Developing a competency-based undergraduate curriculum for marine and maritime studies course in an inland-water state: the case of Uganda.

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Waiswa Wilson MWANJA This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8941489/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This study reports on results of a Work-Based Learning (WBL) project undertaken at University of Portsmouth to develop and review a curriculum for a basic undergraduate degree in Marine and Maritime Studies at Busitema University, Uganda. The project responded to national manpower gaps in the maritime and marine sector, increasing reliance on inland water transport, and the need to align higher education programs with International Maritime Organization (IMO), the Standards of Training, Certification and Watchkeeping (STCW), and the university basic degree requirements and recent call for competence-based education by the Uganda’s National Council of Higher Education (NHCE). A mixed-methods approach was adopted, combining stakeholder surveys, key informant interviews, field observations, and secondary data review. Quantitative and qualitative data were triangulated to assess sectoral needs, curriculum relevance, institutional readiness, and implementation challenges. Results from 47 respondents across 17 maritime-related organizations indicated strong demand for a university-level basic degree maritime studies programme, with emphasis on competency-based training, safety and environmental management, work-integrated learning, and alignment with national and international standards. Stakeholders identified infrastructural, staffing, and financing constraints but expressed confidence in Busitema University’s capacity to address these through phased implementation and partnerships. The study concludes that a structured, competency-based maritime curriculum is both feasible and necessary for Uganda’s maritime sector development. Educational Philosophy and Theory Maritime studies curriculum development competency-based education work-based learning Uganda 1. Introduction This research was aimed at exploring the challenges and opportunities in Uganda for establishing a competency-based undergraduate curriculum for Marine and Maritime Studies at Busitema University, Uganda (BU). It was undertaken as part of specialised training of BU staff at Namasagali Campus in Namasagali Town in Kamuli District. The work was done as part of a retooling exercise for BU staff at University of Portsmouth of United Kingdom. The work involved assessing of Uganda's maritime manpower development needs, MET resources and technology requirements, and MET research and training facilities. It evaluated challenges and opportunities for developing a marine science and maritime studies degree program. Key aspects of interest were what is the appropriate course content, what are envisaged instructor qualifications, and which are the appropriate curriculum implementation strategies. The project utilized a constructivism paradigm to assess competencies, course content, and delivery methods, incorporating stakeholder feedback from maritime businesses and educational institutions. Data was collected through primary and secondary sources, leading to a draft MET curriculum aligned with national and international standards. The research employed quantitative and qualitative methodologies to address challenges in curriculum development, emphasizing the need for extensive research, technology adoption, and professional guidance. The successful implementation of the MET curriculum will require overcoming high costs and technological barriers while aligning with Uganda's maritime sector needs. 2. Background and Problem Statement Uganda relies heavily on inland water transport yet faces shortages of skilled maritime manpower. The Government of Uganda mandated Busitema University to establish a Marine Science and Maritime Education and Training program to address these gaps. Busitema University has initiated a maritime education and training (MET) program at its Namasagali Campus in Uganda, aimed at enhancing the country's maritime sector by developing skilled manpower for the maritime industry. This initiative aligns with Uganda Government's goal to improve the economic contribution of the maritime industry and support regional integration. The development of a MET program at Busitema University includes the establishment of necessary teaching and research infrastructure and the recruitment of qualified teaching staff. The Work-Based Learning (WBL) project, part of the retooling of recruited staff into Maritime Education and Training, focuses on addressing the challenges and opportunities in developing a basic degree in maritime studies to meet Uganda's maritime industry manpower needs. MET plays a critical role in supporting safe navigation, safe environmental integrity is critical developing manpower for ensuring safe navigation, environmental protection of waterways, and economic growth based on maritime transport. The research project employed qualitative and quantitative research methods to assess the current state of the maritime sector, identify challenges and opportunities, and evaluate existing practices and requirements for university level education and training in Uganda that meets global standards. The research project's objective was to identify Uganda's maritime industry manpower needs, determining resources for an undergraduate maritime studies program, creating a curriculum for a basic degree course in maritime studies, and integrating risk management and environmental assessments into the education framework. Ultimately, the goal is to establish a Bachelor of Science degree in marine science and maritime studies at Busitema University. 3. Literature Review The literature emphasizes competency-based maritime curricula, stakeholder engagement, safety and environmental integration, blended learning, and continuous curriculum review as key determinants of MET quality. Gabedava and Kakabadze ( 2021 ) emphasize the importance of seafarers' education, risk management, and problem solving for safe navigation. They suggest that maritime training institutions must improve equipment, curricula, staff recruitment, and language proficiency to produce competent officers and engineers. Ćorović et al. ( 2012 ) highlight the need for seafarers to be knowledgeable and proficient in compliance with international standards, such as SOLAS and STCW. Transitional nations like Uganda must adapt their maritime education programs. Ćorović et al. ( 2012 ) also find that seafarer education systems include traditional systems, which combine theory and practice. The gradient systems integrate 3–4 years of training with 6–12 months of practical navigation. University programs offer degrees in various fields to improve employee performance and meet industry needs. Continuous education for seafarers is essential due to evolving maritime technology, with recommendations for goal-oriented training and compliance with STWC courses. Pallis and Ng (2011) point out that maritime undergraduate students often combine studies and work, valuing real-world experiences for career prospects, with shipping being a top professional path in the maritime industries. The International Convention on STCW and the IMO model Courses outline the minimum requirements for seafarer education and training. Marine high school and college programs integrate these requirements, ensuring consistent knowledge acquisition for merchant ship seafarers. Formal education, facilitated by college-educated teachers, is crucial in maritime education for dispensing and facilitating knowledge acquisition with proof of acquisition in the form of an award such as a certificate or plaque (Meštrović et al., 2023 ). According to Meštrović et al. ( 2023 ), the IMO has developed and shared 97 model courses in maritime to date, covering shipping and navigation topics like safety, security, environmental protection, and technical skills. Thornhill-Miller et al. ( 2023 ) point out that authentic pedagogical practices and authentic assessments are essential for developing a skills and competency-based curriculum for maritime workers at any level. Ghosh and Emad ( 2024 ) established that using authentic pedagogical practices improves skills development and learning outcomes for maritime learners. They also infer that recognizing authentic assessments is crucial for developing a skill- and competency-based curriculum for maritime workers, as the assessments test students' ability to apply the acquired skills and competencies in real-world maritime contexts, ensuring that learners are prepared for workplace scenarios and taking up the required skills holistically. Mindykowski et al. (2013) highlight the need for MET curriculum architects to balance industry demands for professional and vocational skills with academic training needs. This is due to factors like fast-changing technology, pandemics, the global economy, and erratic climate. Kalnina and Priednieks (2017) also emphasize the importance of balancing learning forms with maritime standards and professional development requirements. According to Manuel ( 2017 ), this trend in maritime education presents challenges in curriculum development and professional learning outcomes. The authors find this to be especially true for transitional or upstart MET programs like the one underway in Uganda. According to Stanciu ( 2014 ), the maritime industry requires lifelong learning and continuous training, necessitating a shift from classical to online and distance education. Authors point out that young seafarers face challenges due to distance, government disapproval, and unattractive working conditions. The current education system is complex and requires careful planning. Technological advancements also require continuous training for seafarers. Elena-Rita and Coșofreț ( 2020 ) report that the maritime industry has had to adopt online education for continuous worker training as it makes training accessible without time and location restrictions. The authors also report that to address the above challenges, universities worldwide are offering distance e-learning alongside classical education, focusing on academic development, professional insertion, and the economic environment in maritime and naval areas. However, the transition has affected teaching activities, but the absence of human contact has been offset by well-designed activities. Cicek et al. (2019) predict a significant growth in the maritime industry due to the 4.0 revolution and the need for maritime transportation. This demand for skilled maritime workers is exacerbated by automation and digitization, a situation that has created a global shortage of qualified seafarers. The authors suggest that policymakers and maritime education institutions must invest in developing future-ready skills and adapting to these demands. Key competencies and skills for maritime mentioned by the authors include technical proficiency, problem-solving, communication, teamwork, flexibility, and seamanship abilities. The Berlin School of Business Innovation (BSBI, 2024) identifies key competencies for students studying maritime studies. These include effective communication for interviews and collaboration, telecommunication knowledge for information dissemination at sea, proficiency in using and maintaining onboard tools for understanding and managing transportation routes and their costs, knowledge of crew training and labour relations for career advancement, soft skills that improve professional interactions, decision-making abilities for managing navigating challenges, teamwork for collaboration among diverse individuals while on board or working onshore, and strong leadership skills to manage the complexities of life at sea and support crew members effectively. Cicek et al. (2019) identified 33 competencies for seafarers, categorized into technical, social, methodological, and personal skills essential for safety and operations. Key social competencies include emotional intelligence and negotiation, while methodological skills encompass IT affinity and cognitive ability. The top 15 competencies include adaptability, communication, leadership, ethical behaviour, discipline, environmental sustainability awareness, learning, complexity, language ability, professionalism, responsibility, and interpersonal skills. The SkillSea Erasmus Project (Schinas,2023) aimed to enhance maritime professionals' employability through stakeholder engagement. It analyzed the European MET systems using PESTEL analysis and proposes a skills forum for better communication. The analysis also found that European MET system puts emphasis on stakeholders' cooperation and support to MET implementation. In Uganda, NCHE requires that universities engage and involve stakeholders in curriculum development process to that their insights and views are integrated in the process and implementation of the developed curricula. According to Mindykowski et al. (2013), the maritime universities and industry must incorporate environmental science and safety management curricula to promote safety and environmental responsibility. This includes promoting preventive actions, safety management, and pollution prevention. Students should learn to minimize non-conformities, greenhouse gas emissions, and protect workers' lives. The MET curriculum should prioritize safety, quality, and environmental responsiveness, focusing on adopting technologies and procedures that minimize emissions to equip future maritime managers and learners with the skills to reduce global warming. Marine environmental protection is a growing global concern, with shipping activities contributing to pollution (Ghalwash, 1998). The author states that the IMO and related regional maritime organizations promote competency standards for maritime regulations, including marine pollution prevention. The authors found significant deficiencies in the MET curricula and designed a Maritime Basic Studies Program (MBSP) to address deficiencies in courses so as to ensure compliance with international regulations and standards regarding environmental management and pollution prevention. Prylipko ( 2013 ) explored the application of sustainable development in maritime education and training, while Barus and Simanjuntak ( 2023 ) advocated for integrating environmental education into MET curricula for vocational learners, addressing linguistic complexity, sustainable resource development, instructor competence, and time constraints. Pilyugin ( 2012 ) discusses the challenges and solutions for maritime education and training in Russia due to technological advancements in shipbuilding and the maritime industry. Ghosh and Emad ( 2023 ) emphasize the need for continuous learning and training among maritime workers to equip them with new skills and technologies. Despite the outline of critical competencies for shore-based maritime logistics executives (Li et al., 2023), maritime business educators (Yuen, Tan, and Loh, 2022), and container shipping logisticians (Thai and Yeo, 2015), the author highlights a lack of clearly stated required competencies and skills for seafarers. Gosh and Emad (2023) also highlight the need for a fresh approach to maritime education, including incorporating AI and cyber security skills and competencies. They propose competency-based curricula as a solution to address skills gaps and equip seafarers with the necessary skills to keep pace with technological advancements. They also suggest designing and implementing academic curricula for the maritime workforce. Karahalil et al. ( 2024 ) highlight the challenge of varying interpretations of STCW across different countries and institutions, which has resulted in a variety of teaching practices and strategies aimed at developing a skilled, knowledgeable, and compliant workforce in the maritime industry. The authors find that the diversity in teaching systems arises from differences in regulations, resources for training, cultural and socioeconomic context, and perspectives of the training institutions and instructors. To this effect, Karahalil et al. devised a concept map that allows for consideration of different factors while highlighting the good practices. It is considered a good tool because it is a comprehensive and coherent approach that allows for assessing the different actors' views across nations and institutions. Ortega-Sánchez et al. ( 2018 ) developed an integrated approach for sustainable engineering education that incorporates computer skills, social issues, and comprehension-enhancing learning activities. This approach is adaptable to other maritime courses and studies and significantly increases student motivation and participation. Manuel ( 2017 ) addresses challenges in developing curricula and regulations for maritime education and training, highlighting the growing vocationalization of higher education in various disciplines, including marine education. Malan (2002) asserts that universities still view seafaring as a vocational and practical training experience. Boonadir et al. ( 2020 ) found that maritime education and training management in the Malaysia maritime sector is seen as a way to enhance growth and expansion and conclude that maritime education and training should focus on specific disciplines required for shipping and marine shipyards and port facilities. According to Demirel and Mehta ( 2009 ), MET involves applying internationally recognized standards while cooperating with accrediting authorities to meet local requirements and implement new educational standards. Demirel and Mehta ( 2009 ) argue that MET also entails the regular updating of education and training programs, continuous education, covering all stages of training, and balancing academic studies and on-board training with licensing authorities. s. The authors found that effective MET involves applying internationally recognized standards, cooperating with accrediting authorities, meeting local requirements, and implementing new educational technologies. It involves regular updates, continuous education, and balancing academic studies and on-board training with licensing authorities. However, the rapid development of digital technologies and the fourth industrial revolution have led to a need for more advanced training tools and methods. Authors point to the need for a flexible regulatory regime and regular reviews of MET academic programs. Monitoring MET institutions' work is essential for improving and establishing control programs. According to Bao et al. ( 2021 ), worker incompetence has raised concerns about the quality of MET programs in China, resulting in an increase in ship accidents and incidents. Factors affecting MET quality include shortage of skilled instructors, lack of onboard training, over-reliance on theoretical teaching, and limited funding sources. According to Dlabac et al. (2022), the setup and perceptions of different institutions in different countries significantly influence MET; ensuring its quality is crucial for fostering the competence of MET graduates. Promoting, teaching, and assessing future skills in the maritime industry requires mobilizing resources, including training and teaching facilities and digital, educational, financial, human, and political infrastructure and resources. The development of a skills- and competency-based curriculum should consider the capability of education and training providers to deliver competencies and instil expected behaviours in learners. However, fast-changing technologies, such as the evolving digital technologies and their limitations, can hinder the implementation of the curricula. The Maritime Administration and the IMO may need to adopt policies to ensure minimum and uniform standards of training for maritime learners. Maritime education and training (MET) curriculum implementation require resources to adapt to industry innovation. Critical resources include swimming pools, simulators, immersive technologies like VR and AR, data analytics, work-based learning, and continuous education. Proper training ought to equip learners with requisite skills to manage maritime operations and handle emergencies and everyday tasks safely while eliminating and/or reducing accidents and injuries onshore and onboard. 4. Methodology The assessment of the issues, opportunities, challenges, needs, and demand for the curriculum of the maritime studies undergraduate degree course at Busitema University was based on the review of set international and local university level maritime education and training, and upon the opinions and views of various actors within the university and maritime industry and maritime administration in Uganda. A mixed-methods approach was employed, combining stakeholder surveys, interviews, field observations, and secondary data review. Quantitative data were analysed descriptively while qualitative data were thematically analysed and triangulated. The assessment was based on both primary and secondary data using primarily qualitative research methods. Secondary data was requested from the respective subjects, especially those directly concerned with maritime and marine services and industry activities and those in maritime administration, while primary data was collected using the aid of a survey questionnaire and field observations. The curriculum was drafted by the researcher following standard curriculum development practices and in line with the requirements of the BU and the National Council of Higher Education for Uganda (NCHE) and modelled with consideration of IMO standards and requirements. The researcher tailored the draft curriculum to align with the available resources, such as teaching and learning facilities, and to meet the national and international standards for maritime studies at the university level. The curriculum was used as the basis for the development of the survey questionnaire for which draft curriculum participants were required to review before responding to the questionnaire. Since the data was both qualitative and quantitative and from different sources, triangulation was used to guide in making deductions and drawing of inferences from the analysed data. The outcome of this research is meant in turn to inform the finalisation of the draft curriculum for a basic degree course in maritime studies. The final draft will then be presented to stakeholders for their review and suggestions prior to finalisation and submission to BU management and the senate for consideration and review prior to submission to the NCHE for approval. Data collection and Management Data collection involved use of electronic surveys, field observations, and literature reviews and documents examination. The administration of questionnaires and analysis and use of the primary data was done in a manner that ensured confidentiality and anonymity through unique identifiers. A pilot study tested data collection and management protocols to ensure reliability of the research tool. Data entry and coding were meticulously performed, with 20% of responses manually verified to ensure accuracy. The dataset was securely maintained, accessible only to the researcher, and regularly updated. Data security adhered to established protocols, with systematic backups and encrypted storage. Participants provided written consent, ensuring anonymity, and the researcher retained copyright and intellectual property rights. Statistical analysis of the collected data involved descriptive statistics and cross-tabulation to identify relationships between various challenges and opportunities in developing a maritime studies curriculum at Busitema University. This analysis aimed to inform the curriculum's design and implementation, addressing stakeholder concerns and aligning with industry needs. 