IALA MODEL COURSE

V-103/2
VESSEL TRAFFIC SERVICES SUPERVISOR
TRAINING

Edition 2.0
December 2009

10, rue des Gaudines – 78100 Saint Germaine en Laye, France

Tél. +33(0)1 34 51 70 01 – Fax +33 (0)1 34 51 82 05 – academy@iala-aism.org
www.iala-aism.org
International Association of Marine Aids to Navigation and Lighthouse Authorities
Association Internationale de Signalisation Maritime
DOCUMENT REVISION
Revisions to this IALA Document are to be noted in the table prior to the issue of a revised document.

Date Page / Section Revised Requirement for Revision

March 2000 1st issue

Ed.1.1
December 2005 Reformatted to reflect IALA documentation Hierarchy
Entire document

Ed.2 Reflecting 10 years’ experience and the evolution of

December 2009
Entire document technology

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CONTENTS
FOREWORD ...................................................................................................................................................................................... 6
PART A COURSE OVERVIEW .................................................................................................................................................. 7
1 OVERVIEW................................................................................................................................................................................... 7
2 PURPOSE OF THE MODEL COURSE.............................................................................................................................................. 7
3 USE OF THE MODEL COURSE ...................................................................................................................................................... 7
PART B DELIVERY OF THE MODEL COURSE ............................................................................................................................ 8
1 INTRODUCTION ........................................................................................................................................................................... 8
2 COURSE MODULES ...................................................................................................................................................................... 8
3 SUBJECT OUTLINE ....................................................................................................................................................................... 8
4 DETAILED TEACHING SYLLABUS .................................................................................................................................................. 9
5 PRESENTATION ........................................................................................................................................................................... 9
6 EVALUATION OR ASSESSMENT OF THE COURSE PARTICIPANTS ................................................................................................ 9
7 IMPLEMENTATION ...................................................................................................................................................................... 9
8 VALIDATION ................................................................................................................................................................................ 9
PART C COURSE FRAMEWORK ............................................................................................................................................ 10
1 INTRODUCTION ......................................................................................................................................................................... 10
2 REQUIREMENTS FOR ENDORSEMENT AS A VTS SUPERVISOR .................................................................................................. 10
3 COURSE INTAKE – LIMITATIONS ............................................................................................................................................... 10
4 TRAINING STAFF REQUIREMENTS ............................................................................................................................................. 10
4.1 Instructors ....................................................................................................................................................................... 11
4.2 Assessors ......................................................................................................................................................................... 11

5 TEACHING FACILITIES AND EQUIPMENT ................................................................................................................................... 11

PART D GUIDELINES FOR INSTRUCTORS .............................................................................................................................. 13
1 INTRODUCTION ......................................................................................................................................................................... 13
2 CURRICULUM ............................................................................................................................................................................ 13
3 EVALUATION OR ASSESSMENT ................................................................................................................................................. 14
PART E COURSE MODULES .................................................................................................................................................. 15
MODULE 1 ADVANCED TRAFFIC MANAGEMENT ....................................................................................................................... 16
1.1 INTRODUCTION ......................................................................................................................................................................... 16
1.2 SUBJECT FRAMEWORK.............................................................................................................................................................. 16
1.3 SUBJECT OUTLINE OF MODULE 1 .............................................................................................................................................. 17
1.4 DETAILED TEACHING SYLLABUS OF MODULE 1......................................................................................................................... 18
MODULE 2 VTS EQUIPMENT ..................................................................................................................................................... 22
2.1 INTRODUCTION ......................................................................................................................................................................... 22
2.2 SUBJECT FRAMEWORK.............................................................................................................................................................. 22
2.3 SUBJECT OUTLINE OF MODULE 2 .............................................................................................................................................. 22

