intercept 26.03053 32.7689 0.794367 0.510267 -114.963 167.0237 -114.963 167.0237
X Variable 1 10.68702 37.93517 0.281718 0.804634 -152.535 173.9089 -152.535 173.9089

5.3.3.2.1 Interpretation of results
The multiple correlation coefficient is 0.195366, this indicates that the general correlation between lack of adequate resources and the quality of maritime education and training with increasing experience of ship officers is positive. The coefficient of determination, R2 is 3.8168%, this indicates that about 4% of the variation in the quality of maritime education and training and lack of adequate resources is explained by increased experience of the ship officer, this indicates a very weak relationship between the variables. The adjusted R square is -0.44275 which is a measure of the explanatory power and the standard error of the regression is 15.50671, which is an estimate of the experience of the respondents, in terms of years, about the regression line. From the data, we can conclude that, as the experience of ship officers increases, they strongly agree that the relationship between lack adequate resources and the quality of maritime education and training slightly increases.

5.3.3.3 Lack of adequate equipment

Lack of adequate equipment
frequency frequency frequency frequency frequency
age strongly agrees agrees indifferent disagrees strongly disagrees
20 4 1 0 0 0
30 6 5 1 0 0
40 3 2 1 0 0
50 0 1 0 0 0
total 13 9 2 0 0

Lack of adequate equipment
freq frequency frequency frequency frequency
age strongly agrees agrees indifferent disagrees strongly disagrees
20 0.8 0.2 0 0 0
30 0.5 0.4166667 0.083333 0 0
40 0.428571429 0.2857143 0.142857 0 0
50 0 1 0 0 0
total 1.728571429 1.902381 0.22619 0 0

Regression Statistics
Multiple R 0.966873
R Square 0.934843
Adjusted R Square 0.902265
Standard Error 4.035993
Observations 4

ANOVA
df SS MS F Significance F
Regression 1 467.4215 467.4215 28.69511 0.033127
Residual 2 32.57848 16.28924
Total 3 500

Coefficients Standard Error t Stat P-value Lower 95% Upper 95% Lower 95.0% Upper 95.0%
Intercept 51.34624 3.658414 14.03511 0.005038 35.60536 67.08713 35.60536 67.08713
X Variable 1 -37.826 7.061333 -5.35678 0.033127 -68.2085 -7.44356 -68.2085 -7.44356

5.3.3.3.1 Interpretation of results
The multiple correlation coefficient is 0.966873, this indicates that the general correlation between lack of adequate equipment and the quality of maritime education and training with increasing experience of ship officers is positive. The coefficient of determination, R2 is 93.4843%, this indicates that about 93% of the variation in the quality of maritime education and training and lack of adequate equipment is explained by increased experience of the ship officer, this indicates a very strong relationship between the variables. The adjusted R square is 0.902265 which is a measure of the explanatory power and the standard error of the regression is 4.035993, which is an estimate of the experience of the respondents, in terms of years, about the regression line. From the data, we can conclude that, as the experience of ship officers increases, they strongly agree that the relationship between lack adequate equipment and the quality of maritime education and training greatly increases.

5.3.3.4 Isolation of maritime education
Isolation of maritime education
frequency frequency frequency frequency frequency
age strongly agrees agrees indifferent disagrees strongly disagrees
20 3 2 0 0 0
30 3 2 3 3 1
40 2 1 2 1 1
50 0 0 0 0 1
Total 8 5 5 4 3

isolation of maritime education
frequency frequency frequency frequency frequency
age strongly agrees agrees indifferent disagrees strongly disagrees
20 0.6 0.4 0 0 0
30 0.25 0.1666667 0.25 0.25 0.083333333
40 0.285714286 0.1428571 0.285714 0.1428571 0.142857143
50 0 0 0 0 1
Total 1.135714286 0.7095238 0.535714 0.3928571 1.226190476

Regression Statistics
Multiple R 0.925574
R Square 0.856687
Adjusted R Square 0.785031
Standard Error 5.98566
Observations 4

ANOVA
df SS MS F Significance F
Regression 1 428.3437 428.3437 11.95552 0.074426
Residual 2 71.65625 35.82813
Total 3 500