5. Results All tables from the original technical report (Tables 1–36) are retained and cited in ascending order within the Results section, covering stakeholder profiles, sectoral demand, curriculum assessment, teaching and learning approaches, learning environment, and continuous review mechanisms. Table 1 below indicates that a total of 47 respondents, representing 17 organizations currently engaged in and/or involved with the maritime sector, participated in this WBL project. 85.1% of the participants reported direct engagement (work) with the maritime sector. Table 2 displays the respondents' level of academic training in the maritime field. Nearly half of the respondents held a master's degree in a maritime-related discipline, while nearly a fifth had a bachelor's degree. Only 17% of the respondents lacked any form of training in a maritime-related discipline. Table 3 shows the designation of the respondents. Among the 47 respondents, there were 35 different designations. The most in number were lecturers. Table 4 shows the name of the maritime institute where the respondents undertook maritime education and training. Only 10.7% of the respondents undertook maritime-related training in local institutes; the majority reported that they undertook maritime-related education and training in foreign countries, with Tanzania being the leading foreign destination ( Table 5 ). All respondents emphasized the need for a maritime studies undergraduate degree course due to the high demand for manpower in Uganda's maritime industry. Approximately 58.7% cited the demand for workers as extremely important, while nearly 24% considered it important, and 10% very important. Table 6 outlines the reasons for this necessity, with the lack of a similar course in Uganda being paramount. Other significant factors include the high demand for skilled workers, a large potential student base, and projected growth in the maritime sector requiring skilled manpower. Table 7 outlines the challenges that Uganda's marine and maritime sector and industry face, as perceived by the respondents. These included the lack of such courses in Uganda, the scarcity of skilled workers, particularly seafarers, and the growing use of waterways for goods and passengers in the country as extremely serious challenges. Table 8 shows solutions for addressing the challenges identified in Table 7 . Nearly all the respondents (95.7%) were of the view that establishing and implementing a marine science and maritime education and training institute is extremely appropriate. The other two considerations, which were deemed less appropriate, involved bringing in experts and trained workers from outside Uganda to staff the maritime industry and sector. The second reason involved sending Ugandan students to other regional and international marine science and MET institutes for training. Table 9 displays the suggested methods that operators and related actors have considered to address the legal requirements following the promulgation of the Inland Waters Transport Act (2021) for Uganda. The establishment of a Marine Science and MET Institute at BU for teaching and research emerged as the most effective approach among the three ways to address the legal requirements. Respondents highlighted key opportunities and issues for developing a maritime studies curriculum at BU. Major concerns include the absence of maritime schools in Uganda and the low skills among current workers. They also pointed out the high youth population that could benefit from marine and maritime jobs but lack or have limited skills for such job opportunities ( Table 10) . Table 11 displays the projected level of need for a basic degree undergraduate course in maritime studies at BU, as expressed by respondents. Nearly 60% of respondents believed the course would be in high demand. About 30% thought that the need will be moderate, while 10.6% were of the view that the need for the maritime studies basic degree undergraduate course will be low in 5 to 10 years’ time. Table 12 displays the respondents' assessment of the severity of the manpower challenges in Uganda's marine and maritime sector. Three out of four challenges are considered by the majority of respondents as extremely serious. A minority of respondents consider the lack of standards and guidelines for maritime workers to be extremely serious, while the majority consider it to be very serious. Table 13 shows the respondents’ perceptions of Uganda’s capacity to absorb or employ MET graduates. Nearly 70% indicated that the country will be able to find employment and work for the graduates, while about 30% indicated that Uganda cannot absorb all the graduates for MET courses. Table 14 presents carefully considered suggestions aimed at addressing the manpower requirements of the existing marine and maritime sector. The leading suggestions included establishing an apprenticeship program led by expatriate workers, retooling existing maritime workers through placement programs, and providing on-the-job training for workers using skilled and experienced staff, all of which were deemed extremely appropriate. Table 15 shows the level of training that BU should focus on, as indicated by the respondents. Nearly all respondents indicated that the development of marine science and MET programs at BU should include all levels of training, from certificated vocational courses to postgraduates at professional and master's degree levels. However, a minor proportion of 8.5% indicated that the programs should solely concentrate on undergraduate degree-level technical and managerial courses. Table 16 shows that 63.8% of the respondents thought that given the cost of implementation of the MET curricula, the students will not be able to meet the cost of tuition and related aspects of learning. Table 17 outlines proposed solutions to high tuition costs for MET courses at BU. Over 40% of respondents found all solutions highly appropriate, including public funding, extended course durations, and vocational training with employer involvement. Additional suggestions included industry sponsorship, scholarships for low-income students, employer-based payment programs, outreach components, mandatory training certification, and strong industry involvement in curriculum development. . Review of the draft Curriculum for a basic undergraduate degree in maritime studies: Table 18 reveals that 70% of respondents deemed the draft curriculum for a basic undergraduate maritime studies degree course at BU appropriate. However, 20% and 15% expressed concerns about the content. To improve the curriculum, suggestions include offering exchange studies, personalised learning, incorporating AI, reducing modules, reducing course duration, incorporating species courses, focusing on fisheries resources management, and incorporating practical training in navigational skills. The curriculum should also engage the industry with skills sought by employers in the maritime sector, include practical training in maritime telecommunications, and focus on employability skills. Table 19 reveals that 72.7% of respondents consider the draft curriculum for maritime studies in Uganda to be effective. However, 30% find it inadequate. They suggest improvements to the curriculum, including focusing on inland waters, incorporating marine environmental assessment methods, developing employability skills, improving management and leadership skills, and incorporating practical skills in telecommunication systems, navigation, negotiation, multicultural context, and life skills. Table 20 shows that 91.5% of respondents thought the draft curriculum for maritime studies clearly articulated its priorities. However, 8.5% suggested adjustments to improve the curriculum. Possible improvements include reducing the program to 3 years, adjusting modules to international standards, enhancing inland water transport, focusing on marine environment monitoring and management, focusing on vocational and applied skills, focusing on communication and navigation gadget use, and integrating placement schemes. Table 21 Table 9 reveals that 83% of respondents viewed the draft curriculum as comparable to similar courses in the region and internationally. However, 12.8% felt it fell short. To enhance its quality, the curriculum should integrate international maritime ocean systems and enhance the learning infrastructure. All respondents believe the curriculum develops necessary soft skills for success in the maritime industry. Table 22 shows that nearly 50% of the respondents call for use of combination of approaches in teaching soft skills including use of taught modules, projects and class/group work, internship/industrial training, community outreach, and use of self-study. Table 23 shows that the draft curriculum for a basic undergraduate degree in maritime studies is inadequate, according to 34% of respondents. As part of their suggestions, the curriculum should include hands-on experience with inland marine vehicles, alternative energy sources, IMO model courses, courses on how to get a job in the maritime industry, training in telecommunication systems and office and onboard tools, a placement program, a focus on inland water transport, the use of best practices from around the world, and specific modules on marine production science, marine resource conservation and management, and planning for how to adapt to climate change. The curriculum should also include practical skills in negotiation, telecommunications, multicultural contexts, life skills, employability, telecommunication systems, and maritime business management. Table 24 shows that over 85% of respondents believe the draft curriculum adequately develops critical thinking, collaboration, communication, and creativity (4 Cs) skills among learners. However, 15% suggest revising the curriculum to include these skills. New actions include providing practical training in communication and AI use, focusing on life skills development, incorporating industry-based training, modifying delivery methods, and re-orienting to local requirements to ensure adequate coverage of all 4 Cs. We also suggest focusing on the development of life skills and utilizing tools and gadgets. Table 25 , shows that the draft curriculum for the maritime studies undergraduate program at BU lacks appropriate teaching and learning infrastructure. To address this, the respondents suggest acquiring training ships, simulators, and maritime business incubation centres; reviewing the curriculum; providing student-led lessons; implementing industry-based training; arranging facilities; benchmarking with other maritime institutions; limiting the curriculum to available facilities; customising foreign technology into Ugandan MET perspectives; implementing necessary facilities; adopting international best practices; and adopting a placement approach. Table 26 shows that the draft curriculum for the 4 Cs needs to address existing constraints, such as staff and facilities, to ensure full implementation. A clear mode of delivery, such as group presentations and field trips, can be used to ensure student participation and engagement. A blended mode with online learning can also be considered. Establishing links with industry and a placement program can also help. Utilizing the IMO model courses as a benchmark for best practices can also help ensure the curriculum meets student needs. Table 27 shows that the draft curriculum for the 4 Cs needs to address existing constraints, such as staff and facilities, to ensure full implementation. A clear mode of delivery, such as group presentations and field trips, can be used to ensure student participation and engagement. A blended mode with online learning can also be considered. Establishing links with industry and a placement program can also help. Utilizing the IMO model courses as a benchmark for best practices can also help ensure the curriculum meets student needs. Assessing of learners progress in maritime studies: Table 28 , reveals that 14.9% of the respondents in Table 28 expressed dissatisfaction with the draft curriculum due to its limited personalization. They proposed revisions that would allow for individual learning activities, specific lesson plans, the adoption of policies from established maritime institutes, the adoption of a blended model, the enhancement of project-based learning, the benchmarking of curricula, the review of curriculum from Kenya and Tanzania, the introduction of specific activities for personalised learning, the provision of graded personalised learning activities at the end of each learning cycle, and more. 14.9% of respondents deemed the curriculum suitable for student-driven questions. Suggestions for improvement included adopting standards from other institutes, enhancing discussions, and implementing policy changes for better assessment practices ( Table 29 ). Table 30 presents the assessment methods for maritime studies students as reported by respondents. A significant majority (95.7%) found written tests and continuous assessments, including assignments and internships, to be extremely appropriate. Some respondents (2.1%) preferred assessments without industrial training, while others (8.7% and 30.4%) favoured evaluations that included written essays and internships. Additionally, 25.5% of respondents suggested alternative assessments, such as project-based evaluations focusing on innovation, industry assessments during placements, and progressive assessments based on practical fieldwork. Respondents indicated that the curriculum needs to incorporate project work and suggested enhancing the role of project work to facilitate integration of standards and requirements for integrating local with international standards and requirements for maritime studies degree (. Table 31 ). Additionally, feedback on formative assessment highlighted the need for improvements, such as incorporating more assessment tools like minute write-ups and quick quizzes to better measure student understanding and learning abilities in real time. Special conditions, output, learning environment and requirement for review : Table 32 shows that the draft curriculum lacks support for students with learning difficulties. Respondents proposed various strategies to address this issue, including peer tutoring, performance-based assessments, apprenticeship opportunities, increasing marks for practical work, providing facilities for students with learning difficulties, adopting international standards, benchmarking with traditional maritime institutes, collaborating with industry, promoting flexibility in language use, and implementing peer tutoring. These interventions aim to create a more supportive learning environment for all students. Respondents assessed the Marine Science and Maritime Education and Training Program at Namasagali Campus, with 61.7% stating that the learning environment supports students' understanding of maritime studies fundamental ideas and concepts ( Table 33 ). To improve the learning environment, respondents propose several interventions, including reviewing the curriculum, offering exchange visits, collaborating with coastal institutes, improving facilities, establishing industry collaborations, and providing practical learning in riverine, freshwater, and general concepts. Table 34 shows that the majority of respondents found the draft curriculum meets maritime studies standards in all situations. However, a minority of respondents reported that the draft curriculum did not meet the standards. They proposed corrective actions, including reviewing and expanding the curriculum, benchmarking other maritime institute programs, engaging the maritime industry, providing enhanced internships and industrial training, adopting international IMO standards, aligning the curriculum with national maritime requirements, and providing practical training in telecommunications, employability, and office and onboard tools. Respondents unanimously agreed that the draft curriculum could enhance graduates' job readiness and employability. They also pointed out the significant attributes for improving the curriculum's effectiveness in preparing students for maritime careers and postgraduate studies as industry placements, need for clarifying of advancement stages in maritime qualifications, and the necessity of obtaining a basic degree before pursuing specific certificate level practical courses ( Table 35 ). Table 36 displays the respondents' evaluation of the provision of the continuous review option. Almost all respondents confirmed the availability and necessity of this option. However, a small percentage (6.4%) pointed out that the current draft lacks continuous review features. They recommended implementing regular or periodic curriculum reviews and updates. They advocated for constant curriculum updates to give instructors clarity on the content of various courses and course units, their delivery methods, and their interactions with students. Direct interviews with representatives of key stakeholders revealed a number of challenges faced by Busitema University in developing and implementing a marine science and maritime studies curriculum. Among key challenges identified were the lack of ample number of qualified and experienced staff, the high cost of this practical and hands-on education and training, the lack of adequate teaching expertise, and the fact that this is a new program that has only been recently introduced in Uganda Stakeholders indicated that the incomplete establishment of maritime administration in Uganda, undefined course approval procedures, and discrepancies between STCW standards and local higher education requirements are very significant challenges that ought to be addressed before the establishment of such an academic programme. Additionally, prospective students were thought to lack the necessary educational background, and there is insufficient training infrastructure, including a training fleet. Existing staff at BU also lack the required expertise, and there are ineffective recruitment strategies. Despite these challenges, BU is making efforts to improve its facilities and has initiated collaborations with maritime organisations to enhance its curriculum delivery. Agreements have been established with various institutions, such as the Fisheries Training Institute and Uganda Port Bell, to support MET courses while BU works on building its own capacity for effective curriculum implementation. 6. Discussion The results show that most stakeholders agree that Uganda needs a competency-based maritime studies curriculum that fits its inland water and land connection to the oceans. This curriculum must be designed in such a way that it aligns with both international standards and national development priorities, ensuring that it meets the evolving needs of the maritime sector. Most important is that the process and the outcome (draft curriculum) have to be in accordance to the local (NCHE and Maritime Administration) and international (MOESENA and IMO) accreditation processes and requirements. The approval of these bodies is required for the affirming that the developed curriculum meets the required standards and for the employability of the graduates of this course. This also ensures that the course is consistent and relevant to the local and global maritime manpower development needs, and meets the established policies and protocols for such education and training. The curriculum development process and outcome (draft curriculum) should also be in such a way that it reflects the present global challenges, such as climate change and environmental sustainability, while being continually adaptable to the fast-changing technological reality in the maritime sector. This includes the emergence of autonomous vessels and digital loaded management processes, the cybersecurity threats, and increasing pollution levels in the coastal and marine environments. To this effect the design of curriculum requires that regular reviews and updates of the curriculum are inbuilt to address these dynamic challenges. The curriculum for the Bachelor of University's (BU) maritime studies program will incorporate modules that prepare students for future industry demands, emphasising the integration of new technologies and sustainable practices. A significant portion of Uganda's maritime workforce has gained experience through on-the-job training, with many lacking formal education in maritime studies. The draft curriculum therefore also needs to be cognizant of the role informal and non-formal education plays in maritime education in a way that leverage such methodologies in implementing the formal curriculum. The curriculum has also to ensure that it addresses the legal requirements for work and business in maritime industry, such as the requirement that one must undertaken the STCW competency courses to be part of the crew or management aboard a water vessel. The study findings also emphasises the importance of benchmarking the International Maritime Organization (IMO) model courses to inform the curriculum development process to support the refining of the different aspects of the specific curriculum, including targeted competencies, course content, delivery standards, and provisions for diverse learning needs. The stakeholders also noted that the curriculum should effectively address the identified several challenges facing Uganda's maritime sector, such as a lack of industry-based training and shortage of skilled workers to man the increasing dependence on water transport. The other pertinent issues that a minor proportional of stakeholders indicated as being of important consideration in maritime studies curriculum development were the increasing maritime accidents, marine pollution, and maritime workers safety and health. Lastly, the stakeholders also noted that the absence of maritime studies institutes in Uganda, and a low skill level among current maritime workers coupled with a high youth population, presents both challenges and opportunities for developing a maritime studies curriculum. It is projected that the demand for skilled maritime workers in Uganda over the next 5–10 years may double the current demand, confirming the need for the need for a dedicated maritime education and training (MET) institute with pertinent programs and courses at BU. Challenge however, is that while a large proportion of respondents believe that Uganda can absorb MET graduates, concerns remain about their employability and absorption by the current size of Uganda's maritime industry. Key challenge to generate the skilled maritime workers is the relatively high cost of maritime studies course in Uganda, estimated about one and half time to 3 times the average cost of undergraduate degree course in Uganda. To address the high costs associated with MET courses, stakeholders have suggested various solutions, including public funding, vocational training, and industry sponsorships. The draft curriculum for the undergraduate maritime studies degree at BU has received general approval, though some respondents have called for enhancements, such as incorporating personalised learning, practical training, and modules on artificial intelligence and fisheries management. The research also revealed that some stakeholders felt the curriculum design presented during the survey lacked essential skills and knowledge for maritime studies, and suggested that any developed curriculum should provide real-life insights into inland water transport systems, maritime security and alternative energy sources while incorporating modules on marine production science and climate change adaptation. Additionally, the curriculum should foster student-driven enquiries and discussions to deepen learners' understanding. Challenges related to the development and implementation of the maritime studies curriculum at BU were categorised into three groups: the university's readiness to develop the programme, compliance with maritime administration and IMO standards, and adherence to NCHE requirements. Stakeholders emphasised the need for effective management and guidance