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CONTENTS
2.4 DETAILED TEACHING SYLLABUS OF MODULE 2......................................................................................................................... 23
MODULE 3 ADDITIONAL PERSONAL ATTRIBUTES ...................................................................................................................... 24
3.1 INTRODUCTION ......................................................................................................................................................................... 24
3.2 SUBJECT FRAMEWORK.............................................................................................................................................................. 24
3.3 SUBJECT OUTLINE OF MODULE 3 .............................................................................................................................................. 25
3.4 DETAILED TEACHING SYLLABUS OF MODULE 3......................................................................................................................... 26
MODULE 4 RESPONDING TO EMERGENCY SITUATIONS............................................................................................................. 28
4.1 INTRODUCTION ......................................................................................................................................................................... 28
4.2 SUBJECT FRAMEWORK.............................................................................................................................................................. 28
4.3 SUBJECT OUTLINE OF MODULE 4 .............................................................................................................................................. 28
4.4 DETAILED TEACHING SYLLABUS OF MODULE 4......................................................................................................................... 29
MODULE 5 ADMINISTRATIVE FUNCTIONS ................................................................................................................................. 31
5.1 INTRODUCTION ......................................................................................................................................................................... 31
5.2 SUBJECT FRAMEWORK.............................................................................................................................................................. 31
5.3 SUBJECT OUTLINE OF MODULE 5 .............................................................................................................................................. 31
5.4 DETAILED TEACHING SYLLABUS OF MODULE 5......................................................................................................................... 32
MODULE 6 LEGAL KNOWLEDGE ................................................................................................................................................ 33
6.1 INTRODUCTION ......................................................................................................................................................................... 33
6.2 SUBJECT FRAMEWORK.............................................................................................................................................................. 33
6.3 SUBJECT OUTLINE OF MODULE 6 .............................................................................................................................................. 33
6.4 DETAILED TEACHING SYLLABUS OF MODULE 6......................................................................................................................... 34
ANNEX 1 VTS Supervisor Competence chart .......................................................................................................................... 35
ANNEX 2 Teaching aids and references .................................................................................................................................. 39

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CONTENTS

List of Tables
Table 1 Levels of Competence ................................................................................................................................................... 12
Table 2 Assessment levels ......................................................................................................................................................... 14
Table 3 Recommended Course Hours ........................................................................................................................................ 15
Table 4 Subject outline – Advanced Traffic Management ......................................................................................................... 17
Table 5 Detailed teaching syllabus – Advanced traffic management ....................................................................................... 18
Table 6 Subject outline – VTS equipment .................................................................................................................................. 22
Table 7 Detailed teaching syllabus – VTS equipment ................................................................................................................ 23
Table 8 Subject outline – Additional personal attributes .......................................................................................................... 25
Table 9 Detailed teaching syllabus – Additional personal attributes ........................................................................................ 26
Table 10 Subject outline – Responding to emergency situations ................................................................................................ 28
Table 11 Detailed teaching syllabus – Responding to emergency situations .............................................................................. 29
Table 12 Subject outline – Administrative functions ................................................................................................................... 31
Table 13 Detailed teaching syllabus – Administrative functions ................................................................................................. 32
Table 14 Subject outline – Legal knowledge ............................................................................................................................... 33
Table 15 Detailed teaching syllabus – Legal knowledge ............................................................................................................. 34

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 FOREWORD

The International Association of Marine Aids to Navigation and Lighthouse Authorities (IALA) has been associated
with Vessel Traffic Services (VTS) since 1955 and recognises the importance of human resources to the
development of efficient Vessel Traffic Services worldwide.
Taking into account the International Convention on Standards of Training, Certification and Watchkeeping of
Seafarers, 1978, as amended in 1995 (STCW Convention), the Seafarer’s Training, Certification and Watchkeeping
Code (STCW Code) and STCW 95 Resolution 10, IALA has adopted Recommendation V-103 on Standards of
Training and Certification of VTS Personnel.
The model training courses developed, or being developed, by IALA for VTS personnel are:
• Model Course V-103/1 - VTS Operator Training
• Model Course V-103/2 - VTS Supervisor Training
• Model Course V-103/3 - VTS On-the-Job Training
• Model Course V-103/4 - VTS On-the-Job Training Instructor
These model courses are intended to provide national members and other appropriate authorities charged with
the provision of Vessel Traffic Services with specific guidance on the training of VTS Operators and VTS
Supervisors. They may be used by maritime training organisations, and assistance in implementing any course
may be obtained through IALA at the following address:

The Secretary-General
IALA Tel: (+) 33 1 34 51 70 01
10 rue des Gaudines, 78100 Fax: (+) 33 1 34 51 82 05
Saint Germain-en-Laye e-mail: academy@iala-aism.org
France Internet: www.iala-aism.org

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 PART A COURSE OVERVIEW
1 OVERVIEW
IALA recommends that training providers utilise accredited training courses as per IALA Guideline 1014 on the
Accreditation of VTS Training Courses.

2 PURPOSE OF THE MODEL COURSE

The purpose of this model course is to assist maritime training organisations and their teaching staff in the
preparation and introduction of new training courses for VTS Supervisors, or in enhancing, updating or
supplementing existing training material where the quality and effectiveness of the training courses may thereby
be improved.
This course provides details of the subject areas for knowledge and practical competence required for a VTS
Operator to gain an endorsement as a VTS Supervisor.

3 USE OF THE MODEL COURSE

The complete course comprises six modules, each of which deals with a specific subject representing a
requirement or function of a VTS Supervisor. Each module contains a subject framework stating its scope and
aims, a subject outline and a detailed teaching syllabus.
The course also provides participants with the opportunity to exercise the role of a VTS Supervisor. These
exercises should, wherever practicable, use simulation. Where simulation is not practicable, the exercises should
be designed to be fully representative of appropriate situations that occur in a VTS.