Coefficients Standard Error t Stat P-value Lower 95% Upper 95% Lower 95.0% Upper 95.0%
Intercept 48.78677 4.985535 9.785665 0.010282 27.33575 70.2378 27.33575 70.2378
X Variable 1 -48.5572 14.04331 -3.45767 0.074426 -108.981 11.86628 -108.981 11.86628

5.3.3.4.1 Interpretation of results
The multiple correlation coefficient is 0.925574, this indicates that the general correlation between isolation of maritime education and the quality of maritime education and training with increasing experience of ship officers is positive. The coefficient of determination, R2 is 85.6687%, this indicates that about 86% of the variation in the quality of maritime education and training and isolation of maritime education is explained by increased experience of the ship officer, this indicates a strong relationship between the variables. The adjusted R square is 0.78 which is a measure of the explanatory power and the standard error of the regression is 5.98566, which is an estimate of the experience of the respondents, in terms of years, about the regression line. From the data, we can conclude that, as the experience of ship officers increases, they strongly agree that the relationship between isolation of maritime education and the quality of maritime education and training increases.

5.3.3.5 Non-implementation of new legislation
Non-implementation of new legislation
frequency frequency frequency frequency frequency
age strongly agrees agrees indifferent disagrees strongly disagrees
20 4 1 0 0 0
30 1 10 0 0 5
40 2 5 0 0 0
50 0 1 0 0 0
Total 7 17 0 0 5

Non-implementation of new legislation
frequency frequency frequency frequency frequency
age strongly agrees agrees indifferent disagrees strongly disagrees
20 0.8 0.2 0 0 0
30 0.083333333 0.8333333 0 0 0.416666667
40 0.285714286 0.7142857 0 0 0
50 0 1 0 0 0
Total 1.169047619 2.747619 0 0 0.416666667

Regression Statistics
Multiple R 0.853271
R Square 0.728072
Adjusted R Square 0.592108
Standard Error 8.245118
Observations 4

ANOVA
df SS MS F Significance F
Regression 1 364.036 364.036 5.354891 0.146729
Residual 2 135.964 67.98198
Total 3 500

Coefficients Standard Error t Stat P-value Lower 95% Upper 95% Lower 95.0% Upper 95.0%
Intercept 13.07424 10.33301 1.265288 0.333223 -31.3851 57.53361 -31.3851 57.53361
X Variable 1 31.91965 13.79377 2.314064 0.146729 -27.4301 91.26944 -27.4301 91.26944

5.3.3.4.1 Interpretation of results
The multiple correlation coefficient is 0.853271, this indicates that the general correlation between non-implementation of new legislation and the quality of maritime education and training with increasing experience of ship officers is positive. The coefficient of determination, R2 is 72.8072%, this indicates that about 73% of the variation in the quality of maritime education and training and non-implementation of new legislation is explained by increased experience of the ship officer, this indicates a moderately strong relationship between the variables. The adjusted R square is 0.592108 which is a measure of the explanatory power and the standard error of the regression is 8.245118, which is an estimate of the experience of the respondents, in terms of years, about the regression line. From the data, we can conclude that, as the experience of ship officers increases, they agree that the relationship between non-implementation of new legislation and the quality of maritime education and training moderately increases.
5.3.4 Impact if ship officers are trained in their line of work
From the literature review, the aspects affecting the current maritime education and training in Nigeria are; economic development, suitability of maritime education, employment opportunities, the competence of ship officers. The following is a summary of the data collected from the respondents and subsequent regression analysis.
5.3.4.1 Economic development
Economic development
frequency frequency frequency frequency frequency
age strongly agrees agrees indifferent disagrees strongly disagrees
20 5 0 0 0 0
30 6 6 0 0 0
40 2 4 1 0 0
50 1 0 0 0 0
Total 14 10 1 0 0

Economic development
frequency frequency frequency frequency frequency
age strongly agrees agrees indifferent disagrees strongly disagrees
20 1 0 0 0 0
30 0.5 0.5 0 0 0
40 0.285714286 0.5714286 0.142857 0 0
50 1 0 0 0 0
Total 2.785714286 1.0714286 0.142857 0 0