throughout the curriculum development process. The findings also highlight the need of the curriculum to accommodate students with learning difficulties including integrating peer tutoring, performance-based assessments, and facilities that support individual learners during the curriculum implementation. In addition, assessment of learning environment at BU established that it is ambient and appropriate learning environment but without required teaching facilities and learning infrastructure for such a practical or hands-on course. The stakeholders recommended that initially BU will have to establish strong working and collaborative engagements with maritime industry as a solution for the required practical and hands-on training. Other stakeholders’ recommendations to the inadequacy of the learning environment included enhancing project work, adopting blended learning models, and expanding assessment methods to include innovative projects and industry evaluations. The stakeholders also suggested content and structure of the learning that will lead to specific desired competencies among the graduates. Particular emphasis was put on competencies in the areas of technical proficiency, problem-solving, communication, teamwork, and environmental sustainability awareness. The development of a competency-based maritime studies curriculum at BU is in line with the requirements for the NCHE and is important for in generating the industry-ready and employable graduates. In addition, stakeholders recommended that the curriculum for marine science and maritime studies be aligned to set industrial requirements and standards so as to effectively prepare students for the demands of the industry while contributing to the overall growth and sustainability of Uganda's maritime workforce. The integration of practical skills, personalised learning, and industry collaboration will be vital in ensuring the success of this initiative. Conclusions It can be concluded from the results that it is viewed as very important to establish a marine science and maritime studies academic program at Busitema University, and that it is feasible. The stakeholders called for a practical or hands-on education and learning program that is competency-based. The study however, also points to the need for significant investments in teaching and research infrastructure, staff development and exposure, and setting up and strengthening existing engagements with stakeholders that can assist in implementation of the program. The stakeholders also indicated that Busitema University will have to put in place mechanisms for addressing the challenges to marine science and maritime studies degree program. The challenges identified include lack of required teaching and research infrastructure and facilities, limited number of staff for different modules of the maritime studies course, lack of experience and exposure of staff, need for retooling of key staff, requirement for local and global accreditation of the program and certification of staff, and Uganda's maritime administration being largely under formative phase to conduct and issue accreditation as required internationally. According to the NCHE and IMO training standards, developing such a curriculum for marine science and maritime studies requires that such processes and outcomes, i.e., draft curriculum, undergo thorough review and consultation with relevant stakeholders before finalisation and accreditation. As part of the learning process and a requirement for Busitema University, the WBL project also produced a draft curriculum for a basic degree in maritime studies for BU. 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Organizations Number Percent UNRA 1 2.1 African Lakes Network – AFLANET 1 2.1 African Shipowners Association (ASA), Uganda 3 6.4 BIMUKA 1 2.1 BUSITEMA UNIV 13 27.6 Fisheries Training Institute 3 6.4 JM Freight Services Ltd 1 2.1 KYAMBOGO 1 2.1 MAAIF 1 2.1 Mahathi Infra Uganda Ltd 2 4.3 Ministry of Works and Transport 9 19.1 MOESNA 1 2.1 NAFFIRI 1 2.1 NARO 4 8.5 Uganda Police Force (Marine) 1 2.1 Uganda Railways 1 2.1 Union Logistics Uganda 1 2.1 Uganda Revenue Authority (Water Transport) 2 4.3 Total 47 100.0 Table 2 : Level of academic training in maritime of the respondents Level Number Percent Not trained 8 17.0 Diploma/Certificate holders 5 10.6 Bachelor degree 8 17.0 Master degree 21 44.8 Doctoral degree 5 10.6 PhD candidate 1 2.1 Total 47 100.0 Table 3 : Designations of the respondents Designation Number Percent Academic Registrar 1 2.1 Boat Operator 1 2.1 Clearing and Forwarding Agent 1 2.1 Communication manager 1 2.1 Consultant 1 2.1 Dean 1 2.1 Deputy Academic Registrar 2 4.3 Deputy Dean 1 2.1 Ferry Captain 1 2.1 Head of Department 1 2.1 Assistant Lecturer 3 6.4 Lecturer 6 12.8 Logistics and operations manager 1 2.1 Logistics Manager 2 4.2 Manager 1 2.1 Chief Engineer 1 2.1 Marine Engineer 2 4.3 Maritime Administrator 2 4.3 Maritime officer 1 2.1 Mechanical Engineer 1 2.1 Operations Assistant 1 2.1 Personnel Officer 1 2.1 Principal training officer 1 2.1 Principal FTI 1 2.1 Professor 1 2.1 Project Manager 2 4.2 Regional Programme Manager, Ports and Shipping Services 1 2.1 Researcher 2 4.3 Senior Lecturer 1 2.1 Senior Legal Officer 1 2.1 Senior Maritime officer 1 2.1 Senior transport Engineer 1 2.1 Superintendent Marine Police 1 2.1 Technical Manager 1 2.1 Total 47 100.0 Table 4 : Name of institute respondents trained in for maritime, and whether foreign of local University Location Frequency Percent University of Strathclyde Foreign 1 2.1 Maritime Academy Of India in Shahpur,Kolkata Foreign 1 2.1 Bandari Maritime Foreign 2 4.3 Bangladeshi Maritime Institute Foreign 2 4.3 Florida Maritime Institute Foreign 1 2.1 Ghent Foreign 1 2.1 Kyambogo Local 2 4.3 Makerere Local 1 2.1 Maritime Institute Foreign 5 10.6 MUBS Local 2 4.3 UDSM Foreign 2 4.3 University of Namibia Foreign 1 2.1 World Maritime University Foreign 4 8.5 Total L = 3; F = 10 47 100.0 Table 5 : Country of Maritime Training Country Number Percent Belgium 1 2.1 India 3 6.4 Kenya 4 8.5 Sweden 4 8.5 Tanzania 9 19.1 Uganda 11 23.4 UK 1 2.1 USA 1 2.1 Total 47 100.0 Table 6 : Consideration by respondents for the need and demand to establish a maritime studies degree course: at Busitema University Level of need/demand Not as important (1) Lowly important (2) Import-ant (3) Very Important (4) Extremely important (5) High demand for manpower in maritime industry and sector in Uganda (%) 2.2 4.3 23.9 10.9 58.7 Very high number of potential students/trainees the course in Uganda (%) 6.7 2.2 8.9 17.8 64.4 High projected growth in maritime industry (%) 2.1 0.0 14.9 23.4 59.6 There is no such course in Uganda currently (%) 2.1 0.0 0.0 0.0 95.8 Table 7 : Considered challenges to the Uganda maritime and marine sector and industry as perceived by the respondents Seriousness of challenge Challenges Not as serious (1) Lowly serious (2) Serious (3) Very serious (4) Extremely serious (5) Lack of skilled workers especially seafarers (%) 0.0 0.0 6.4 10.6 83.0 Lack of skilled workers especially in water transport management and logistics 4.3 2.1 6.4 17.0 70.2 Increased cases of maritime accidents, and safety and security incidents 8.5 10.6 25.5 31.9 23.4 There is no such course in Uganda currently 2.1 0.0 0.0 0.0 95.8 Increased risks of pollution and environmental impacts due to use of inland waters for oil and fuel transport 17.0 8.5 23.4 38.3 12.8 Poor state of vessels and lack of adequate manpower to monitor navigation 17.0 10.6 21.3 38.3 12.8 Increased use of waterways for goods and passengers 2.1 0.0 8.5 6.4 83.0 Table 8 : Considered suggested solutions for dealing with challenges mentioned above Level of Appropriateness Suggested solutions Not as appropriate (1) Lowly appropriate (2) Appropriate (3) Highly appropriate (4) Extremely appropriate (5) Establish a MET and Marine Science teaching and research institute 0.0 0.0 0.0 4.3 95.7 Bring in experts and trained workers from outside the country to man the maritime industry and sector 14.9 21.3 23.4 25.5 14.9 Send the Ugandan students to regional and international maritime education and training institutes 31.9 14.9 17.0 21.3 14.9 Table 9 : Suggested solutions for meeting/addressing the IWT Act (2021) requirements Appropriateness of ways for Addressing the IWT Act requirements Ways to meeting legal requirements Not as appropriate (1) Lowly appropriate (2) Appropriate (3) Very appropriate (4) Extremely appropriate (5) Establish a MET and Marine Science teaching and research institute 0.0 0.0 0.0 0.0 100.0 Bring in experts and trained workers from outside the country to man the maritime industry and sector 31.9 8.5 19.1 27.7 12.8 Send the Ugandan students to regional and international maritime education and training institutes 36.2 19.1 12.8 25.5 6.4 Table 10 : Opportunities/issues that are thought to necessitate development and implementation of a curriculum for a basic degree course in maritime studies at BU Importance of opportunities or issues Opportunities/Issues Not as important (1) Lowly important (2) Important (3) Very important (4) Extremely important (5) Poor or low skills and knowledge of the existing maritime workers 0.0 0.0 2.1 10.6 85.1 High number of youth and young adults in Uganda 6.4 17.0 2.1 8.5 61.7 Inadequate managerial level manpower for maritime and marine sector and industry 0.0 2.1 17.0 17.0 59.6 Limited capacity and ability to do maritime businesses and activities in the country 0.0 8.5 19.1 25.5 42.6 Growing demand for qualified maritime workers at managerial and technical levels 0.0 4.3 4.3 29.8 59.6 Need for professional and upgradation training 10.6 4.3 19.1 34.0 27.7 Lack of already existing school or institute or study program for maritime education and training 0.0 0.0 0.0 4.3 91.5 Table 11 : Need for a basic degree course in maritime studies at BU over the next 5 to 10 years Ranking of the level of Need of Course over next 5-10yrs Number Percent High 28 59.6 Moderate 14 29.8 Low 5 10.6 Total 47 100.0 Table 12 : Most pressing challenge faced in maritime industry and sector regarding manpower Seriousness of the reason Challenges regarding manpower Not as serious (1) Lowly serious (2) Serious (3) Very serious (4) Extremely serious (5) Lack of qualified managerial and technical staff 0.0 4.3 12.8 10.6 72.3 High number of unskilled and poorly trained workers 2.1 0.0 17.8 22.2 57.8 Lack of standards and guidelines for workers 6.4 8.5 17.0 46.8 21.3 Lack of competency and skills to perform the maritime work 0.0 6.4 4.3 23.4 66.0 Others 0.0 0.0 0.0 33.3 66.7 Table 13 : Capacity for Uganda’s maritime and marine sector and industry to sustain/ absorb the graduates of a basic degree in maritime studies Respondents’ view on Uganda’s capacity to absorb MET graduates Number Percent NO 17 36.2 YES 30 63.8 Total 47 100.0 Table 14 : Actions to addressing the existing manpower requirement Appropriateness of suggested option Suggested options (solutions/actions) Not as appropriate (1) Lowly appropriate (2) Appropriate (3) Highly appropriate (4) Extremely appropriate (5) Establish an apprenticeship programme led by expatriate workers 14.8 11.1 29.6 3.7 40.7 Continue with the existing system of sending Ugandans abroad for training 66.7 11.1 3.7 7.4 11.1 Retool existing workers through placement abroad 3.7 3.7 29.6 22.2 40.7 Conduct on job training of workers based on experienced staff 3.8 19.2 15.4 23.1 34.6 Others 0.0 0.0 0.0 14.3 85.7 Table 15 : Focus of BU for Maritime Education and Training Level of training Number Percent Certificate and vocational courses 0.0 0.0 Upgradation of senior level managers 0.0 0.0 Undergraduate students for technical and managerial courses 4.0 8.5 Postgraduate training at professional and master degree level 0.0 0.0 All the above categories 43.0 91.5 Table 16 : Ability and potential of target students to pay for cost of education and training for a basic degree course in maritime studies Whether or not the potential student can meet the cost of course Number Percent NO 30 63.8 YES 17 36.2 Total 47 100.0 Table 17 : Suggested solutions for students/parents to meet cost for the planned course in maritime studies Appropriateness of suggested option Suggested options (solutions/actions) Not as appropriate (1) Lowly appropriate (2) Appropriate (3) Highly appropriate (4) Extremely appropriate (5) Maritime Studies course should be public funded 14.6 17.1 19.5 2.4 46.3 Maritime studies course should be designed to run in independent phases/stages 28.6 7.1 14.3 9.5 40.5 Design it as a vocational course run jointly with employers at workplace 12.2 4.9 22.0 17.1 43.9 Other 0.0 0.0 0.0 0.0 25.5 Table 18 : Assessment of the content of the draft curriculum for a basic degree in maritime studies Whether or not the potential student can meet the cost of course Number Percent NO 8 17.0 YES 32 68.1 Not sure 7 14.9 Total 47 100.0 Table 19 : Building of students’ competencies/skills that are stated Whether or not the curriculum builds learners’ competencies Number Percent NO 13 27.7 YES 34 72.3 Not sure 0 0.0 Total 47 100.0 Table 20 : Whether or not the course's top priorities in terms of standards and outcomes are appropriately articulated for the learners and reviewers to understand the intent of the course Top priorities of the course appropriately articulated? Number Percent NO 4 8.5 YES 43 91.5 Not sure 0 0.0 Total 47 100.0 Table 21 : Comparison of the set standards and outcomes of draft curriculum of basic degree undergraduate course for BU with those of other institutions elsewhere for a basic degree in maritime studies? Contrast between draft and other curricula Number Percent They are at par with standards elsewhere 39 83.0 They are below existing standards 6 12.8 Does not at all meet the established standards 2 4.3 Total 47 100.0 Table 22 : Means in the draft curriculum for teaching soft skills as assessed by the respondents Means of teaching soft skills Number Percent Through taught modules 8 17.0 Through projects and class/group work 2 4.3 Practical and demonstration work 5 10.6 Internship/industrial training. 6 12.8 Community outreach 3 6.4 Self-study 1 2.1 A combination of or all the above. 22 46.8 Total 46 100.0 Table 23 : Assessment of whether the draft curriculum meets the skills and knowledge development needs of the students in Uganda Extent of skills and knowledge development Number Percent Only to limited extent 15 31.9 No, it does not 1 2.1 Yes, it does 31 66.0 Total 47 100.0 Table 24 : Assessment whether the 4 Cs (Critical Thinking, Collaboration, Communication, and Creativity) adequately provided for in the draft curriculum, instruction, and assessments Extent the draft curriculum provides for acquisition of the 4 Cs. Number Percent Only to limited extent 7 14.9 No, it does not 0 0.0 Yes, it does 40 85.1 Total 47 100.0 Table 25 : Assessment of the suggested teaching and learning technology and infrastructure. Appropriateness of teaching and learning infrastructure Number Percent Only to limited extent 16 34.0 No, it does not 6 12.8 Yes, it does 25 53.2 Total 47 100.0 Table 26 : Assessment whether the 4 Cs (Critical Thinking, Collaboration, Communication, and Creativity) adequately provided for in the draft curriculum, instruction, and assessments Extent the draft curriculum provides for acquisition of the 4 Cs. Number Percent Only to limited extent 5 10.6 No, it does not 1 2.1 Yes, it does 41 87.3 Total 47 100.0 Table 27 : Assessment whether the draft curriculum provides possibilities for student-led lessons, or are all of them teacher-led and restricted to the approved curriculum Are there possibilities for student-led lessons? Number Percent Only to limited extent 12 25.5 No, it does not 12 25.5 Yes, it does 23 49.0 Total 47 100.0 Table 28 : Assessment the draft curriculum instruction and assessment system allow for personalized learning. Extent to which the draft curriculum provides for personalized. Number Percent Only to limited extent 7 14.9 No, it does not 0 0.0 Yes, it does 40 85.1 Total 47 100.0 Table 29 : Assessment of the draft curriculum and proposed instruction and assessment system as relates to student driven questions and or accountable talk in deepening the learners understanding. Extent of student-driven questions and accountable talk in deepening students’ understanding, Number Percent Only to limited extent 7 14.9 No, it does not 0 0.0 Yes, it does 40 85.1 Total 47 100.0 Table 30 : Ways for assessing the students' comprehension for basic degree in maritime studies Appropriateness of suggested ways Suggested Ways for Assessment Not as appropriate (1) Lowly appropriate (2) Appropriate (3) Highly appropriate (4) Extremely appropriate (5) Use of written tests/exams and assignments, and practical exercise and internships 38.3 8.5 21.3 29.8 2.1 Use of written tests/exams, assignments, practical exercises, internships and industrial training assessment 0.0 2.1 0.0 2.1 95.7 Use of written essays, internships and industrial training assessment 13.0 26.1 21.7 30.4 8.7 Others (listed above) 0.0 0.0 0.0 0.0 25.5 Table 31 : Does the suggested formative assessment measure how well the learning content was delivered, and understood. Assessment of learning content Number Percent Only to limited extent 1 2.1 No, it does not 0 0.0 Yes, it does 46 97.9 Total 47 100.0 Table 32 : Assessment of availability of avenues for students with difficulties in learning Avenues for students with learning difficulties Number Percent Only to limited extent 5 10.6 No, it does not 30 63.8 Yes, it does 12 25.5 Total 47 100.0 Table 33 : Assessment of the learning environment provided at Namasagali Campus. Ambience of learning environment for maritime studies? Number Percent Only to limited extent 10 21.3 No, it does not 8 17.0 Yes, it does 29 61.7 Total 47 100.0 Table 34 : Assessment of the suggested delivery and learning in the draft curriculum as whether it is properly aligned to the different local, national, regional and international standards and requirements for maritime studies Standards NO (%) YES (%) Busitema University standards and requirements 6.4 93.6 National Council of Higher Education for Uganda 4.3 95.7 National, Regional and International Maritime standards and requirements 17.0 83.0 Uganda Maritime Sector and Industry standards and requirements 6.4 93.6 Total 47 100.0 Table 35 : Assessment of how the implementation of draft curriculum can contribute to or support the preparation of job readiness for the students Contribution of the suggested options Options for enhancing the contribution of training Not as appropriate (1) Lowly appropriate (2) Appropriate (3) Highly appropriate (4) Extremely appropriate (5) Development of students’ knowledge and skills 2.1 0.0 4.3 0.0 93.5 Internship and industrial training 0.0 2.1 8.7 32.6 56.5 Associated or linked competency/license training 2.2 17.8 46.7 8.9 24.4 Students’ individual or group project work 0.0 0.0 11.1 20.0 68.9 Table 36 : Assessment of whether the draft curriculum allow or provide for continuous review and input from the instructors and students feedback Does the draft curriculum provide for continuous review of the curriculum? Number Percent Only to limited extent 3 6.4 No, it does not 0 0.0 Yes, it does 43 93.6 Total 47 100.0 Additional Declarations The authors declare no competing interests. Supplementary Files DeclarationandAcknowledgement.docx Declaratioin and Acknowledgement Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8941489","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":595239250,"identity":"5ff43c8a-6105-4003-b267-6d8d12878146","order_by":0,"name":"Waiswa Wilson MWANJA","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA+klEQVRIiWNgGAWjYPACNgZ+CSCVQJIWyRkgLaToYTC4wUCkNQY3stMkfu7gkze+3WP84eEPm2j+BuaHHxjbavFoyd0m2XuGzXDbnTNmEgkJabkzDrAZSzC2Hcepxex27rYbvG1sjNtu5JgB/XI4t+EAgxkDY9sxvFpu/m1js988I8f4Q0LC/9z5B9i/EdRyG2hL4gaJHAOgww7kbjjAA7KlBqcW+/tvt/+WbWNLnnHnWJlEQlpy7sbDPMUSCecO4NQi2XN2s+HbtmO2/bObN3/8YWOXO+94+8YPH8rqcGqBAmSXMzOA4ucwIS2YLidoyygYBaNgFIwcAABxz1yB8dtaegAAAABJRU5ErkJggg==","orcid":"https://orcid.org/0000-0002-6336-7729","institution":"Busitema University Maritime Institute","correspondingAuthor":true,"prefix":"","firstName":"Waiswa","middleName":"Wilson","lastName":"MWANJA","suffix":""}],"badges":[],"createdAt":"2026-02-22 21:15:13","currentVersionCode":1,"declarations":{"humanSubjects":false,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":false,"humanSubjectConsent":false,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-8941489/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-8941489/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":104397406,"identity":"2ac2b073-6d33-4a16-a1fa-04811fa56f1f","added_by":"auto","created_at":"2026-03-11 11:47:41","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":2655102,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8941489/v1/caf59db1-76ce-43b8-b6ff-a38366722382.pdf"},{"id":103383490,"identity":"a67a8841-f88b-4a7a-b9c5-30d3a733b891","added_by":"auto","created_at":"2026-02-25 06:12:16","extension":"docx","order_by":2,"title":"","display":"","copyAsset":false,"role":"supplement","size":27710,"visible":true,"origin":"","legend":"\u003cp\u003eDeclaratioin and Acknowledgement\u003c/p\u003e","description":"","filename":"DeclarationandAcknowledgement.docx","url":"https://assets-eu.researchsquare.com/files/rs-8941489/v1/8d3719f1e5383b1078cbb91b.docx"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003eDeveloping a competency-based undergraduate curriculum for marine and maritime studies course in an inland-water state: the case of Uganda.\u003c/p\u003e","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eThis research was aimed at exploring the challenges and opportunities in Uganda for establishing a competency-based undergraduate curriculum for Marine and Maritime Studies at Busitema University, Uganda (BU). It was undertaken as part of specialised training of BU staff at Namasagali Campus in Namasagali Town in Kamuli District. The work was done as part of a retooling exercise for BU staff at University of Portsmouth of United Kingdom. The work involved assessing of Uganda's maritime manpower development needs, MET resources and technology requirements, and MET research and training facilities. It evaluated challenges and opportunities for developing a marine science and maritime studies degree program. Key aspects of interest were what is the appropriate course content, what are envisaged instructor qualifications, and which are the appropriate curriculum implementation strategies. The project utilized a constructivism paradigm to assess competencies, course content, and delivery methods, incorporating stakeholder feedback from maritime businesses and educational institutions. Data was collected through primary and secondary sources, leading to a draft MET curriculum aligned with national and international standards. The research employed quantitative and qualitative methodologies to address challenges in curriculum development, emphasizing the need for extensive research, technology adoption, and professional guidance. The successful implementation of the MET curriculum will require overcoming high costs and technological barriers while aligning with Uganda's maritime sector needs.\u003c/p\u003e"},{"header":"2. Background and Problem Statement","content":"\u003cp\u003eUganda relies heavily on inland water transport yet faces shortages of skilled maritime manpower. The Government of Uganda mandated Busitema University to establish a Marine Science and Maritime Education and Training program to address these gaps. Busitema University has initiated a maritime education and training (MET) program at its Namasagali Campus in Uganda, aimed at enhancing the country's maritime sector by developing skilled manpower for the maritime industry. This initiative aligns with Uganda Government's goal to improve the economic contribution of the maritime industry and support regional integration. The development of a MET program at Busitema University includes the establishment of necessary teaching and research infrastructure and the recruitment of qualified teaching staff. The Work-Based Learning (WBL) project, part of the retooling of recruited staff into Maritime Education and Training, focuses on addressing the challenges and opportunities in developing a basic degree in maritime studies to meet Uganda's maritime industry manpower needs. MET plays a critical role in supporting safe navigation, safe environmental integrity is critical developing manpower for ensuring safe navigation, environmental protection of waterways, and economic growth based on maritime transport.