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 PART B DELIVERY OF THE MODEL COURSE
1 INTRODUCTION
All training and assessment of personnel for gaining the endorsement as a VTS Supervisor should be:
1 Structured in accordance with written programmes, including such methods and means of delivery,
procedures and course material as are necessary to achieve the prescribed standard of competence; and,
2 Conducted, monitored, assessed and supported by persons qualified in accordance with Part C, section 4 -
Training Staff Requirements.
Training staff should review the course outline and detailed syllabus in each subject. The actual level of
knowledge, skills and prior technical education of the participants in the subject concerned should be kept in
mind during this review. Any differences between the level of skills and competencies of the participant and
those identified within the detailed training syllabus should be identified. To compensate for such differences,
the instructor is expected to delete from the course, or reduce the emphasis on, items dealing with knowledge or
skills already attained by the participants. The instructor should also identify any academic knowledge, skills or
technical training that the participants may not have acquired.
By analysing the detailed syllabus and the academic knowledge required to allow training in the technical area to
proceed, the instructor can design an appropriate pre-entry course in the subjects in which weakness is evident.
Alternatively, the elements of academic knowledge required to support the technical training elements
concerned may be inserted at appropriate points within the syllabus.
Adjustment of the module objectives, scope and content for each subject may also be necessary if the
participants completing the course are to undertake duties which differ from the objectives specified.

2 COURSE MODULES
The modular presentation enables the instructor to adjust the course content to suit the participant intake and
provide any revisions of the subject objectives as required. The instructor should draw up lesson plans based on
each detailed syllabus and the references in them to the textbooks and teaching material suggested for the
course. Where no adjustment has been found necessary in the subjects of a detailed syllabus, the lesson plans
may simply consist of the detailed syllabus with keywords or other reminders added to assist the instructor in
making his presentation of the material.
To assist in the development of lesson plans, five levels of competence are used in the model courses for VTS
personnel. Levels 1 to 4 are used in the model course for the training of VTS Operators and levels 3 to 5 are used
in the model course for VTS Supervisor. See Table 1, Levels of Competence in Part C.
Each level of competence is defined in terms of the learning outcome, the instructional objectives and the
required skills. The recommended level of competence for each subject is indicated in the Subject Outline, of
each module.

3 SUBJECT OUTLINE
The subject outline, of each module also includes a total recommended number of hours that should be allotted
to each module. However, it should be appreciated that these allocations are arbitrary and assume that the
participants have met fully all of the entry requirements specified for each subject. The instructor should
therefore carefully review the objectives during course and lesson plan design and consider the need to reallocate
the time required to achieve each specific learning objective. In addition, the opportunity to reduce formal

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training time through recognition of Accredited Prior Learning (APL) should be taken advantage of whenever
documented evidence of prior learning or professional certification can be produced by the course participants.

4 DETAILED TEACHING SYLLABUS

The detailed teaching syllabus, of each module has been written in learning-objective format in which the
objective describes what the participant must do to demonstrate that knowledge has been transferred. All
objectives are understood to be prefixed by the words:
the expected learning outcome is that the participant has acquired the recommended levels of competence
in …….
In preparing a teaching scheme and lesson plans, the instructor is free to use any teaching method or
combination of methods that will ensure participants can meet the stated objectives. However, it is essential that
participants complete the subject matter set-out in each module.

5 PRESENTATION
The presentation of concepts and methodologies may be repeated as necessary in various ways until the
instructor is satisfied that the participant has attained a good working knowledge in each subject.

6 EVALUATION OR ASSESSMENT OF THE COURSE PARTICIPANTS

The evaluation criteria are contained in column 4 of the VTS Supervisor competence chart (see Error! Reference s
ource not found.), and provide the means for an assessor to judge whether a participant is competent to perform
the related tasks, duties and responsibilities.

7 IMPLEMENTATION
For the course to run smoothly and effectively, considerable attention must be paid to the availability and use of:
• Qualified instructors;
• Support staff;
• Rooms and other spaces;
• Equipment;
• Textbooks, technical papers;
• Other reference material.
Thorough preparation is key to successful implementation of the course.

8 VALIDATION
The information contained in this document has been validated by a group of technical advisers, consultants and
experts on training of VTS personnel. These were drawn from the IALA VTS Committee, training organisations of
IALA national members and experienced VTS personnel so that the standards implemented may be as uniform as
possible. Validation in the context of this document means that the group has found no grounds to object to its
contents.