Regression Statistics
Multiple R 0.076571
R Square 0.005863
Adjusted R Square -0.49121
Standard Error 15.76497
Observations 4

ANOVA
df SS MS F Significance F
Regression 1 2.931596 2.931596 0.011796 0.923429
Residual 2 497.0684 248.5342
Total 3 500

Coefficients Standard Error t Stat P-value Lower 95% Upper 95% Lower 95.0% Upper 95.0%
Intercept 36.90554 19.23455 1.918711 0.19503 -45.854 119.6651 -45.854 119.6651
X Variable 1 -2.73616 25.19312 -0.10861 0.923429 -111.133 105.6611 -111.133 105.6611

5.3.4.1.1 Interpretation of results
The multiple correlation coefficient is 0.076571, this indicates that the general correlation between the impact on economic development and training ship officers in their line of work with increasing experience of ship officers is positive. The coefficient of determination, R2 is 0.005863%, this indicates that about 0% of the variation in training ship officers in their line of work and the impact on economic development is explained by increased experience of the ship officer, this indicates a very weak relationship between the variables. The adjusted R square is -0.49121 which is a measure of the explanatory power and the standard error of the regression is 15.76497, which is an estimate of the experience of the respondents, in terms of years, about the regression line. From the data, we can conclude that, as the experience of ship officers increases, they strongly agree that the relationship between the impact on economic development and training ship officers in their line of work is neither increase nor reduces.
5.3.4.2 Suitability of maritime education
suitability of maritime education
frequency frequency frequency frequency frequency
age strongly agrees agrees indifferent disagrees strongly disagrees
20 4 1 0 0 0
30 7 4 1 0 0
40 3 3 1 0 0
50 0 1 0 0 0
Total 14 9 2 0 0

suitability of maritime education
frequency frequency frequency frequency frequency
age strongly agrees agrees indifferent disagrees strongly disagrees
20 0.8 0.2 0 0 0
30 0.583333333 0.3333333 0.083333 0 0
40 0.428571429 0.4285714 0.142857 0 0
50 0 1 0 0 0
Total 1.811904762 1.9619048 0.22619 0 0

Regression Statistics
Multiple R 0.975126
R Square 0.950871
Adjusted R Square 0.926307
Standard Error 3.5046
Observations 4

ANOVA
df SS MS F Significance F
Regression 1 475.4356 475.4356 38.70924 0.024874
Residual 2 24.56445 12.28222
Total 3 500

Coefficients Standard Error t Stat P-value Lower 95% Upper 95% Lower 95.0% Upper 95.0%
Intercept 51.85957 3.227017 16.07044 0.00385 37.97484 65.74431 37.97484 65.74431
X Variable 1 -37.2196 5.982241 -6.22168 0.024874 -62.9591 -11.4801 -62.9591 -11.4801

5.3.4.2.1 Interpretation of results
The multiple correlation coefficient is 0.975126, this indicates that the general correlation between the impact on the suitability of maritime education and training ship officers in their line of work with increasing experience of ship officers is positive. The coefficient of determination, R2 is 95.0871%, this indicates that about 95% of the variation in training ship officers in their line of work and the impact on the suitability of maritime education is explained by increased experience of the ship officer, this indicates a very strong relationship between the variables. The adjusted R square is 0.926307 which is a measure of the explanatory power and the standard error of the regression is 3.5046, which is an estimate of the experience of the respondents, in terms of years, about the regression line. From the data, we can conclude that, as the experience of ship officers increases, they strongly agree that the relationship between the impact on the suitability of maritime education and training ship officers in their line of work greatly increases.
5.3.4.3 Employment opportunities
Employment opportunities
frequency frequency frequency frequency frequency
age strongly agrees agrees indifferent disagrees strongly disagrees
20 5 0 0 0 0
30 7 5 0 0 0
40 4 3 0 0 0
50 1 0 0 0 0
Total 17 8 0 0 0

Employment opportunities
frequency frequency frequency frequency frequency
age strongly agrees agrees indifferent disagrees strongly disagrees
20 1 0 0 0 0
30 0.583333333 0.4166667 0 0 0
40 0.571428571 0.4285714 0 0 0
50 1 0 0 0 0
Total 3.154761905 0.8452381 0 0 0