\u003c/p\u003e \u003cp\u003eThe research project employed qualitative and quantitative research methods to assess the current state of the maritime sector, identify challenges and opportunities, and evaluate existing practices and requirements for university level education and training in Uganda that meets global standards. The research project's objective was to identify Uganda's maritime industry manpower needs, determining resources for an undergraduate maritime studies program, creating a curriculum for a basic degree course in maritime studies, and integrating risk management and environmental assessments into the education framework. Ultimately, the goal is to establish a Bachelor of Science degree in marine science and maritime studies at Busitema University.\u003c/p\u003e"},{"header":"3. Literature Review","content":"\u003cp\u003eThe literature emphasizes competency-based maritime curricula, stakeholder engagement, safety and environmental integration, blended learning, and continuous curriculum review as key determinants of MET quality. Gabedava and Kakabadze (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) emphasize the importance of seafarers' education, risk management, and problem solving for safe navigation. They suggest that maritime training institutions must improve equipment, curricula, staff recruitment, and language proficiency to produce competent officers and engineers. Ćorović et al. (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) highlight the need for seafarers to be knowledgeable and proficient in compliance with international standards, such as SOLAS and STCW. Transitional nations like Uganda must adapt their maritime education programs. Ćorović et al. (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) also find that seafarer education systems include traditional systems, which combine theory and practice. The gradient systems integrate 3\u0026ndash;4 years of training with 6\u0026ndash;12 months of practical navigation. University programs offer degrees in various fields to improve employee performance and meet industry needs. Continuous education for seafarers is essential due to evolving maritime technology, with recommendations for goal-oriented training and compliance with STWC courses. Pallis and Ng (2011) point out that maritime undergraduate students often combine studies and work, valuing real-world experiences for career prospects, with shipping being a top professional path in the maritime industries.\u003c/p\u003e \u003cp\u003eThe International Convention on STCW and the IMO model Courses outline the minimum requirements for seafarer education and training. Marine high school and college programs integrate these requirements, ensuring consistent knowledge acquisition for merchant ship seafarers. Formal education, facilitated by college-educated teachers, is crucial in maritime education for dispensing and facilitating knowledge acquisition with proof of acquisition in the form of an award such as a certificate or plaque (Meštrović et al., \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). According to Meštrović et al. (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), the IMO has developed and shared 97 model courses in maritime to date, covering shipping and navigation topics like safety, security, environmental protection, and technical skills. Thornhill-Miller et al. (\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) point out that authentic pedagogical practices and authentic assessments are essential for developing a skills and competency-based curriculum for maritime workers at any level. Ghosh and Emad (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) established that using authentic pedagogical practices improves skills development and learning outcomes for maritime learners. They also infer that recognizing authentic assessments is crucial for developing a skill- and competency-based curriculum for maritime workers, as the assessments test students' ability to apply the acquired skills and competencies in real-world maritime contexts, ensuring that learners are prepared for workplace scenarios and taking up the required skills holistically.\u003c/p\u003e \u003cp\u003eMindykowski et al. (2013) highlight the need for MET curriculum architects to balance industry demands for professional and vocational skills with academic training needs. This is due to factors like fast-changing technology, pandemics, the global economy, and erratic climate. Kalnina and Priednieks (2017) also emphasize the importance of balancing learning forms with maritime standards and professional development requirements. According to Manuel (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2017\u003c/span\u003e), this trend in maritime education presents challenges in curriculum development and professional learning outcomes. The authors find this to be especially true for transitional or upstart MET programs like the one underway in Uganda. According to Stanciu (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2014\u003c/span\u003e), the maritime industry requires lifelong learning and continuous training, necessitating a shift from classical to online and distance education. Authors point out that young seafarers face challenges due to distance, government disapproval, and unattractive working conditions. The current education system is complex and requires careful planning. Technological advancements also require continuous training for seafarers. Elena-Rita and Coșofreț (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) report that the maritime industry has had to adopt online education for continuous worker training as it makes training accessible without time and location restrictions. The authors also report that to address the above challenges, universities worldwide are offering distance e-learning alongside classical education, focusing on academic development, professional insertion, and the economic environment in maritime and naval areas. However, the transition has affected teaching activities, but the absence of human contact has been offset by well-designed activities.\u003c/p\u003e \u003cp\u003eCicek et al. (2019) predict a significant growth in the maritime industry due to the 4.0 revolution and the need for maritime transportation. This demand for skilled maritime workers is exacerbated by automation and digitization, a situation that has created a global shortage of qualified seafarers. The authors suggest that policymakers and maritime education institutions must invest in developing future-ready skills and adapting to these demands. Key competencies and skills for maritime mentioned by the authors include technical proficiency, problem-solving, communication, teamwork, flexibility, and seamanship abilities.\u003c/p\u003e \u003cp\u003eThe Berlin School of Business Innovation (BSBI, 2024) identifies key competencies for students studying maritime studies. These include effective communication for interviews and collaboration, telecommunication knowledge for information dissemination at sea, proficiency in using and maintaining onboard tools for understanding and managing transportation routes and their costs, knowledge of crew training and labour relations for career advancement, soft skills that improve professional interactions, decision-making abilities for managing navigating challenges, teamwork for collaboration among diverse individuals while on board or working onshore, and strong leadership skills to manage the complexities of life at sea and support crew members effectively. Cicek et al. (2019) identified 33 competencies for seafarers, categorized into technical, social, methodological, and personal skills essential for safety and operations. Key social competencies include emotional intelligence and negotiation, while methodological skills encompass IT affinity and cognitive ability. The top 15 competencies include adaptability, communication, leadership, ethical behaviour, discipline, environmental sustainability awareness, learning, complexity, language ability, professionalism, responsibility, and interpersonal skills.\u003c/p\u003e \u003cp\u003eThe SkillSea Erasmus Project (Schinas,2023) aimed to enhance maritime professionals' employability through stakeholder engagement. It analyzed the European MET systems using PESTEL analysis and proposes a skills forum for better communication. The analysis also found that European MET system puts emphasis on stakeholders' cooperation and support to MET implementation. In Uganda, NCHE requires that universities engage and involve stakeholders in curriculum development process to that their insights and views are integrated in the process and implementation of the developed curricula.\u003c/p\u003e \u003cp\u003eAccording to Mindykowski et al. (2013), the maritime universities and industry must incorporate environmental science and safety management curricula to promote safety and environmental responsibility. This includes promoting preventive actions, safety management, and pollution prevention. Students should learn to minimize non-conformities, greenhouse gas emissions, and protect workers' lives. The MET curriculum should prioritize safety, quality, and environmental responsiveness, focusing on adopting technologies and procedures that minimize emissions to equip future maritime managers and learners with the skills to reduce global warming.\u003c/p\u003e \u003cp\u003eMarine environmental protection is a growing global concern, with shipping activities contributing to pollution (Ghalwash, 1998). The author states that the IMO and related regional maritime organizations promote competency standards for maritime regulations, including marine pollution prevention. The authors found significant deficiencies in the MET curricula and designed a Maritime Basic Studies Program (MBSP) to address deficiencies in courses so as to ensure compliance with international regulations and standards regarding environmental management and pollution prevention. Prylipko (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) explored the application of sustainable development in maritime education and training, while Barus and Simanjuntak (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) advocated for integrating environmental education into MET curricula for vocational learners, addressing linguistic complexity, sustainable resource development, instructor competence, and time constraints.\u003c/p\u003e \u003cp\u003ePilyugin (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) discusses the challenges and solutions for maritime education and training in Russia due to technological advancements in shipbuilding and the maritime industry. Ghosh and Emad (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) emphasize the need for continuous learning and training among maritime workers to equip them with new skills and technologies. Despite the outline of critical competencies for shore-based maritime logistics executives (Li et al., 2023), maritime business educators (Yuen, Tan, and Loh, 2022), and container shipping logisticians (Thai and Yeo, 2015), the author highlights a lack of clearly stated required competencies and skills for seafarers. Gosh and Emad (2023) also highlight the need for a fresh approach to maritime education, including incorporating AI and cyber security skills and competencies. They propose competency-based curricula as a solution to address skills gaps and equip seafarers with the necessary skills to keep pace with technological advancements. They also suggest designing and implementing academic curricula for the maritime workforce.\u003c/p\u003e \u003cp\u003eKarahalil et al. (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) highlight the challenge of varying interpretations of STCW across different countries and institutions, which has resulted in a variety of teaching practices and strategies aimed at developing a skilled, knowledgeable, and compliant workforce in the maritime industry. The authors find that the diversity in teaching systems arises from differences in regulations, resources for training, cultural and socioeconomic context, and perspectives of the training institutions and instructors. To this effect, Karahalil et al. devised a concept map that allows for consideration of different factors while highlighting the good practices. It is considered a good tool because it is a comprehensive and coherent approach that allows for assessing the different actors' views across nations and institutions.\u003c/p\u003e \u003cp\u003eOrtega-S\u0026aacute;nchez et al. (\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) developed an integrated approach for sustainable engineering education that incorporates computer skills, social issues, and comprehension-enhancing learning activities. This approach is adaptable to other maritime courses and studies and significantly increases student motivation and participation. Manuel (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) addresses challenges in developing curricula and regulations for maritime education and training, highlighting the growing vocationalization of higher education in various disciplines, including marine education. Malan (2002) asserts that universities still view seafaring as a vocational and practical training experience. Boonadir et al. (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) found that maritime education and training management in the Malaysia maritime sector is seen as a way to enhance growth and expansion and conclude that maritime education and training should focus on specific disciplines required for shipping and marine shipyards and port facilities.\u003c/p\u003e \u003cp\u003eAccording to Demirel and Mehta (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2009\u003c/span\u003e), MET involves applying internationally recognized standards while cooperating with accrediting authorities to meet local requirements and implement new educational standards. Demirel and Mehta (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2009\u003c/span\u003e) argue that MET also entails the regular updating of education and training programs, continuous education, covering all stages of training, and balancing academic studies and on-board training with licensing authorities. s. The authors found that effective MET involves applying internationally recognized standards, cooperating with accrediting authorities, meeting local requirements, and implementing new educational technologies. It involves regular updates, continuous education, and balancing academic studies and on-board training with licensing authorities. However, the rapid development of digital technologies and the fourth industrial revolution have led to a need for more advanced training tools and methods. Authors point to the need for a flexible regulatory regime and regular reviews of MET academic programs. Monitoring MET institutions' work is essential for improving and establishing control programs. According to Bao et al. (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), worker incompetence has raised concerns about the quality of MET programs in China, resulting in an increase in ship accidents and incidents. Factors affecting MET quality include shortage of skilled instructors, lack of onboard training, over-reliance on theoretical teaching, and limited funding sources. According to Dlabac et al. (2022), the setup and perceptions of different institutions in different countries significantly influence MET; ensuring its quality is crucial for fostering the competence of MET graduates.\u003c/p\u003e \u003cp\u003ePromoting, teaching, and assessing future skills in the maritime industry requires mobilizing resources, including training and teaching facilities and digital, educational, financial, human, and political infrastructure and resources. The development of a skills- and competency-based curriculum should consider the capability of education and training providers to deliver competencies and instil expected behaviours in learners. However, fast-changing technologies, such as the evolving digital technologies and their limitations, can hinder the implementation of the curricula. The Maritime Administration and the IMO may need to adopt policies to ensure minimum and uniform standards of training for maritime learners. Maritime education and training (MET) curriculum implementation require resources to adapt to industry innovation. Critical resources include swimming pools, simulators, immersive technologies like VR and AR, data analytics, work-based learning, and continuous education. Proper training ought to equip learners with requisite skills to manage maritime operations and handle emergencies and everyday tasks safely while eliminating and/or reducing accidents and injuries onshore and onboard.\u003c/p\u003e"},{"header":"4. Methodology","content":"\u003cp\u003eThe assessment of the issues, opportunities, challenges, needs, and demand for the curriculum of the maritime studies undergraduate degree course at Busitema University was based on the review of set international and local university level maritime education and training, and upon the opinions and views of various actors within the university and maritime industry and maritime administration in Uganda. A mixed-methods approach was employed, combining stakeholder surveys, interviews, field observations, and secondary data review. Quantitative data were analysed descriptively while qualitative data were thematically analysed and triangulated. The assessment was based on both primary and secondary data using primarily qualitative research methods. Secondary data was requested from the respective subjects, especially those directly concerned with maritime and marine services and industry activities and those in maritime administration, while primary data was collected using the aid of a survey questionnaire and field observations.\u003c/p\u003e \u003cp\u003eThe curriculum was drafted by the researcher following standard curriculum development practices and in line with the requirements of the BU and the National Council of Higher Education for Uganda (NCHE) and modelled with consideration of IMO standards and requirements. The researcher tailored the draft curriculum to align with the available resources, such as teaching and learning facilities, and to meet the national and international standards for maritime studies at the university level. The curriculum was used as the basis for the development of the survey questionnaire for which draft curriculum participants were required to review before responding to the questionnaire. Since the data was both qualitative and quantitative and from different sources, triangulation was used to guide in making deductions and drawing of inferences from the analysed data. The outcome of this research is meant in turn to inform the finalisation of the draft curriculum for a basic degree course in maritime studies. The final draft will then be presented to stakeholders for their review and suggestions prior to finalisation and submission to BU management and the senate for consideration and review prior to submission to the NCHE for approval.\u003c/p\u003e \u003cp\u003e \u003cstrong\u003eData collection and Management\u003c/strong\u003e \u003cp\u003eData collection involved use of electronic surveys, field observations, and literature reviews and documents examination. The administration of questionnaires and analysis and use of the primary data was done in a manner that ensured confidentiality and anonymity through unique identifiers. A pilot study tested data collection and management protocols to ensure reliability of the research tool. Data entry and coding were meticulously performed, with 20% of responses manually verified to ensure accuracy. The dataset was securely maintained, accessible only to the researcher, and regularly updated. Data security adhered to established protocols, with systematic backups and encrypted storage. Participants provided written consent, ensuring anonymity, and the researcher retained copyright and intellectual property rights. Statistical analysis of the collected data involved descriptive statistics and cross-tabulation to identify relationships between various challenges and opportunities in developing a maritime studies curriculum at Busitema University. This analysis aimed to inform the curriculum's design and implementation, addressing stakeholder concerns and aligning with industry needs.\u003c/p\u003e \u003c/p\u003e"},{"header":"5. Results","content":"\u003cp\u003eAll tables from the original technical report (Tables\u0026nbsp;1\u0026ndash;36) are retained and cited in ascending order within the Results section, covering stakeholder profiles, sectoral demand, curriculum assessment, teaching and learning approaches, learning environment, and continuous review mechanisms. \u003cb\u003eTable\u0026nbsp;1\u003c/b\u003e below indicates that a total of 47 respondents, representing 17 organizations currently engaged in and/or involved with the maritime sector, participated in this WBL project. 85.1% of the participants reported direct engagement (work) with the maritime sector.\u003c/p\u003e \u003cp\u003e \u003cb\u003eTable\u0026nbsp;2\u003c/b\u003e displays the respondents' level of academic training in the maritime field. Nearly half of the respondents held a master's degree in a maritime-related discipline, while nearly a fifth had a bachelor's degree. Only 17% of the respondents lacked any form of training in a maritime-related discipline.\u003c/p\u003e \u003cp\u003e \u003cb\u003eTable\u0026nbsp;3\u003c/b\u003e shows the designation of the respondents. Among the 47 respondents, there were 35 different designations. The most in number were lecturers.\u003c/p\u003e \u003cp\u003e \u003cb\u003eTable\u0026nbsp;4\u003c/b\u003e shows the name of the maritime institute where the respondents undertook maritime education and training. Only 10.7% of the respondents undertook maritime-related training in local institutes; the majority reported that they undertook maritime-related education and training in foreign countries, with Tanzania being the leading foreign destination (\u003cb\u003eTable\u0026nbsp;5\u003c/b\u003e).\u003c/p\u003e \u003cp\u003eAll respondents emphasized the need for a maritime studies undergraduate degree course due to the high demand for manpower in Uganda's maritime industry. Approximately 58.7% cited the demand for workers as extremely important, while nearly 24% considered it important, and 10% very important. \u003cb\u003eTable\u0026nbsp;6\u003c/b\u003e outlines the reasons for this necessity, with the lack of a similar course in Uganda being paramount. Other significant factors include the high demand for skilled workers, a large potential student base, and projected growth in the maritime sector requiring skilled manpower.\u003c/p\u003e \u003cp\u003e \u003cb\u003eTable\u0026nbsp;7\u003c/b\u003e outlines the challenges that Uganda's marine and maritime sector and industry face, as perceived by the respondents. These included the lack of such courses in Uganda, the scarcity of skilled workers, particularly seafarers, and the growing use of waterways for goods and passengers in the country as extremely serious challenges.