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 PART C COURSE FRAMEWORK
1 INTRODUCTION
The model course covers the requirements of the IALA Recommendation V-103. On successful completion of the
course and assessments, the participants should have been presented with sufficient training and to carry out
with competence the duties of a VTS Supervisor at a VTS centre. In particular they should be fully conversant with
the administrative functions of a VTS and the methods of responding to emergency situations as well as the
principles of Vessel Traffic Services, the services that a VTS centre can provide to shipping and the resources and
means of providing those services.

2 REQUIREMENTS FOR ENDORSEMENT AS A VTS SUPERVISOR

Every candidate for a VTS Supervisor endorsement should:
• be in possession of a valid VTS Operator Certificate;
• have achieved the International English Language Testing System (IELTS) level 6, or its equivalent;
• satisfy the Competent Authority by passing the appropriate assessment for the accredited course of
Supervisor training and that they possess the additional theoretical and practical knowledge appropriate
to the requirements of a VTS Supervisor.

3 COURSE INTAKE – LIMITATIONS

Class sizes may be limited at the discretion of the Competent Authority in order to allow the instructor to give
adequate attention to individual participants. In general it is recommended that a maximum of 12-14 students be
the upper limit that a single instructor can be expected to train satisfactorily to the level of competence involved.
Larger numbers may be admitted if extra staff and tutorial periods are provided to deal with participants on an
individual basis.
During practical sessions and group activities there may be additional restraints on class size. In particular, where
the use of a simulator or similar teaching aid is involved, it is recommended that no more than two students be
trained simultaneously on any individual piece of equipment.

4 TRAINING STAFF REQUIREMENTS

All instructors and assessors should be appropriately qualified for the particular types and levels of training or
assessment required for the model course.
The accredited training programme for VTS Supervisors should ensure that the qualifications and experiences of
instructors and assessors are covered in the application of appropriate quality training standards. Such
qualifications, experience and application of quality standards should incorporate appropriate training in
instructional techniques, and training and assessment methods and practices, and comply with all applicable
recommendations set out in the following paragraphs.
As well as instructors and assessors, additional staff may be required for the maintenance of equipment and for
the preparations of materials, work areas and supplies for the practical work.

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4.1 Instructors
Any person conducting training of personnel qualifying for certification as VTS Supervisors should:
1 Have an appreciation of the training programme and an understanding of the specific training objectives for
the particular type of training being conducted;
2 Be professionally and academically qualified in the task for which training is being conducted;
3 Have an appropriate balance of professional and teaching qualifications;
4 If conducting training with the use of a simulator:
a have received appropriate guidance in instructional techniques involving the use of simulators; and

b have gained practical operational experience on the particular simulator being used.

Any person responsible for the supervision of training personnel should have a full understanding of the training
programme and the specific objectives for each element of training being conducted.

4.2 Assessors
Any person conducting assessment of competence of personnel should:
1 Have an appropriate level of knowledge and understanding of the competence to be assessed;
2 Be qualified in the task for which the assessment is being made;
3 Have received appropriate guidance in assessment methods and practices;
4 Have gained practical assessment experience; and
5 If conducting assessment involving the use of simulators, have gained practical assessment experience on
the particular type of simulator under the supervision, and to the satisfaction, of an experienced assessor.

5 TEACHING FACILITIES AND EQUIPMENT

Facilities other than an ordinary classroom fitted with a chalkboard or whiteboard, an overhead projector or
computer-assisted projector and screen are given in the individual subject frameworks.
In order to assist instructors, references are shown against the subjects in the modules to indicate references and
publications, additional technical material and teaching aids that the instructor may wish to use when preparing
and presenting the course, see Annex B, Teaching aids and references. The material listed in the subject
frameworks has been used to structure the detailed teaching syllabuses; in particular:
• teaching aids (indicated by A);
• equipment needed by participants (indicated by E); and
• references (indicated by R).

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 Table 1 Levels of Competence

Level Knowledge and/or Attitude Skill

Level 1 Comprehension Guided response
Work of a routine and Understands facts and principles; The early stages in learning a complex
predictable nature interprets verbal/written material; skill and includes imitation by repeating
generally requiring interprets charts, graphs and a demonstrated action using a multi-
supervision illustrations; estimates future response approach (trial and error
consequences implied in data; method) to identify an appropriate
justifies methods and procedures response
Level 2 Application Autonomous response
More demanding Applies concepts and principles to The learned responses have become
range of work new situations; applies laws and habitual and the movement is
involving greater theories to practical situations; performed with confidence and
individual demonstrates correct usage of proficiency
responsibility. Some methods or procedures
complex/non-routine
activities
Level 3 Analysis Complex observable response
Skilled work involving Recognises un-stated assumptions; The skilful performance of acts that
a broad range of work recognises logical inconsistencies in involve complex movement patterns.
activities. Mostly reasoning; distinguishes between Proficiency is demonstrated by quick,
complex and non- facts and inferences; evaluates the smooth, accurate performance. The
routine relevancy of data; analyses the accomplishment of acts at this level
organisational structure of work includes a highly co-ordinated
automatic performance
Level 4 Synthesis Adaptation
Work that is often Integrates learning from different Skills are so well developed that
complex, technical areas into a plan for solving a individuals can adapt rapidly to special
and professional with problem; formulates a new scheme requirements or problem situations
a substantial degree for classifying objects or events
of personal
responsibility and
autonomy
Level 5 Evaluation Creation
Complex techniques Judges the adequacy with which The creation of new practices or
across wide and often conclusions are supported by data; procedures to fit a particular situation
unpredicted variety of judges the value of a work by use or specific problem and emphasizes
contexts. of internal criteria; judges the value creativity based upon highly developed
Professional/senior of a work by use of external skills
managerial work standards of excellence