Regression Statistics
Multiple R 0.006298
R Square 3.97E-05
Adjusted R Square -0.49994
Standard Error 15.81107
Observations 4

ANOVA
df SS MS F Significance F
Regression 1 0.019829 0.019829 7.93E-05 0.993702
Residual 2 499.9802 249.9901
Total 3 500

Coefficients Standard Error t Stat P-value Lower 95% Upper 95% Lower 95.0% Upper 95.0%
Intercept 35.26274 30.54162 1.15458 0.367584 -96.1473 166.6727 -96.1473 166.6727
X Variable 1 -0.33314 37.4047 -0.00891 0.993702 -161.273 160.6063 -161.273 160.6063

5.3.4.3.1 Interpretation of results
The multiple correlation coefficient is 0.006298, this indicates that the general correlation between the impact on employment opportunities and training ship officers in their line of work with increasing experience of ship officers is positive. The coefficient of determination, R2 is 0.0000397%, this indicates that 0% of the variation in training ship officers in their line of work and the impact on employment opportunities is explained by increased experience of the ship officer, this indicates a very weak relationship between the variables. The adjusted R square is —-0.49994 which is a measure of the explanatory power and the standard error of the regression is 15.81107, which is an estimate of the experience of the respondents, in terms of years, about the regression line. From the data, we can conclude that, as the experience of ship officers increases, they strongly agree that the relationship between the impact on employment opportunities and training ship officers in their line of work neither increases nor reduces.
5.3.4.4 Competence of ship officers
Competence of ship officers
frequency frequency frequency frequency frequency
age strongly agrees agrees indifferent disagrees strongly disagrees
20 5 0 0 0 0
30 8 3 0 0 1
40 5 2 0 0 0
50 1 0 0 0 0
Total 19 5 0 0 1

Competence of ship officers
frequency frequency frequency frequency frequency
age strongly agrees agrees indifferent disagrees strongly disagrees
20 1 0 0 0 0
30 0.666666667 0.25 0 0 0.083333333
40 0.714285714 0.2857143 0 0 0
50 1 0 0 0 0
Total 3.380952381 0.5357143 0 0 0.083333333

Regression Statistics
Multiple R 0.034199
R Square 0.00117
Adjusted R Square -0.49825
Standard Error 15.80214
Observations 4

ANOVA
df SS MS F Significance F
Regression 1 0.584795 0.584795 0.002342 0.965801
Residual 2 499.4152 249.7076
Total 3 500

Coefficients Standard Error t Stat P-value Lower 95% Upper 95% Lower 95.0% Upper 95.0%
Intercept 32.92398 43.62044 0.754783 0.529151 -154.76 220.6076 -154.76 220.6076
X Variable 1 2.45614 50.75363 0.048393 0.965801 -215.919 220.8314 -215.919 220.8314

5.3.4.4.1 Interpretation of results
The multiple correlation coefficient is 0.034199, this indicates that the general correlation between the impact on the competence of ship officers and training ship officers in their line of work with increasing experience of ship officers is positive. The coefficient of determination, R2 is 0.00117%, this indicates that 0% of the variation in training ship officers in their line of work and the impact on the competence of ship officers is explained by increased experience of the ship officer, this indicates a very weak relationship between the variables. The adjusted R square is -0.49825 which is a measure of the explanatory power and the standard error of the regression is 15.80214, which is an estimate of the experience of the respondents, in terms of years, about the regression line. From the data, we can conclude that, as the experience of ship officers increases, they strongly agree that the relationship between the impact on the competence of ship officers and training ship officers in their line of work neither increases nor reduces.
5.3.5 Recommendations to increase ship officers’ employability
From the literature review, the recommendations of increasing ship officers’ employability are; retraining qualified personnel, attaining modern training equipment, incorporating STCW’95, non-isolation of maritime and academic education and seeking support from agencies. The following is a summary of the data collected from the respondents and subsequent regression analysis.
5.3.5.1 Retraining qualified personnel
Retraining qualified personnel
frequency frequency frequency frequency frequency
age strongly agrees agrees indifferent disagrees strongly disagrees
20 2 2 1 0 0
30 4 7 0 0 1
40 3 2 1 0 0
50 0 1 0 0 0
Total 9 12 2 0 1