\u003c/p\u003e \u003cp\u003e \u003cb\u003eTable\u0026nbsp;8\u003c/b\u003e shows solutions for addressing the challenges identified in \u003cb\u003eTable\u0026nbsp;7\u003c/b\u003e. Nearly all the respondents (95.7%) were of the view that establishing and implementing a marine science and maritime education and training institute is extremely appropriate. The other two considerations, which were deemed less appropriate, involved bringing in experts and trained workers from outside Uganda to staff the maritime industry and sector. The second reason involved sending Ugandan students to other regional and international marine science and MET institutes for training.\u003c/p\u003e \u003cp\u003e \u003cb\u003eTable\u0026nbsp;9\u003c/b\u003e displays the suggested methods that operators and related actors have considered to address the legal requirements following the promulgation of the Inland Waters Transport Act (2021) for Uganda. The establishment of a Marine Science and MET Institute at BU for teaching and research emerged as the most effective approach among the three ways to address the legal requirements.\u003c/p\u003e \u003cp\u003eRespondents highlighted key opportunities and issues for developing a maritime studies curriculum at BU. Major concerns include the absence of maritime schools in Uganda and the low skills among current workers. They also pointed out the high youth population that could benefit from marine and maritime jobs but lack or have limited skills for such job opportunities (\u003cb\u003eTable\u0026nbsp;10)\u003c/b\u003e.\u003c/p\u003e \u003cp\u003e \u003cb\u003eTable\u0026nbsp;11\u003c/b\u003e displays the projected level of need for a basic degree undergraduate course in maritime studies at BU, as expressed by respondents. Nearly 60% of respondents believed the course would be in high demand. About 30% thought that the need will be moderate, while 10.6% were of the view that the need for the maritime studies basic degree undergraduate course will be low in 5 to 10 years\u0026rsquo; time.\u003c/p\u003e \u003cp\u003e \u003cb\u003eTable\u0026nbsp;12\u003c/b\u003e displays the respondents' assessment of the severity of the manpower challenges in Uganda's marine and maritime sector. Three out of four challenges are considered by the majority of respondents as extremely serious. A minority of respondents consider the lack of standards and guidelines for maritime workers to be extremely serious, while the majority consider it to be very serious.\u003c/p\u003e \u003cp\u003e \u003cb\u003eTable\u0026nbsp;13\u003c/b\u003e shows the respondents\u0026rsquo; perceptions of Uganda\u0026rsquo;s capacity to absorb or employ MET graduates. Nearly 70% indicated that the country will be able to find employment and work for the graduates, while about 30% indicated that Uganda cannot absorb all the graduates for MET courses.\u003c/p\u003e \u003cp\u003e \u003cb\u003eTable\u0026nbsp;14\u003c/b\u003e presents carefully considered suggestions aimed at addressing the manpower requirements of the existing marine and maritime sector. The leading suggestions included establishing an apprenticeship program led by expatriate workers, retooling existing maritime workers through placement programs, and providing on-the-job training for workers using skilled and experienced staff, all of which were deemed extremely appropriate.\u003c/p\u003e \u003cp\u003e \u003cb\u003eTable\u0026nbsp;15\u003c/b\u003e shows the level of training that BU should focus on, as indicated by the respondents. Nearly all respondents indicated that the development of marine science and MET programs at BU should include all levels of training, from certificated vocational courses to postgraduates at professional and master's degree levels. However, a minor proportion of 8.5% indicated that the programs should solely concentrate on undergraduate degree-level technical and managerial courses.\u003c/p\u003e \u003cp\u003e \u003cb\u003eTable\u0026nbsp;16\u003c/b\u003e shows that 63.8% of the respondents thought that given the cost of implementation of the MET curricula, the students will not be able to meet the cost of tuition and related aspects of learning.\u003c/p\u003e \u003cp\u003e \u003cb\u003eTable\u0026nbsp;17\u003c/b\u003e outlines proposed solutions to high tuition costs for MET courses at BU. Over 40% of respondents found all solutions highly appropriate, including public funding, extended course durations, and vocational training with employer involvement. Additional suggestions included industry sponsorship, scholarships for low-income students, employer-based payment programs, outreach components, mandatory training certification, and strong industry involvement in curriculum development.\u003c/p\u003e \u003cp\u003e.\u003c/p\u003e \u003cp\u003eReview of the draft Curriculum for a basic undergraduate degree in maritime studies: \u003cb\u003eTable\u0026nbsp;18\u003c/b\u003e reveals that 70% of respondents deemed the draft curriculum for a basic undergraduate maritime studies degree course at BU appropriate. However, 20% and 15% expressed concerns about the content. To improve the curriculum, suggestions include offering exchange studies, personalised learning, incorporating AI, reducing modules, reducing course duration, incorporating species courses, focusing on fisheries resources management, and incorporating practical training in navigational skills. The curriculum should also engage the industry with skills sought by employers in the maritime sector, include practical training in maritime telecommunications, and focus on employability skills.\u003c/p\u003e \u003cp\u003e \u003cb\u003eTable\u0026nbsp;19\u003c/b\u003e reveals that 72.7% of respondents consider the draft curriculum for maritime studies in Uganda to be effective. However, 30% find it inadequate. They suggest improvements to the curriculum, including focusing on inland waters, incorporating marine environmental assessment methods, developing employability skills, improving management and leadership skills, and incorporating practical skills in telecommunication systems, navigation, negotiation, multicultural context, and life skills.\u003c/p\u003e \u003cp\u003e \u003cb\u003eTable\u0026nbsp;20\u003c/b\u003e shows that 91.5% of respondents thought the draft curriculum for maritime studies clearly articulated its priorities. However, 8.5% suggested adjustments to improve the curriculum. Possible improvements include reducing the program to 3 years, adjusting modules to international standards, enhancing inland water transport, focusing on marine environment monitoring and management, focusing on vocational and applied skills, focusing on communication and navigation gadget use, and integrating placement schemes.\u003c/p\u003e \u003cp\u003e \u003cb\u003eTable\u0026nbsp;21\u003c/b\u003e Table\u0026nbsp;9 reveals that 83% of respondents viewed the draft curriculum as comparable to similar courses in the region and internationally. However, 12.8% felt it fell short. To enhance its quality, the curriculum should integrate international maritime ocean systems and enhance the learning infrastructure. All respondents believe the curriculum develops necessary soft skills for success in the maritime industry.\u003c/p\u003e \u003cp\u003e \u003cb\u003eTable\u0026nbsp;22\u003c/b\u003e shows that nearly 50% of the respondents call for use of combination of approaches in teaching soft skills including use of taught modules, projects and class/group work, internship/industrial training, community outreach, and use of self-study.\u003c/p\u003e \u003cp\u003e \u003cb\u003eTable\u0026nbsp;23\u003c/b\u003e shows that the draft curriculum for a basic undergraduate degree in maritime studies is inadequate, according to 34% of respondents. As part of their suggestions, the curriculum should include hands-on experience with inland marine vehicles, alternative energy sources, IMO model courses, courses on how to get a job in the maritime industry, training in telecommunication systems and office and onboard tools, a placement program, a focus on inland water transport, the use of best practices from around the world, and specific modules on marine production science, marine resource conservation and management, and planning for how to adapt to climate change. The curriculum should also include practical skills in negotiation, telecommunications, multicultural contexts, life skills, employability, telecommunication systems, and maritime business management.\u003c/p\u003e \u003cp\u003e \u003cb\u003eTable\u0026nbsp;24\u003c/b\u003e shows that over 85% of respondents believe the draft curriculum adequately develops critical thinking, collaboration, communication, and creativity (4 Cs) skills among learners. However, 15% suggest revising the curriculum to include these skills. New actions include providing practical training in communication and AI use, focusing on life skills development, incorporating industry-based training, modifying delivery methods, and re-orienting to local requirements to ensure adequate coverage of all 4 Cs. We also suggest focusing on the development of life skills and utilizing tools and gadgets.\u003c/p\u003e \u003cp\u003e \u003cb\u003eTable\u0026nbsp;25\u003c/b\u003e, shows that the draft curriculum for the maritime studies undergraduate program at BU lacks appropriate teaching and learning infrastructure. To address this, the respondents suggest acquiring training ships, simulators, and maritime business incubation centres; reviewing the curriculum; providing student-led lessons; implementing industry-based training; arranging facilities; benchmarking with other maritime institutions; limiting the curriculum to available facilities; customising foreign technology into Ugandan MET perspectives; implementing necessary facilities; adopting international best practices; and adopting a placement approach.\u003c/p\u003e \u003cp\u003e \u003cb\u003eTable\u0026nbsp;26\u003c/b\u003e shows that the draft curriculum for the 4 Cs needs to address existing constraints, such as staff and facilities, to ensure full implementation. A clear mode of delivery, such as group presentations and field trips, can be used to ensure student participation and engagement. A blended mode with online learning can also be considered. Establishing links with industry and a placement program can also help. Utilizing the IMO model courses as a benchmark for best practices can also help ensure the curriculum meets student needs.\u003c/p\u003e \u003cp\u003e \u003cb\u003eTable\u0026nbsp;27\u003c/b\u003e shows that the draft curriculum for the 4 Cs needs to address existing constraints, such as staff and facilities, to ensure full implementation. A clear mode of delivery, such as group presentations and field trips, can be used to ensure student participation and engagement. A blended mode with online learning can also be considered. Establishing links with industry and a placement program can also help. Utilizing the IMO model courses as a benchmark for best practices can also help ensure the curriculum meets student needs.\u003c/p\u003e \u003cp\u003eAssessing of learners progress in maritime studies: \u003cb\u003eTable\u0026nbsp;28\u003c/b\u003e, reveals that 14.9% of the respondents in Table\u0026nbsp;28 expressed dissatisfaction with the draft curriculum due to its limited personalization. They proposed revisions that would allow for individual learning activities, specific lesson plans, the adoption of policies from established maritime institutes, the adoption of a blended model, the enhancement of project-based learning, the benchmarking of curricula, the review of curriculum from Kenya and Tanzania, the introduction of specific activities for personalised learning, the provision of graded personalised learning activities at the end of each learning cycle, and more.\u003c/p\u003e \u003cp\u003e14.9% of respondents deemed the curriculum suitable for student-driven questions. Suggestions for improvement included adopting standards from other institutes, enhancing discussions, and implementing policy changes for better assessment practices (\u003cb\u003eTable\u0026nbsp;29\u003c/b\u003e).\u003c/p\u003e \u003cp\u003e \u003cb\u003eTable\u0026nbsp;30\u003c/b\u003e presents the assessment methods for maritime studies students as reported by respondents. A significant majority (95.7%) found written tests and continuous assessments, including assignments and internships, to be extremely appropriate. Some respondents (2.1%) preferred assessments without industrial training, while others (8.7% and 30.4%) favoured evaluations that included written essays and internships. Additionally, 25.5% of respondents suggested alternative assessments, such as project-based evaluations focusing on innovation, industry assessments during placements, and progressive assessments based on practical fieldwork.\u003c/p\u003e \u003cp\u003eRespondents indicated that the curriculum needs to incorporate project work and suggested enhancing the role of project work to facilitate integration of standards and requirements for integrating local with international standards and requirements for maritime studies degree (.\u003cb\u003eTable\u0026nbsp;31\u003c/b\u003e). Additionally, feedback on formative assessment highlighted the need for improvements, such as incorporating more assessment tools like minute write-ups and quick quizzes to better measure student understanding and learning abilities in real time.\u003c/p\u003e \u003cp\u003eSpecial conditions, output, learning environment and requirement for review : \u003cb\u003eTable\u0026nbsp;32\u003c/b\u003e shows that the draft curriculum lacks support for students with learning difficulties. Respondents proposed various strategies to address this issue, including peer tutoring, performance-based assessments, apprenticeship opportunities, increasing marks for practical work, providing facilities for students with learning difficulties, adopting international standards, benchmarking with traditional maritime institutes, collaborating with industry, promoting flexibility in language use, and implementing peer tutoring. These interventions aim to create a more supportive learning environment for all students.\u003c/p\u003e \u003cp\u003eRespondents assessed the Marine Science and Maritime Education and Training Program at Namasagali Campus, with 61.7% stating that the learning environment supports students' understanding of maritime studies fundamental ideas and concepts (\u003cb\u003eTable\u0026nbsp;33\u003c/b\u003e). To improve the learning environment, respondents propose several interventions, including reviewing the curriculum, offering exchange visits, collaborating with coastal institutes, improving facilities, establishing industry collaborations, and providing practical learning in riverine, freshwater, and general concepts.\u003c/p\u003e \u003cp\u003e \u003cb\u003eTable\u0026nbsp;34\u003c/b\u003e shows that the majority of respondents found the draft curriculum meets maritime studies standards in all situations. However, a minority of respondents reported that the draft curriculum did not meet the standards. They proposed corrective actions, including reviewing and expanding the curriculum, benchmarking other maritime institute programs, engaging the maritime industry, providing enhanced internships and industrial training, adopting international IMO standards, aligning the curriculum with national maritime requirements, and providing practical training in telecommunications, employability, and office and onboard tools.\u003c/p\u003e \u003cp\u003eRespondents unanimously agreed that the draft curriculum could enhance graduates' job readiness and employability. They also pointed out the significant attributes for improving the curriculum's effectiveness in preparing students for maritime careers and postgraduate studies as industry placements, need for clarifying of advancement stages in maritime qualifications, and the necessity of obtaining a basic degree before pursuing specific certificate level practical courses (\u003cb\u003eTable\u0026nbsp;35\u003c/b\u003e).\u003c/p\u003e \u003cp\u003e \u003cb\u003eTable\u0026nbsp;36\u003c/b\u003e displays the respondents' evaluation of the provision of the continuous review option. Almost all respondents confirmed the availability and necessity of this option. However, a small percentage (6.4%) pointed out that the current draft lacks continuous review features. They recommended implementing regular or periodic curriculum reviews and updates. They advocated for constant curriculum updates to give instructors clarity on the content of various courses and course units, their delivery methods, and their interactions with students.\u003c/p\u003e \u003cp\u003eDirect interviews with representatives of key stakeholders revealed a number of challenges faced by Busitema University in developing and implementing a marine science and maritime studies curriculum. Among key challenges identified were the lack of ample number of qualified and experienced staff, the high cost of this practical and hands-on education and training, the lack of adequate teaching expertise, and the fact that this is a new program that has only been recently introduced in Uganda Stakeholders indicated that the incomplete establishment of maritime administration in Uganda, undefined course approval procedures, and discrepancies between STCW standards and local higher education requirements are very significant challenges that ought to be addressed before the establishment of such an academic programme. Additionally, prospective students were thought to lack the necessary educational background, and there is insufficient training infrastructure, including a training fleet. Existing staff at BU also lack the required expertise, and there are ineffective recruitment strategies. Despite these challenges, BU is making efforts to improve its facilities and has initiated collaborations with maritime organisations to enhance its curriculum delivery. Agreements have been established with various institutions, such as the Fisheries Training Institute and Uganda Port Bell, to support MET courses while BU works on building its own capacity for effective curriculum implementation.\u003c/p\u003e"},{"header":"6. Discussion","content":"\u003cp\u003eThe results show that most stakeholders agree that Uganda needs a competency-based maritime studies curriculum that fits its inland water and land connection to the oceans. This curriculum must be designed in such a way that it aligns with both international standards and national development priorities, ensuring that it meets the evolving needs of the maritime sector. Most important is that the process and the outcome (draft curriculum) have to be in accordance to the local (NCHE and Maritime Administration) and international (MOESENA and IMO) accreditation processes and requirements. The approval of these bodies is required for the affirming that the developed curriculum meets the required standards and for the employability of the graduates of this course. This also ensures that the course is consistent and relevant to the local and global maritime manpower development needs, and meets the established policies and protocols for such education and training.\u003c/p\u003e \u003cp\u003eThe curriculum development process and outcome (draft curriculum) should also be in such a way that it reflects the present global challenges, such as climate change and environmental sustainability, while being continually adaptable to the fast-changing technological reality in the maritime sector. This includes the emergence of autonomous vessels and digital loaded management processes, the cybersecurity threats, and increasing pollution levels in the coastal and marine environments. To this effect the design of curriculum requires that regular reviews and updates of the curriculum are inbuilt to address these dynamic challenges. The curriculum for the Bachelor of University's (BU) maritime studies program will incorporate modules that prepare students for future industry demands, emphasising the integration of new technologies and sustainable practices.\u003c/p\u003e \u003cp\u003eA significant portion of Uganda's maritime workforce has gained experience through on-the-job training, with many lacking formal education in maritime studies. The draft curriculum therefore also needs to be cognizant of the role informal and non-formal education plays in maritime education in a way that leverage such methodologies in implementing the formal curriculum. The curriculum has also to ensure that it addresses the legal requirements for work and business in maritime industry, such as the requirement that one must undertaken the STCW competency courses to be part of the crew or management aboard a water vessel.\u003c/p\u003e \u003cp\u003eThe study findings also emphasises the importance of benchmarking the International Maritime Organization (IMO) model courses to inform the curriculum development process to support the refining of the different aspects of the specific curriculum, including targeted competencies, course content, delivery standards, and provisions for diverse learning needs. The stakeholders also noted that the curriculum should effectively address the identified several challenges facing Uganda's maritime sector, such as a lack of industry-based training and shortage of skilled workers to man the increasing dependence on water transport. The other pertinent issues that a minor proportional of stakeholders indicated as being of important consideration in maritime studies curriculum development were the increasing maritime accidents, marine pollution, and maritime workers safety and health.\u003c/p\u003e \u003cp\u003eLastly, the stakeholders also noted that the absence of maritime studies institutes in Uganda, and a low skill level among current maritime workers coupled with a high youth population, presents both challenges and opportunities for developing a maritime studies curriculum. It is projected that the demand for skilled maritime workers in Uganda over the next 5\u0026ndash;10 years may double the current demand, confirming the need for the need for a dedicated maritime education and training (MET) institute with pertinent programs and courses at BU. Challenge however, is that while a large proportion of respondents believe that Uganda can absorb MET graduates, concerns remain about their employability and absorption by the current size of Uganda's maritime industry.\u003c/p\u003e \u003cp\u003eKey challenge to generate the skilled maritime workers is the relatively high cost of maritime studies course in Uganda, estimated about one and half time to 3 times the average cost of undergraduate degree course in Uganda. To address the high costs associated with MET courses, stakeholders have suggested various solutions, including public funding, vocational training, and industry sponsorships. The draft curriculum for the undergraduate maritime studies degree at BU has received general approval, though some respondents have called for enhancements, such as incorporating personalised learning, practical training, and modules on artificial intelligence and fisheries management. The research also revealed that some stakeholders felt the curriculum design presented during the survey lacked essential skills and knowledge for maritime studies, and suggested that any developed curriculum should provide real-life insights into inland water transport systems, maritime security and alternative energy sources while incorporating modules on marine production science and climate change adaptation. Additionally, the curriculum should foster student-driven enquiries and discussions to deepen learners' understanding. Challenges related to the development and implementation of the maritime studies curriculum at BU were categorised into three groups: the university's readiness to develop the programme, compliance with maritime administration and IMO standards, and adherence to NCHE requirements. Stakeholders emphasised the need for effective management and guidance throughout the curriculum development process.