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 PART D GUIDELINES FOR INSTRUCTORS
1 INTRODUCTION
VTS Supervisors are appropriately qualified persons performing one or more tasks contributing to the services of
a VTS centre. It is essential that education and training be aimed at minimising incidents due to mistakes or
errors of judgement. This model course is designed to meet the requirements for qualified VTS personnel to
obtain an endorsement as a VTS Supervisor capable, subject to obtaining satisfactory On-the-Job Training, of
supervising and managing an Information, Navigational Assistance or Traffic Organisation Service.
The demonstration of a high level of responsibility, watchfulness and precision characterise a competent VTS
Supervisor. Training and education should therefore aim at stimulating these qualities.
Those parts of the subject that are important from the point of view of safety should be emphasised. The
instructor should therefore be thoroughly acquainted with the relevant rules that regulate Vessel Traffic Services.
It is important to keep in mind the close relationship of all subjects in the VTS Supervisors course. In particular,
instructors should continuously monitor the additional personal attributes of participants and, when appropriate,
draw their attention to the need to meet the subjects of that module.
In Vessel Traffic Services new techniques and equipment are developed very quickly. This makes it necessary for
instructors to keep up to date in new techniques and in national and international rules and regulations.
Instructors should also be encouraged to teach relevant new developments and techniques not mentioned in this
syllabus.

2 CURRICULUM
The subject modules into which the course is divided reflect the competence headings of the VTS Supervisor
Competence Chart (see ANNEX 1). The syllabuses are presented this way to show clearly the relationship of the
syllabus with the IALA recommendations.
The subjects shown in the detailed syllabus are not listed in order of priority. Instructors should treat them in the
order, which they consider to be the most effective for their course participants and circumstances.
Great care should be taken when using the levels of competence in Table 1. They have been phrased in a precise
form to indicate exactly what the participant should be capable of doing. This then becomes the means of
demonstrating that the intended level of knowledge or skill has been attained.
The recommended hours given in the syllabuses are intended to be used as approximate guidelines for planning
purposes. The hours should be adjusted as necessary to suit local circumstances in the light of experience with
previous courses. If possible the course should be implemented with some flexibility to allow for adjustments
during its running. It is normal for different participants to require different lengths of time to cover the same
work. For practical reasons some minor adjustments will probably be needed when drawing up the timetable to
fit the work to be covered into fixed teaching periods and term times.
The success of the course will depend, to a large extent, upon detailed co-ordination of the individual subjects
into a coherent teaching scheme. It is important that an experienced instructor acts as course co-ordinator to
plan and supervise the implementation of the course.
Using the time estimates, modified as appropriate, a timetable should be drawn up to suit the normal working
day and terms of the training organisation. Teaching schemes should be prepared by the teaching staff outlining
the subject areas to be covered week by week. All members of the teaching team should have a copy of the
proposed schemes so that they are aware of what is being done in subjects other than their own.
The teaching schemes should be scrutinised carefully to ensure that all of the listed subjects are covered, that
repetition is avoided and that essential pre-requisite knowledge at any stage has already been covered. Only
those additional requirements set by the Competent Authority should be introduced.

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The course co-ordinator should monitor the running of the course. There should be regular discussions with the
teaching staff involved concerning the progress of participants and any problems that have become apparent.
Modifications of the teaching scheme should be made where necessary to ensure that participants are attaining
the objectives laid down. If necessary, extra tuition should be arranged to enable weaker students to reach the
required standard. At the conclusion of the course a discussion should be held to determine whether changes
should be made to improve future courses.
Procedures should be in place to follow the On-the-Job Training (OJT) of students, using comments from both
participants and OJT Instructors to help ensure relevancy and validity of future courses. The transition from
advanced training to OJT should appear as continuous as possible.