Retraining qualified personnel
freq frequency frequency frequency frequency
age strongly agrees agrees indifferent disagrees strongly disagrees
20 0.4 0.4 0.2 0 0
30 0.333333333 0.5833333 0 0 0.083333333
40 0.428571429 0.2857143 0.142857 0 0
50 0 1 0 0 0
Total 1.161904762 2.2690476 0.342857 0 0.083333333

Regression Statistics
Multiple R 0.618766
R Square 0.382871
Adjusted R Square 0.074307
Standard Error 12.42104
Observations 4

ANOVA
df SS MS F Significance F
Regression 1 191.4355 191.4355 1.240814 0.381234
Residual 2 308.5645 154.2822
Total 3 500

Coefficients Standard Error t Stat P-value Lower 95% Upper 95% Lower 95.0% Upper 95.0%
Intercept 20.54374 14.38733 1.427905 0.289495 -41.3599 82.44741 -41.3599 82.44741
X Variable 1 25.48429 22.87806 1.113918 0.381234 -72.9521 123.9206 -72.9521 123.9206

5.3.5.1.1 Interpretation of results
The multiple correlation coefficient is 0.618766, this indicates that the general correlation between ship officers employability and retraining qualified personnel with increasing experience of ship officers is positive. The coefficient of determination, R2 is 38.2871%; this indicates that 38% of the variation in ship officers’ employability and retraining qualified personnel is explained by increased experience of the ship officer, this indicates a moderately weak relationship between the variables. The adjusted R square is 0.074307 which is a measure of the explanatory power and the standard error of the regression is 12.42104, which is an estimate of the experience of the respondents, in terms of years, about the regression line. From the data, we can conclude that, as the experience of ship officers increases, they agree that the relationship between retraining of qualified personnel and ship officers’ employability slightly increases.
5.3.5.2 Attaining modern training equipment
Attaining modern training equipment
frequency frequency frequency frequency frequency
age strongly agrees agrees indifferent disagrees strongly disagrees
20 4 1 0 0 0
30 10 2 0 0 0
40 5 2 0 0 0
50 1 0 0 0 0
Total 20 5 0 0 0

Attaining modern training equipment
frequency frequency frequency frequency frequency
age strongly agrees agrees indifferent disagrees strongly disagrees
20 0.8 0.2 0 0 0
30 0.833333333 0.1666667 0 0 0
40 0.714285714 0.2857143 0 0 0
50 1 0 0 0 0
Total 3.347619048 0.652381 0 0 0

Regression Statistics
Multiple R 0.518563
R Square 0.268907
Adjusted R Square -0.09664
Standard Error 13.51936
Observations 4

ANOVA
df SS MS F Significance F
Regression 1 134.4537 134.4537 0.735631 0.481437
Residual 2 365.5463 182.7732
Total 3 500

Coefficients Standard Error t Stat P-value Lower 95% Upper 95% Lower 95.0% Upper 95.0%
Intercept -11.7925 54.97368 -0.21451 0.850032 -248.325 224.7401 -248.325 224.7401
X Variable 1 55.91143 65.18842 0.85769 0.481437 -224.572 336.3946 -224.572 336.3946

5.3.5.2.1 Interpretation of results
The multiple correlation coefficient is 0.518563, this indicates that the general correlation between ship officers employability and attaining modern training equipment with increasing experience of ship officers is positive. The coefficient of determination, R2 is 26.8907%; this indicates that about 27% of the variation in ship officers’ employability and attaining modern training equipment is explained by increased experience of the ship officer, this indicates a slightly weak relationship between the variables. The adjusted R square is -0.09664 which is a measure of the explanatory power and the standard error of the regression is 13.51936, which is an estimate of the experience of the respondents, in terms of years, about the regression line. From the data, we can conclude that, as the experience of ship officers increases, they strongly agree that the relationship between attaining modern training equipment and ship officers’ employability slightly increases.
5.3.5.3 Incorporating STCW’95
Incorporating STCW’95
frequency frequency frequency frequency frequency
age strongly agrees agrees indifferent disagrees strongly disagrees
20 2 2 1 0 0
30 8 3 1 0 0
40 4 3 0 0 0
50 1 0 0 0 0
Total 15 8 2 0 0