\u003c/p\u003e \u003cp\u003eThe findings also highlight the need of the curriculum to accommodate students with learning difficulties including integrating peer tutoring, performance-based assessments, and facilities that support individual learners during the curriculum implementation. In addition, assessment of learning environment at BU established that it is ambient and appropriate learning environment but without required teaching facilities and learning infrastructure for such a practical or hands-on course. The stakeholders recommended that initially BU will have to establish strong working and collaborative engagements with maritime industry as a solution for the required practical and hands-on training. Other stakeholders\u0026rsquo; recommendations to the inadequacy of the learning environment included enhancing project work, adopting blended learning models, and expanding assessment methods to include innovative projects and industry evaluations. The stakeholders also suggested content and structure of the learning that will lead to specific desired competencies among the graduates. Particular emphasis was put on competencies in the areas of technical proficiency, problem-solving, communication, teamwork, and environmental sustainability awareness. The development of a competency-based maritime studies curriculum at BU is in line with the requirements for the NCHE and is important for in generating the industry-ready and employable graduates. In addition, stakeholders recommended that the curriculum for marine science and maritime studies be aligned to set industrial requirements and standards so as to effectively prepare students for the demands of the industry while contributing to the overall growth and sustainability of Uganda's maritime workforce. The integration of practical skills, personalised learning, and industry collaboration will be vital in ensuring the success of this initiative.\u003c/p\u003e"},{"header":"Conclusions","content":"\u003cp\u003eIt can be concluded from the results that it is viewed as very important to establish a marine science and maritime studies academic program at Busitema University, and that it is feasible. The stakeholders called for a practical or hands-on education and learning program that is competency-based. The study however, also points to the need for significant investments in teaching and research infrastructure, staff development and exposure, and setting up and strengthening existing engagements with stakeholders that can assist in implementation of the program. The stakeholders also indicated that Busitema University will have to put in place mechanisms for addressing the challenges to marine science and maritime studies degree program. The challenges identified include lack of required teaching and research infrastructure and facilities, limited number of staff for different modules of the maritime studies course, lack of experience and exposure of staff, need for retooling of key staff, requirement for local and global accreditation of the program and certification of staff, and Uganda's maritime administration being largely under formative phase to conduct and issue accreditation as required internationally. According to the NCHE and IMO training standards, developing such a curriculum for marine science and maritime studies requires that such processes and outcomes, i.e., draft curriculum, undergo thorough review and consultation with relevant stakeholders before finalisation and accreditation. As part of the learning process and a requirement for Busitema University, the WBL project also produced a draft curriculum for a basic degree in maritime studies for BU. Overall, the study underscores the critical need for a structured approach to the development of maritime studies courses at BU.\u003c/p\u003e"},{"header":"Declarations","content":" \u003cp\u003e \u003cstrong\u003eCompeting Interests:\u003c/strong\u003e \u003cp\u003eThe author declares no competing interests.\u003c/p\u003e \u003c/p\u003e\u003cp\u003e \u003ch2\u003eEthical Approval:\u003c/h2\u003e \u003cp\u003eInformed consent was obtained from all participants.\u003c/p\u003e \u003c/p\u003e\u003ch2\u003eAcknowledgements\u003c/h2\u003e \u003cp\u003eThe author acknowledges the support of the University of Portsmouth Learning at Work programme, BUMI staff and Uganda Maritime Industry participating stakeholders. 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Mar Policy, 132, 103394, ISSN 0308-597X, available online at: \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.sciencedirect.com/science/article/pii/S0308597X18304081\u003c/span\u003e\u003cspan address=\"https://www.sciencedirect.com/science/article/pii/S0308597X18304081\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"},{"header":"Tables","content":"\u003cp\u003eTable 1: Organizations and number and percent of participants from respective organizations engaged the WBL Project.\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"574\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 385px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eOrganizations\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercent\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 385px;\"\u003e\n \u003cp\u003eUNRA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 385px;\"\u003e\n \u003cp\u003eAfrican Lakes Network \u0026ndash; AFLANET\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 385px;\"\u003e\n \u003cp\u003eAfrican Shipowners Association (ASA), Uganda\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp\u003e6.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 385px;\"\u003e\n \u003cp\u003eBIMUKA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 385px;\"\u003e\n \u003cp\u003eBUSITEMA UNIV\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp\u003e27.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 385px;\"\u003e\n \u003cp\u003eFisheries Training Institute\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp\u003e6.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 385px;\"\u003e\n \u003cp\u003eJM Freight Services Ltd\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 385px;\"\u003e\n \u003cp\u003eKYAMBOGO\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 385px;\"\u003e\n \u003cp\u003eMAAIF\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 385px;\"\u003e\n \u003cp\u003eMahathi Infra Uganda Ltd\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp\u003e4.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 385px;\"\u003e\n \u003cp\u003eMinistry of Works and Transport\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp\u003e19.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 385px;\"\u003e\n \u003cp\u003eMOESNA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 385px;\"\u003e\n \u003cp\u003eNAFFIRI\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 385px;\"\u003e\n \u003cp\u003eNARO\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp\u003e8.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 385px;\"\u003e\n \u003cp\u003eUganda Police Force (Marine)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 385px;\"\u003e\n \u003cp\u003eUganda Railways\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 385px;\"\u003e\n \u003cp\u003eUnion Logistics Uganda\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 385px;\"\u003e\n \u003cp\u003eUganda Revenue Authority (Water Transport)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp\u003e4.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 385px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e47\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e100.0\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e2\u003c/strong\u003e\u003cstrong\u003e:\u003c/strong\u003e Level of academic training in maritime of the respondents\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"557\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 293px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eLevel\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 161px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 104px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercent\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003e\n \u003cp\u003eNot trained\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 161px;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e17.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003e\n \u003cp\u003eDiploma/Certificate holders\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 161px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e10.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003e\n \u003cp\u003eBachelor degree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 161px;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e17.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003e\n \u003cp\u003eMaster degree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 161px;\"\u003e\n \u003cp\u003e21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e44.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003e\n \u003cp\u003eDoctoral degree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 161px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e10.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003e\n \u003cp\u003ePhD candidate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 161px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 161px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e47\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e100.0\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e3\u003c/strong\u003e\u003cstrong\u003e:\u003c/strong\u003e Designations of the respondents\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"576\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eDesignation\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercent\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003eAcademic Registrar\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003eBoat Operator\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003eClearing and Forwarding Agent\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003eCommunication manager\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003eConsultant\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003eDean\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003eDeputy Academic Registrar\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e4.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003eDeputy Dean\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003eFerry Captain\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003eHead of Department\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003eAssistant Lecturer\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e6.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003eLecturer\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e12.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003eLogistics and operations manager\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003eLogistics Manager\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e4.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003eManager\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003eChief Engineer\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003eMarine Engineer\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e4.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003eMaritime Administrator\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e4.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003eMaritime officer\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003eMechanical Engineer\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003eOperations Assistant\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003ePersonnel Officer\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003ePrincipal training officer\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003ePrincipal FTI\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003eProfessor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003eProject Manager\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e4.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003eRegional Programme Manager, Ports and Shipping Services\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003eResearcher\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e4.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003eSenior Lecturer\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003eSenior Legal Officer\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003eSenior Maritime officer\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003eSenior transport Engineer\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003eSuperintendent Marine Police\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003eTechnical Manager\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e47\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e100.0\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e4\u003c/strong\u003e\u003cstrong\u003e:\u0026nbsp;\u003c/strong\u003eName of institute respondents trained in for maritime, and whether foreign of local\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"576\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 321px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eUniversity\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 104px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eLocation\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFrequency\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercent\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003e\u0026nbsp;University of Strathclyde\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003eForeign\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eMaritime Academy Of India in Shahpur,Kolkata\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003eForeign\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eBandari Maritime\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003eForeign\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e4.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eBangladeshi Maritime Institute\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003eForeign\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e4.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eFlorida Maritime Institute\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003eForeign\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eGhent\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003eForeign\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eKyambogo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003eLocal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e4.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eMakerere\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003eLocal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eMaritime Institute\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003eForeign\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e10.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eMUBS\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003eLocal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e4.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eUDSM\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003eForeign\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e4.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eUniversity of Namibia\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003eForeign\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eWorld Maritime University\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003eForeign\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e8.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eL = 3; F = 10\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e47\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e100.0\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e5\u003c/strong\u003e\u003cstrong\u003e:\u0026nbsp;\u003c/strong\u003eCountry of Maritime Training\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"576\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 453px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCountry\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercent\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 453px;\"\u003e\n \u003cp\u003eBelgium\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 453px;\"\u003e\n \u003cp\u003eIndia\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e6.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 453px;\"\u003e\n \u003cp\u003eKenya\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e8.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 453px;\"\u003e\n \u003cp\u003eSweden\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e8.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 453px;\"\u003e\n \u003cp\u003eTanzania\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e19.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 453px;\"\u003e\n \u003cp\u003eUganda\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e23.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 453px;\"\u003e\n \u003cp\u003eUK\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 453px;\"\u003e\n \u003cp\u003eUSA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 453px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e47\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e100.0\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e6\u003c/strong\u003e\u003cstrong\u003e:\u0026nbsp;\u003c/strong\u003eConsideration by respondents for the need and demand to establish a maritime studies degree course: at Busitema University\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 226px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eLevel of need/demand\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNot as important\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(1)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eLowly important\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(2)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eImport-ant\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(3)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eVery Important\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(4)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 82px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eExtremely important\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(5)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 226px;\"\u003e\n \u003cp\u003eHigh demand for manpower in maritime industry and sector in Uganda (%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e2.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e4.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 64px;\"\u003e\n \u003cp\u003e23.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 78px;\"\u003e\n \u003cp\u003e10.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 82px;\"\u003e\n \u003cp\u003e58.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 226px;\"\u003e\n \u003cp\u003eVery high number of potential students/trainees the course in Uganda (%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e6.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e2.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 64px;\"\u003e\n \u003cp\u003e8.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 78px;\"\u003e\n \u003cp\u003e17.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 82px;\"\u003e\n \u003cp\u003e64.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 226px;\"\u003e\n \u003cp\u003eHigh projected growth in maritime industry (%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 64px;\"\u003e\n \u003cp\u003e14.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 78px;\"\u003e\n \u003cp\u003e23.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 82px;\"\u003e\n \u003cp\u003e59.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 226px;\"\u003e\n \u003cp\u003eThere is no such course in Uganda currently (%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 64px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 78px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 82px;\"\u003e\n \u003cp\u003e95.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e7\u003c/strong\u003e\u003cstrong\u003e:\u0026nbsp;\u003c/strong\u003eConsidered challenges to the Uganda maritime and marine sector and industry as perceived by the respondents\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"576\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSeriousness of challenge\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eChallenges\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNot as serious\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(1)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eLowly serious\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(2)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSerious\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(3)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eVery serious\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(4)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eExtremely serious\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(5)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eLack of skilled workers especially seafarers (%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e6.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e10.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e83.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eLack of skilled workers especially in water transport management and logistics\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e4.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e6.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e17.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e70.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eIncreased cases of maritime accidents, and safety and security incidents\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e8.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e10.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e25.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e31.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e23.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eThere is no such course in Uganda currently\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e95.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eIncreased risks of pollution and environmental impacts due to use of inland waters for oil and fuel transport\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e17.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e8.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e23.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e38.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e12.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003ePoor state of vessels and lack of adequate manpower to monitor navigation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e17.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e10.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e21.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e38.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e12.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eIncreased use of waterways for goods and passengers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e8.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e6.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e83.