3 EVALUATION OR ASSESSMENT

Continual assessment of participants should be undertaken. In many cases the assessment can be based on the
marks given to participants’ course work, providing a proper record of it is kept. That can be supplemented by
occasional short test papers. These assessments are additional to any examination required for the purposes of
certification.
Assessments should use the following five levels to indicate the progressive learning attained by participants. It is
recommended that, for the VTS Supervisor, an average level of four to five should be considered as being
satisfactory.
Table 2 Assessment levels

Level Description
LEVEL 1 The participant demonstrates a willingness to learn.
LEVEL 2 The participant demonstrates active participation in the learning process.
LEVEL 3 The training positively influences the participant’s behaviour and attitude, and there
is a measurable increase in knowledge and skills.
LEVEL 4 The participant demonstrates the ability to adapt existing knowledge, skills and
attitude when dealing with new and unplanned situations.
LEVEL 5 The participant demonstrates a permanent positive change in knowledge, skills and
attitude and is ready to positively influence others.
The participant may exhibit some positive changes in co-related behaviours.

The form and timing of examinations for endorsement as a VTS Supervisor is a matter for the Competent
Authority concerned.
An adequate period of time should be allowed at the end of the course for revision and review of the course
content. That period and the time occupied by examinations would be additional to the times shown in the
syllabuses.
The Competent Authority may recognize documented evidence including assessments completed for the
attainment of related certificates as equivalencies for parts or all of specific VTS modules.

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 PART E COURSE MODULES
The complete course comprises six modules, each of which deals with a specific course module and subject
representing a requirement or function of a VTS Supervisor, followed by simulated exercises and
assessment intended to be representative of events and incidents likely to be experienced in a VTS centre.
Table 3 Recommended Course Hours

Recommended
1
Duration in Hours
Subject
Presentations / Exercises /
Lectures Simulation2,3

1. Advanced Traffic Management 14 18

2. VTS Equipment 3 3

3. Additional Personal Attributes 6 4

4. Responding to Emergency Situations 12 18

5. Administrative Functions 12 6

6. Legal Knowledge 6 34

Total 53 52

Notes: 1. The recommended times are based on the assumption that participant have no knowledge on
any subject in excess of that gained during the VTS Operators basic training. The actual time
required for each module will vary, depending on previous knowledge and the entrance level of
the participant.
2. The times recommended include simulation time, but do not include the time necessary for
examinations or tests of proficiency.
3. Simulation will provide an opportunity to combine several of the required teaching points of all
modules concurrently.
4. Aspects pertaining to legal implications will be evidenced throughout all simulation exercises

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MODULE 1 ADVANCED TRAFFIC MANAGEMENT
1.1 INTRODUCTION

Instructors for this module should have knowledge and comprehension of ship bridge activities as well as
qualifications in the VTS/Maritime field and the ability to apply nautical techniques in a VTS environment. If
this cannot be achieved, then an appropriate expert should cover sections of this module relevant to their
field of expertise. Ideally, every instructor should have full access to simulated VTS.

1.2 SUBJECT FRAMEWORK

1.2.1 Scope
This syllabus covers the requirement of candidates for VTS Supervisors to have nautical knowledge and
management skills additional to those required for VTS Operators. This is to ensure effective traffic
management and port operations.
This module also provides detailed knowledge of port operations and the means by which management
information can be co-ordinated between all authorities associated with port management activities.
The syllabus provides candidates with an understanding of the conduct and safe management of dangerous
cargoes and the ability to initiate effective actions in the event of accidental discharge, ingress of water or
fire.
1.2.2 Aims
On completion of this module candidates will demonstrate the ability to manage a VTS watch responsible
for the provision of VTS traffic and port operations services and ensure that VTS is capable of co-ordinating
effectively with authorities responsible for other port management services.

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1.3 SUBJECT OUTLINE OF MODULE 1

Table 4 Subject outline – Advanced Traffic Management

Recommende Recommended Hours

Subject Area d Competence
Presentations/ Exercises/
Level
Lectures Simulation1
Data used in VTS Level 4
Charts and publications
Monitoring normal operation of aids to
navigation
Other data sources
Marine Organisations Level 4
International/national/local organisations
Roles and functions of maritime organisations
Traffic/Port Management Level 5
Principles of waterway and traffic
management
Traffic monitoring and organisation
Supervisory responsibilities and interaction
Harbour operations
Coastal VTS
Dangerous Cargoes Level 4
Types of dangerous cargo
Special considerations for ships carrying
dangerous cargoes in a VTS area
Pollution control and response
14 hours total 18 hours total

Note 1 This should, where possible, include participation in a major regional pollution control exercise.