Incorporating STCW’95
frequency frequency frequency frequency frequency
age strongly agrees agrees indifferent disagrees strongly disagrees
20 0.4 0.4 0.2 0 0
30 0.666666667 0.25 0.083333 0 0
40 0.571428571 0.4285714 0 0 0
50 1 0 0 0 0
Total 2.638095238 1.0785714 0.283333 0 0

Regression Statistics
Multiple R 0.87203
R Square 0.760437
Adjusted R Square 0.640655
Standard Error 7.738916
Observations 4

ANOVA
df SS MS F Significance F
Regression 1 380.2183 380.2183 6.348524 0.12797
Residual 2 119.7817 59.89083
Total 3 500

Coefficients Standard Error t Stat P-value Lower 95% Upper 95% Lower 95.0% Upper 95.0%
Intercept 5.580871 12.30046 0.453712 0.694513 -47.3437 58.50547 -47.3437 58.50547
X Variable 1 44.60662 17.70366 2.519628 0.12797 -31.5661 120.7793 -31.5661 120.7793

5.3.5.3.1 Interpretation of results
The multiple correlation coefficient is 0.87203, this indicates that the general correlation between ship officers employability and incorporating STCW’95 with increasing experience of ship officers is positive. The coefficient of determination, R2 is 76.0437%; this indicates that 76% of the variation in ship officers’ employability and incorporating STCW’95 is explained by increased experience of the ship officer, this indicates a strong relationship between the variables. The adjusted R square is 0.640655 which is a measure of the explanatory power and the standard error of the regression is 7.738916, which is an estimate of the experience of the respondents, in terms of years, about the regression line. From the data, we can conclude that, as the experience of ship officers increases, they strongly agree that the relationship between incorporating STCW’95 and ship officers’ employability increases.
5.3.5.4 Non-isolation of maritime and academic education
Non-isolation of maritime and academic education
frequency frequency frequency frequency frequency
age strongly agrees agrees indifferent disagrees strongly disagrees
20 3 1 1 0 0
30 4 3 1 3 1
40 2 1 1 2 1
50 0 0 0 0 1
Total 9 5 3 5 3

Non-isolation of maritime and academic education
frequency frequency frequency frequency frequency
age strongly agrees agrees indifferent disagrees strongly disagrees
20 0.6 0.2 0.2 0 0
30 0.333333333 0.25 0.083333 0.25 0.083333333
40 0.285714286 0.1428571 0.142857 0.2857143 0.142857143
50 0 0 0 0 1
Total 1.219047619 0.5928571 0.42619 0.5357143 1.226190476

Regression Statistics
Multiple R 0.970485
R Square 0.941842
Adjusted R Square 0.912763
Standard Error 3.813075
Observations 4

ANOVA
df SS MS F Significance F
Regression 1 470.9209 470.9209 32.38898 0.029515
Residual 2 29.07908 14.53954
Total 3 500

Coefficients Standard Error t Stat P-value Lower 95% Upper 95% Lower 95.0% Upper 95.0%
Intercept 50.53554 3.329652 15.17742 0.004313 36.2092 64.86187 36.2092 64.86187
X Variable 1 -50.976 8.957089 -5.69113 0.029515 -89.5152 -12.4367 -89.5152 -12.4367

5.3.5.4.1 Interpretation of results
The multiple correlation coefficient is 0.970485, this indicates that the general correlation between ship officers employability and non-isolation of maritime and academic education with increasing experience of ship officers is positive. The coefficient of determination, R2 is 94.1842% this indicates that 94% of the variation in ship officers’ employability and non-isolation of maritime and academic education is explained by increased experience of the ship officer, this is a very strong relationship between the variables. The adjusted R square is 0.912763 which is a measure of the explanatory power and the standard error of the regression is 3.813075, which is an estimate of the experience of the respondents, in terms of years, about the regression line. From the data, we can conclude that, as the experience of ship officers increases, they strongly agree that the relationship between non-isolation between maritime and academic education and ship officers’ employability greatly increases.
5.3.5.4 Seeking support from agencies
Seeking support from agencies
frequency frequency frequency frequency frequency
age strongly agrees agrees indifferent disagrees strongly disagrees
20 3 2 0 0 0
30 8 4 0 0 0
40 4 2 0 0 0
50 1 0 0 0 0
Total 16 8 0 0 0