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e8\u003c/strong\u003e\u003cstrong\u003e:\u0026nbsp;\u003c/strong\u003eConsidered suggested solutions for dealing with challenges mentioned above\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"576\" class=\"fr-table-selection-hover\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eLevel of Appropriateness\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eSuggested solutions\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNot as appropriate\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(1)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eLowly appropriate\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(2)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAppropriate\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(3)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly appropriate\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(4)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eExtremely appropriate\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(5)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eEstablish a MET and Marine Science teaching and research institute\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e4.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e95.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eBring in experts and trained workers from outside the country to man the maritime industry and sector\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e14.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e21.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e23.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e25.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e14.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eSend the Ugandan students to regional and international maritime education and training institutes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e31.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e14.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e17.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e21.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e14.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e9\u003c/strong\u003e\u003cstrong\u003e:\u0026nbsp;\u003c/strong\u003eSuggested solutions for meeting/addressing the IWT Act (2021) requirements\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"576\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAppropriateness of ways for\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eAddressing the IWT Act requirements\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eWays to meeting legal requirements\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNot as appropriate\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(1)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eLowly appropriate\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(2)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAppropriate\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(3)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eVery appropriate\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(4)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eExtremely appropriate\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(5)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eEstablish a MET and Marine Science teaching and research institute\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e100.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eBring in experts and trained workers from outside the country to man the maritime industry and sector\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e31.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e8.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e19.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e27.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e12.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eSend the Ugandan students to regional and international maritime education and training institutes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e36.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e19.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e12.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e25.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e6.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e10\u003c/strong\u003e\u003cstrong\u003e:\u0026nbsp;\u003c/strong\u003eOpportunities/issues that are thought to necessitate development and implementation of a curriculum for a basic degree course in maritime studies at BU\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"576\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eImportance of opportunities or\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eissues\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eOpportunities/Issues\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNot as important\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(1)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eLowly important\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(2)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eImportant\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(3)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eVery important\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(4)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eExtremely important\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(5)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003ePoor or low skills and knowledge of the existing maritime workers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e10.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e85.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eHigh number of youth and young adults in Uganda\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e6.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e17.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e8.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e61.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eInadequate managerial level manpower for maritime and marine sector and industry\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e17.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e17.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e59.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eLimited capacity and ability to do maritime businesses and activities in the country\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e8.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e19.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e25.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e42.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eGrowing demand for qualified maritime workers at managerial and technical levels\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e4.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e4.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e29.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e59.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eNeed for professional and upgradation training\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e10.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e4.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e19.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e34.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e27.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eLack of already existing school or institute or study program for maritime education and training\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e4.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e91.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e11\u003c/strong\u003e\u003cstrong\u003e:\u0026nbsp;\u003c/strong\u003eNeed for a basic degree course in maritime studies at BU over the next 5 to 10 years\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"576\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 444px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eRanking of the level of Need of Course over next 5-10yrs\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercent\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003eHigh\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e28\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e59.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003eModerate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e29.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003eLow\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e10.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e47\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e100.0\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e12\u003c/strong\u003e\u003cstrong\u003e:\u0026nbsp;\u003c/strong\u003eMost pressing challenge faced in maritime industry and sector regarding manpower\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"576\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSeriousness of the reason\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eChallenges regarding manpower\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNot as serious\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(1)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eLowly serious\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(2)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSerious\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(3)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 38px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eVery serious\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(4)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eExtremely serious\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(5)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eLack of qualified managerial and technical staff\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e4.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e12.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e10.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e72.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eHigh number of unskilled and poorly trained workers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e17.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e22.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e57.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eLack of standards and guidelines for workers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e6.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e8.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e17.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e46.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e21.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eLack of competency and skills to perform the maritime work\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e6.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e4.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e23.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e66.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eOthers\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e33.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e66.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e13\u003c/strong\u003e\u003cstrong\u003e:\u0026nbsp;\u003c/strong\u003eCapacity for Uganda\u0026rsquo;s maritime and marine sector and industry to sustain/ absorb the graduates of a basic degree in maritime studies\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"579\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 466px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eRespondents\u0026rsquo; view on Uganda\u0026rsquo;s capacity to absorb MET graduates\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercent\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 466px;\"\u003e\n \u003cp\u003eNO\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e36.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 466px;\"\u003e\n \u003cp\u003eYES\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e63.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 466px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e47\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e100.0\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e14\u003c/strong\u003e\u003cstrong\u003e:\u0026nbsp;\u003c/strong\u003eActions to addressing the existing manpower requirement\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAppropriateness of\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003esuggested option\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eSuggested options (solutions/actions)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNot as appropriate\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(1)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eLowly appropriate\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(2)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAppropriate\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(3)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 38px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly appropriate\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(4)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eExtremely appropriate\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(5)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eEstablish an apprenticeship programme led by expatriate workers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e14.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e11.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e29.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e3.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e40.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eContinue with the existing system of sending Ugandans abroad for training\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e66.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e11.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e3.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e7.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e11.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eRetool existing workers through placement abroad\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e3.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e3.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e29.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e22.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e40.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eConduct on job training of workers based on experienced staff\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e3.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e19.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e15.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e23.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e34.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eOthers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 38px;\"\u003e\n \u003cp\u003e14.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e85.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e15\u003c/strong\u003e\u003cstrong\u003e:\u0026nbsp;\u003c/strong\u003eFocus of BU for Maritime Education and Training\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eLevel of training\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercent\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003eCertificate and vocational courses\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003eUpgradation of senior level managers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003eUndergraduate students for technical and managerial courses\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e4.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e8.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003ePostgraduate training at professional and master degree level\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003eAll the above categories\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e43.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e91.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e16\u003c/strong\u003e\u003cstrong\u003e:\u0026nbsp;\u003c/strong\u003eAbility and potential of target students to pay for cost of education and training for a basic degree course in maritime studies\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"579\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 466px;\"\u003e\n \u003cp\u003eWhether or not the potential student can meet the cost of course\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercent\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 466px;\"\u003e\n \u003cp\u003eNO\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e63.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 466px;\"\u003e\n \u003cp\u003eYES\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e36.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 466px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e47\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e100.0\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e17\u003c/strong\u003e\u003cstrong\u003e:\u0026nbsp;\u003c/strong\u003eSuggested solutions for students/parents to meet cost for the planned course in maritime studies\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"576\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAppropriateness of\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003esuggested option\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eSuggested options (solutions/actions)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNot as appropriate\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(1)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eLowly appropriate\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(2)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAppropriate\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(3)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly appropriate\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(4)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eExtremely appropriate\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(5)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003e\n \u003cp\u003eMaritime Studies course should be public funded\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e14.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e17.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e19.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e2.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e46.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003e\n \u003cp\u003eMaritime studies course should be designed to run in independent phases/stages\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e28.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e7.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e14.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e9.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e40.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003e\n \u003cp\u003eDesign it as a vocational course run jointly with employers at workplace\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e12.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e4.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e22.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e17.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e43.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003e\n \u003cp\u003eOther\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e25.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp id=\"_Toc185468747\"\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e18\u003c/strong\u003e\u003cstrong\u003e:\u0026nbsp;\u003c/strong\u003eAssessment of the content of the draft curriculum for a basic degree in maritime studies\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"579\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 447px;\"\u003e\n \u003cp\u003eWhether or not the potential student can meet the cost of course\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 76px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercent\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 447px;\"\u003e\n \u003cp\u003eNO\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e17.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 447px;\"\u003e\n \u003cp\u003eYES\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e32\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e68.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 447px;\"\u003e\n \u003cp\u003eNot sure\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e14.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 447px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e47\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e100.0\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e19\u003c/strong\u003e\u003cstrong\u003e:\u0026nbsp;\u003c/strong\u003eBuilding of students\u0026rsquo; competencies/skills that are stated\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"579\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 447px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eWhether or not the curriculum builds learners\u0026rsquo; competencies\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 76px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercent\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 447px;\"\u003e\n \u003cp\u003eNO\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e27.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 447px;\"\u003e\n \u003cp\u003eYES\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e34\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e72.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 447px;\"\u003e\n \u003cp\u003eNot sure\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 447px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e47\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e100.0\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e20\u003c/strong\u003e\u003cstrong\u003e:\u0026nbsp;\u003c/strong\u003eWhether or not the course\u0026apos;s top priorities in terms of standards and outcomes are appropriately articulated for the learners and reviewers to understand the intent of the course\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"579\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 447px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTop priorities of the course appropriately articulated?\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 76px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercent\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 447px;\"\u003e\n \u003cp\u003eNO\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e8.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 447px;\"\u003e\n \u003cp\u003eYES\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e43\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e91.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 447px;\"\u003e\n \u003cp\u003eNot sure\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 447px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e47\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e100.0\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e21\u003c/strong\u003e\u003cstrong\u003e:\u0026nbsp;\u003c/strong\u003eComparison of the set standards and outcomes of draft curriculum of basic degree undergraduate course for BU with those of other institutions elsewhere for a basic degree in maritime studies?\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"576\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 444px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eContrast between draft and other curricula\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercent\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003eThey are at par with standards elsewhere\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e39\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e83.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003eThey are below existing standards\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e12.