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1.4 DETAILED TEACHING SYLLABUS OF MODULE 1

Table 5 Detailed teaching syllabus – Advanced traffic management

Subjects / Learning Objectives Reference Teaching Aid

Data used in VTS

Charts and publications R4, R22, R27, R43 A1, A2, A3, A4, A6, A7
Systems for correcting charts and publications
Means of promulgating changes to charts and publications
Significance of failure to correct and promulgate changes to charts and publications
Monitoring normal operation of aids to navigation R42, R43
Visual confirmation of position and operation
Radar confirmation of position
Monitoring of remote sites
Other data sources
International, regional, national and local data bases
Other data inputs

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 Subjects / Learning Objectives Reference Teaching Aid

Marine Organisations
International/national/local organisations R13, R35 A17
International, national and regional SAR arrangements
IMO/IHO/ITU
IALA
IMPA/IHMA/IAPH
National/local governmental body/ ministry (*)
National/local maritime executive/operational body (where different from (*))
Other organisations
Roles and functions of maritime organisations
Establish chain of authority (relevant to the body of trainees under instruction)
Traffic/Port Management
Principles of waterway and traffic management R1 to R7 inclusive, A1, A2, A3, A5
R17, R35, R41, R58,
Types of traffic / port management service E1
R59
Planning E2 during simulated
Risk management exercises
Allocation of space
Criteria which determines the parameters for the safe passage of shipping
Guidelines on Navigational Assistance Service (NAS)
Required nautical knowledge
Traffic monitoring and organisation R17, R37, R41
Traffic patterns
VTS sailing or route plans
Situation analysis
Monitoring and surveillance requirements

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 Subjects / Learning Objectives Reference Teaching Aid
Related nautical knowledge
Supervisory responsibilities and interaction
Ship masters (including PEC holders)
Marine pilots
VTS
Ships agents
Tugs and towing
Allied services
Other government departments/agencies
Related nautical knowledge
Harbour operations
Harbour master – Port authority
Port users/stakeholders
Terminal operators
Security
Role of VTS within the harbour
Other government organizations
Special operations
Related nautical knowledge
Ship Reporting Systems R1, R2, R3, R7, R12,
Reporting and recording of alleged/observed breaches of COLREGS, mandatory ship R16, R35, R60
reporting system requirements and SOLAS
Coastal VTS
Concept of coast state control waters
Geographical limits of territorial waters SAR regions, EEZ and other special zones

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 Subjects / Learning Objectives Reference Teaching Aid
National emergency towing protocol
Related diplomatic protocols
Related nautical knowledge
Dangerous Cargoes R8, R38,R40 A17, A18
Types of dangerous cargo
International Maritime Dangerous Goods Code (IMDG)
International Convention for the prevention of pollution from ships (MARPOL)
Local/regional contingency and emergency requirements
Special considerations for ships carrying dangerous cargoes in a VTS area
International Maritime Dangerous Goods Code (IMDG)
International Convention for the prevention of pollution from ships (MARPOL)
Local/regional contingency and emergency requirements
VTS concerns
Pilotage concerns
Pollution control and response Standard Hazmat course
Methods of containing
Methods of recovery
Role of VTS in national and local contingency/response plans

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MODULE 2 VTS EQUIPMENT
2.1 INTRODUCTION

Instructors for this module should have comprehension of the equipment and systems used in vessel
traffic services and how they are applied in a VTS environment. If this cannot be achieved, then the
appropriate expert should cover certain sections of this module. Every instructor should have full
access to a simulator capable of representing the VTS environment. In addition, if possible
arrangements should be made for participants to visit operational VTS centres.

2.2 SUBJECT FRAMEWORK

2.2.1 Scope
This syllabus covers the theory and practice of maintaining the satisfactory operation of VTS
systems, including monitoring the performance of equipment and sub-systems and organising
maintenance requirements as and when necessary.
2.2.2 Aims
On completion of the module participants will demonstrate a knowledge of generic system
operation, as appropriate to the integration of VTS equipment, redundancy arrangements for the
collection, analysis and dissemination of traffic information. Participants will explain rationale and
demonstrate skills to identify the malfunction or degradation in performance of equipment and to
keep the system operational on a 24/7 basis. Specific knowledge will be considered in On–the-Job
Training.
In addition, the participants will demonstrate understanding of systems to enable services to be
maintained, to the maximum extent practicable, in the event of equipment becoming unserviceable
or malfunctioning.
Participants will communicate with technical staff to ensure that relevant documentation concerning
the technical characteristics of the equipment, its operation, performance checks and maintenance,
including routine servicing and repair work, is current.