Seeking support from agencies
frequency frequency frequency frequency frequency
age strongly agrees agrees indifferent disagrees strongly disagrees
20 0.4 0.4 0 0 0
30 0.666666667 0.3333333 0 0 0
40 0.571428571 0.2857143 0 0 0
50 1 0 0 0 0
Total 2.638095238 1.0190476 0 0 0

Regression Statistics
Multiple R 0.87203
R Square 0.760437
Adjusted R Square 0.640655
Standard Error 7.738916
Observations 4

ANOVA
df SS MS F Significance F
Regression 1 380.2183 380.2183 6.348524 0.12797
Residual 2 119.7817 59.89083
Total 3 500

Coefficients Standard Error t Stat P-value Lower 95% Upper 95% Lower 95.0% Upper 95.0%
Intercept 5.580871 12.30046 0.453712 0.694513 -47.3437 58.50547 -47.3437 58.50547
X Variable 1 44.60662 17.70366 2.519628 0.12797 -31.5661 120.7793 -31.5661 120.7793

5.3.5.5.1 Interpretation of results
The multiple correlation coefficients is 0.87203, this indicates that the general correlation between ship officers employability and seeking support from agencies with increasing experience of ship officers is positive. The coefficient of determination, R2 is 76.0437% this indicates that about 76% of the variation in ship officers’ employability and seeking support from agencies is explained by increased experience of the ship officer, this is a slightly weak relationship between the variables. The adjusted R square is 0.640655 which is a measure of the explanatory power and the standard error of the regression is 7.738916, which is an estimate of the experience of the respondents, in terms of years, about the regression line. From the data we can conclude that, as the experience of ship officers increases, they strongly agree that the relationship between support from agencies and ship officers’ employability moderately increases.

CHAPTER 6 – FINDINGS AND RECOMMENDATIONS
6.1 Introduction
In this chapter, the conclusions brought forward from the analysis chapter are brought to light, therefore, making it possible for the researcher to show the relationship between the factors affecting the maritime education and training in Nigeria. Using the conclusions brought forward, the researcher was able to come up with recommendations that would enhance the maritime education and training institutions of Nigeria.
6.2 Conclusions the aspects affecting the current maritime education and training
In this section of the questionnaire, the aspects affecting the current maritime education and training were; Information technology, recruitment and training, legislation, cooperation with the shipping industry, and educational policies. When the data was analyzed, the correlation between information technology and the current maritime education and training was 72.8%, recruitment and training had a correlation of 38%, legislation had 95%, cooperation with the shipping industry had; 95% and educational policies had 92%. From this, it is clear that the factors have an impact in the current maritime education and training.
None the less, in order to improve the current maritime education and training, more effort should be put in, legislation, cooperation with the shipping industry, educational policies, information technology and recruitment and training respectively. By tackling these issues in this order, the standards of the Nigerian maritime education and training would substantially increase.