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003eDoes not at all meet the established standards\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e4.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e47\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e100.0\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e22\u003c/strong\u003e\u003cstrong\u003e:\u0026nbsp;\u003c/strong\u003eMeans in the draft curriculum for teaching soft skills as assessed by the respondents\u0026nbsp;\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"576\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMeans of teaching soft skills\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercent\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003eThrough taught modules\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e17.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003eThrough projects and class/group work\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e4.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003ePractical and demonstration work\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e10.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003eInternship/industrial training.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e12.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003eCommunity outreach\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e6.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003eSelf-study\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003eA combination of or all the above.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e22\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e46.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e46\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e100.0\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e23\u003c/strong\u003e\u003cstrong\u003e:\u0026nbsp;\u003c/strong\u003eAssessment of whether the draft curriculum meets the skills and knowledge development needs of the students in Uganda\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"576\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 425px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eExtent of skills and knowledge development\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercent\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 425px;\"\u003e\n \u003cp\u003eOnly to limited extent\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e31.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 425px;\"\u003e\n \u003cp\u003eNo, it does not\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 425px;\"\u003e\n \u003cp\u003eYes, it does\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e31\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e66.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 425px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e47\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e100.0\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e24\u003c/strong\u003e\u003cstrong\u003e:\u0026nbsp;\u003c/strong\u003eAssessment whether the 4 Cs (Critical Thinking, Collaboration, Communication, and Creativity) adequately provided for in the draft curriculum, instruction, and assessments\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"576\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 425px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eExtent the draft curriculum provides for acquisition of the 4 Cs.\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercent\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 425px;\"\u003e\n \u003cp\u003eOnly to limited extent\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e14.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 425px;\"\u003e\n \u003cp\u003eNo, it does not\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 425px;\"\u003e\n \u003cp\u003eYes, it does\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e85.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 425px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e47\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e100.0\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e25\u003c/strong\u003e\u003cstrong\u003e:\u0026nbsp;\u003c/strong\u003eAssessment of the suggested teaching and learning technology and infrastructure.\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"576\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 425px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAppropriateness of teaching and learning infrastructure\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercent\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 425px;\"\u003e\n \u003cp\u003eOnly to limited extent\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e16\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e34.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 425px;\"\u003e\n \u003cp\u003eNo, it does not\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e12.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 425px;\"\u003e\n \u003cp\u003eYes, it does\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e53.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 425px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e47\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e100.0\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e26\u003c/strong\u003e\u003cstrong\u003e:\u0026nbsp;\u003c/strong\u003eAssessment whether the 4 Cs (Critical Thinking, Collaboration, Communication, and Creativity) adequately provided for in the draft curriculum, instruction, and assessments\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"576\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eExtent the draft curriculum provides for acquisition of the 4 Cs.\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercent\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003eOnly to limited extent\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e10.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003eNo, it does not\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003eYes, it does\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e41\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e87.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e47\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e100.0\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e27\u003c/strong\u003e\u003cstrong\u003e:\u0026nbsp;\u003c/strong\u003eAssessment whether the draft curriculum provides possibilities for student-led lessons, or are all of them teacher-led and restricted to the approved curriculum\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"576\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 425px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAre there possibilities for student-led lessons?\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercent\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 425px;\"\u003e\n \u003cp\u003eOnly to limited extent\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e25.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 425px;\"\u003e\n \u003cp\u003eNo, it does not\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e25.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 425px;\"\u003e\n \u003cp\u003eYes, it does\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e23\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e49.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 425px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e47\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e100.0\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e28\u003c/strong\u003e\u003cstrong\u003e:\u0026nbsp;\u003c/strong\u003eAssessment the draft curriculum instruction and assessment system allow for personalized learning.\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"576\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eExtent to which the draft curriculum provides for personalized.\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercent\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003eOnly to limited extent\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e14.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003eNo, it does not\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003eYes, it does\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e85.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 434px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e47\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e100.0\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e29\u003c/strong\u003e\u003cstrong\u003e:\u0026nbsp;\u003c/strong\u003eAssessment of the draft curriculum and proposed instruction and assessment system as relates to student driven questions and or accountable talk in deepening the learners understanding.\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"576\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 463px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eExtent of student-driven questions and accountable talk in deepening students\u0026rsquo; understanding,\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercent\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 463px;\"\u003e\n \u003cp\u003eOnly to limited extent\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e14.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 463px;\"\u003e\n \u003cp\u003eNo, it does not\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 463px;\"\u003e\n \u003cp\u003eYes, it does\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e85.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 463px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e47\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e100.0\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e30\u003c/strong\u003e\u003cstrong\u003e:\u0026nbsp;\u003c/strong\u003eWays for assessing the students\u0026apos; comprehension for basic degree in maritime studies\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"576\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 274px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAppropriateness of\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003esuggested ways\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eSuggested Ways for Assessment\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNot as appropriate\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(1)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eLowly appropriate\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(2)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAppropriate\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(3)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly appropriate\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(4)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eExtremely appropriate\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(5)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 274px;\"\u003e\n \u003cp\u003eUse of written tests/exams and assignments, and practical exercise and internships\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e38.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e8.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e21.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e29.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 274px;\"\u003e\n \u003cp\u003eUse of written tests/exams, assignments, practical exercises, internships and industrial training assessment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e95.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 274px;\"\u003e\n \u003cp\u003eUse of written essays, internships and industrial training assessment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e13.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e26.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e21.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e30.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e8.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 274px;\"\u003e\n \u003cp\u003eOthers (listed above)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e25.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e31\u003c/strong\u003e\u003cstrong\u003e:\u0026nbsp;\u003c/strong\u003eDoes the suggested formative assessment measure how well the learning content was delivered, and understood.\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"576\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 415px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAssessment of learning content\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercent\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 415px;\"\u003e\n \u003cp\u003eOnly to limited extent\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 415px;\"\u003e\n \u003cp\u003eNo, it does not\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 415px;\"\u003e\n \u003cp\u003eYes, it does\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e46\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp\u003e97.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 415px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e47\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e100.0\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e32\u003c/strong\u003e\u003cstrong\u003e:\u0026nbsp;\u003c/strong\u003eAssessment of availability of avenues for students with difficulties in learning\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"567\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 415px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAvenues for students with learning difficulties\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercent\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 415px;\"\u003e\n \u003cp\u003eOnly to limited extent\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e10.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 415px;\"\u003e\n \u003cp\u003eNo, it does not\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e63.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 415px;\"\u003e\n \u003cp\u003eYes, it does\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e25.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 415px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e47\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e100.0\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e33\u003c/strong\u003e\u003cstrong\u003e:\u0026nbsp;\u003c/strong\u003eAssessment of\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003ethe learning environment provided at Namasagali Campus.\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"576\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 415px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAmbience of learning environment for maritime studies?\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercent\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 415px;\"\u003e\n \u003cp\u003eOnly to limited extent\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e21.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 415px;\"\u003e\n \u003cp\u003eNo, it does not\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e17.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 415px;\"\u003e\n \u003cp\u003eYes, it does\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e29\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e61.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 415px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e47\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e100.0\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e34\u003c/strong\u003e\u003cstrong\u003e:\u0026nbsp;\u003c/strong\u003eAssessment of the suggested delivery and learning in the draft curriculum as whether it is properly aligned to the different local, national, regional and international standards and requirements for maritime studies\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"577\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 416px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eStandards\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNO (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eYES (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 416px;\"\u003e\n \u003cp\u003eBusitema University standards and requirements\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e6.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp\u003e93.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 416px;\"\u003e\n \u003cp\u003eNational Council of Higher Education for Uganda\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e4.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp\u003e95.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 416px;\"\u003e\n \u003cp\u003eNational, Regional and International Maritime standards and requirements\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e17.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp\u003e83.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 416px;\"\u003e\n \u003cp\u003eUganda Maritime Sector and Industry standards and requirements\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e6.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp\u003e93.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 416px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e47\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e100.0\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e35\u003c/strong\u003e\u003cstrong\u003e:\u0026nbsp;\u003c/strong\u003eAssessment of how the implementation of draft curriculum can contribute to or support the preparation of job readiness for the students\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"576\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eContribution of the\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003esuggested options\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eOptions for enhancing the contribution of training\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNot as appropriate\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(1)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eLowly appropriate\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(2)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAppropriate\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(3)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly appropriate\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(4)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eExtremely appropriate\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(5)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003e\n \u003cp\u003eDevelopment of students\u0026rsquo; knowledge and skills\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e4.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e93.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003e\n \u003cp\u003eInternship and industrial training\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e8.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e32.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e56.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003e\n \u003cp\u003eAssociated or linked competency/license training\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e2.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e17.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e46.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e8.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e24.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003e\n \u003cp\u003eStudents\u0026rsquo; individual or group project work\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e11.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e20.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e68.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e36\u003c/strong\u003e\u003cstrong\u003e:\u003c/strong\u003e Assessment of whether the draft curriculum allow or provide for continuous review and input from the instructors and students feedback\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"576\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eDoes the draft curriculum provide for continuous review of the curriculum?\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercent\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003eOnly to limited extent\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e6.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003eNo, it does not\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003eYes, it does\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e43\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e93.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 444px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e47\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e100.0\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e"}],"fulltextSource":"","fullText":"","funders":[{"identity":"00f21529-9b32-410b-8ea3-a14aef7095ac","identifier":"10.13039/501100009900","name":"Busitema University","awardNumber":"Research","order_by":0}],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"Busitema University","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Maritime studies, curriculum development, competency-based education, work-based learning, Uganda","lastPublishedDoi":"10.21203/rs.3.rs-8941489/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8941489/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study reports on results of a Work-Based Learning (WBL) project undertaken at University of Portsmouth to develop and review a curriculum for a basic undergraduate degree in Marine and Maritime Studies at Busitema University, Uganda. The project responded to national manpower gaps in the maritime and marine sector, increasing reliance on inland water transport, and the need to align higher education programs with International Maritime Organization (IMO), the Standards of Training, Certification and Watchkeeping (STCW), and the university basic degree requirements and recent call for competence-based education by the Uganda’s National Council of Higher Education (NHCE). A mixed-methods approach was adopted, combining stakeholder surveys, key informant interviews, field observations, and secondary data review. Quantitative and qualitative data were triangulated to assess sectoral needs, curriculum relevance, institutional readiness, and implementation challenges. Results from 47 respondents across 17 maritime-related organizations indicated strong demand for a university-level basic degree maritime studies programme, with emphasis on competency-based training, safety and environmental management, work-integrated learning, and alignment with national and international standards. Stakeholders identified infrastructural, staffing, and financing constraints but expressed confidence in Busitema University’s capacity to address these through phased implementation and partnerships. The study concludes that a structured, competency-based maritime curriculum is both feasible and necessary for Uganda’s maritime sector development.\u003c/p\u003e","manuscriptTitle":"Developing a competency-based undergraduate curriculum for marine and maritime studies course in an inland-water state: the case of Uganda.","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-02-25 06:11:54","doi":"10.21203/rs.3.rs-8941489/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"7ce7f1c4-5bab-44dd-804d-fc66986812ed","owner":[],"postedDate":"February 25th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":63339305,"name":"Educational Philosophy and Theory"}],"tags":[],"updatedAt":"2026-02-25T06:11:54+00:00","versionOfRecord":[],"versionCreatedAt":"2026-02-25 06:11:54","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8941489","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8941489","identity":"rs-8941489","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}