6.3 Problems affecting the quality of maritime education and training in Nigeria
In this part of the questionnaire, the problems affecting the quality of maritime education were; lack of marine industry support, lack of adequate resources, lack of adequate equipment, isolation of maritime education and non-implementation of new legislation. When the data was analyzed, the regression analysis brought the following conclusions; the correlation between lack of marine industry support and the problems affecting MET was76%, lack of adequate resources had a correlation of 98%, lack of adequate equipment had a correlation of 3%, isolation of maritime education had a correlation of 93% and non-implementation of new legislation also had a correlation of 93%.
This shows that all the factors have an impact on the Nigerian MET. None the less, they have different levels of impact i.e., lack of adequate resources has the highest impact followed by non-implementation of new legislation and isolation of maritime education. Lack of marine industry has the fourth largest impact and lack of adequate equipment had the lowest impact of all. This means that more effort should be placed in the factors that have the highest correlation coefficients.
6.4 Impact if ship officers are trained in their line of work
The factors looked at in this part of the questionnaire were; economic development, suitability of marine education, employment opportunities and competence of ship officers. Results from the regression analysis showed that economic development has a correlation of 85%, suitability of marine education had a correlation of 72.8%, employment opportunities had a correlation of 0% and competence of ship officers had a correlation of 95%.
Basing on this information, training ship officers in their line of work would have a lot of impact in the country. Therefore, more effort should be put in the marine industry to improve the competency of ship officers, foster economic development and make maritime education more appealing to the general public.
6.5 Increasing ship officers’ employability
The recommendations of increasing ship officers’ employability in the questionnaire were; retraining qualified personnel, attaining modern training equipment, incorporating STCW’95, non-isolation of maritime and academic education and seeking support from agencies. Analyzing these recommendations led to the realization that; retraining qualified personnel has a correlation of 38%, attaining modern training equipment has a correlation of 26%, incorporating STCW’95 has a correlation of 76%, non-isolation of maritime and academic education has a correlation of 94%, and seeking support from agencies has a correlation coefficient of 76%.

CHAPTER 7 –CONCLUSIONS
This research entailed assessing the quality of maritime education and training of ship officers in Nigeria. In order to achieve this, the background information of Nigeria as a country having a potentially powerful marine industry was looked at. Afterwards, a literature review of marine institutions was looked at to assess the requirements of a marine institution. Afterwards, a review of two countries (China and UK) maritime education and training was reviewed to show whether the requirements of the maritime education and training are achievable in real life. A review of the countries’ MET was also important to draw recommendations for the Nigerian MET. Later onwards, the MET of Nigeria was reviewed that brought to light the shortcomings of the Nigerian MET. None the less, to bring about the objectives of the study, the quality of MET of ship officers in Nigeria, questionnaires were issued to 25 respondents who are ship officers and later on analyzed.
On the aspects affecting the current MET, legislation and cooperation with the shipping industry had the highest effects thus indicating that they should be the first factors to be looked at to improve the quality of MET of ship officers of Nigeria. On the problems affecting the quality of maritime education and training in Nigeria, lack of adequate resources was the factor is the major problem, hence, in order to improve the quality of MET of ship officers in Nigeria, this is the first factor that should be seriously looked into. On the impact if ship officers are trained in their line of work, the competence of ship officers would have the highest impact, thus, indicating that more effort should be put in training ship officers in their line of work to improve on their quality. On improving ship officers’ employability, non-isolation of maritime and academic education had the highest correlation thus indicating that it is the major factor hindering the massive turnout of individuals who want to be in the marine industry.
From this research, the quality of ship officers in the Nigerian MET is not badly off. None the less, most issues seem to revolve around the policies in the country concerning the MET. These include the legislation and the educational policies. Lack of adequate resources indicate having insufficient finances to acquire such resources as the funds are used by corrupt leaders. None the less, although the quality of MET of ship officers is not at its peak, great improvement would be achieved by looking at the aforementioned factors.

QUESTIONNAIRE
1. Gender
Male
Female

2. Age
20>
20-30
30-40
40-50
>50

3. The following aspects affect the current maritime education and training
Strongly agree Agree Indifferent Disagree Strongly disagree
1 IT
2 Recruitment and training
3 legislation
4 Cooperation with shipping industry
5 Educational Policies

4. The following problems affect the quality of maritime education in Nigeria
Strongly agree Agree Indifferent Disagree Strongly disagree
1 Lack of maritime industry support
2 Lack of adequate resources
3 Lack of adequate equipment
4 Isolation of maritime education
5 Nonimplementation of new legislation

5. There will be great impact in the following if Nigerian ship officers are trained in their line of work
Strongly agree Agree Indifferent Disagree Strongly disagree
1 Economic development
2 Suitability of maritime education
3 Employment opportunities
4 Competence of ship officers

6. The following recommendations if properly applied will increase ship officers’ employability?
Strongly agree Agree Indifferent Disagree Strongly disagree
1 Retraining qualified Personnel
2 Attaining modern training equipment
3 Incorporating STCW ‘95
4 Nonisolation of maritime and academic education
5 Seeking support from agencies

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