2.3 SUBJECT OUTLINE OF MODULE 2

Table 6 Subject outline – VTS equipment

Recommended Recommended Hours

Subject Area Competence
Level Presentation Exercises/
s/ Lectures Simulation
VTS Equipment
Operation of equipment and systems
Level 3 3 hours total 3 hours total
Maintenance procedures
Redundancy of equipment

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2.4 DETAILED TEACHING SYLLABUS OF MODULE 2

Table 7 Detailed teaching syllabus – VTS equipment

Subjects /Learning objectives Reference Teaching Aid

R31, R33, R34, R37, A1, A2, A4, A6, A11, A12, A13,
VTS Equipment
R41, R49, R57 A15, A17, A18
Operation of equipment and systems
Monitoring and maintaining optimum performance and types of:
Equipment and systems for collecting data
Equipment and systems for data analysis
Equipment and systems for disseminating data
Shutdowns/equipment degradation
Scheduled
Unscheduled
Rectification
Impact on operational procedures and levels of service
New technology
Maintenance procedures
Routine maintenance
Daily
Weekly
Monthly and longer intervals of time
Unscheduled maintenance
Redundancy of equipment
Systems and equipment for data collection
Systems and equipment for data analysis
Systems and equipment for data dissemination

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MODULE 3 ADDITIONAL PERSONAL ATTRIBUTES
3.1 INTRODUCTION

Instructors for this module should have experience of human relationships in particular, in the VTS field. If
this cannot be achieved, then an appropriate expert should cover certain sections of this module.
In addition, the instructors of other modules should be aware of the requirements for participants to
develop specific personal attributes. The instructors should continuously monitor the personal attributes
of participants and, when appropriate, draw their attention to the need to meet the subjects of this
module.

3.2 SUBJECT FRAMEWORK

3.2.1 Scope
This syllabus covers the personal attributes needed by VTS Supervisors to enable their administrative and
supervisory duties to be performed properly under all conditions likely to be encountered in a VTS centre.
3.2.2 Aims
On completion of the module participants will be able to demonstrate that they have acquired the
knowledge and ability to conduct the duties of a VTS Supervisor in a manner which is tactful, courteous and
conforms with accepted principles and procedures established by the Competent Authority.
In addition, the participant should be able to demonstrate a sense of responsibility, independence, a
willingness to co-operate with others and the ability to motivate and lead a VTS team. In this context, ‘co-
operation with others’ needs to include those outside of the VTS centre such as ship masters, pilots, tug
masters and other allied services. The use of simulation integrated into training will enable participants to
develop their leadership skills for handling external communications during all types of emergency likely to
be experienced operationally.
Participants should also be able to recognise when stressful situations are developing and have knowledge
of the management techniques necessary to minimise the effect of such situations on the efficient
operation of a VTS centre.

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3.3 SUBJECT OUTLINE OF MODULE 3

Table 8 Subject outline – Additional personal attributes

Recommended Hours
Recommended
Subject Area Presentation Exercises/
Competence Level
s/ Lectures Simulation
Leadership Level 4
Team management
Job performance and professional
development
Communication Skills Level 4
Effective communication
Media and general public
Operational communications
Stress Management Level 4
Recognizing stress/stressful situations
and fatigue
Responding to stress/fatigue
6 hours total 4 hours total

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3.4 DETAILED TEACHING SYLLABUS OF MODULE 3

Table 9 Detailed teaching syllabus – Additional personal attributes

Subjects /Learning Objectives Reference Teaching Aid

Leadership

Team management
Leadership qualities
Diplomacy
Motivational skills
Dealing with difficult situations
Self directed work teams
Job performance and professional development A16
Technological and other advances
Credibility
Internal
External
Limitations
Communication Skills A17 (Police, press, Coast Guard etc.)
Effective communication
Listening skills
Effective oral/written communication
Barriers to communication
Counselling
Media and general public
Confidential information
Press releases and public relations

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 Subjects /Learning Objectives Reference Teaching Aid
Responding to requests/questions
Information management
Operational communications
Internal
External, such as VHF communications
Stress Management R15, R24, R55
Recognising stress/stressful situations and fatigue
Responding to stress/fatigue
Counselling

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 MODULE 4 RESPONDING TO EMERGENCY SITUATIONS
4.1 INTRODUCTION

Instructors for this module should have the knowledge, comprehension and the ability to contribute
to the development of contingency plans and to apply emergency procedures in a VTS environment.
Every instructor should have full access to a simulator capable of representing the VTS environment.
If practicable, arrangements should be made for participants to visit operational VTS centres.

4.2 SUBJECT FRAMEWORK

4.2.1 Scope
This syllabus covers the knowledge and skills necessary to supervise the response to emergency
situations likely to occur within a VTS area, identify and maintain accurate records of additional
resources which are available for emergency situations, and the circumstances under which they
should be used.
4.2.2 Aims
On completion of the module participants will demonstrate knowledge of how to assess and
implement contingency plans relating to distress, emergencies and other special circumstances.
Participants should have the knowledge to contribute to the development of local contingency
plans.
The knowledge that the participants acquire should also assist them in the co-ordination of training
exercises related to emergency situations. They should also understand the need to learn lessons
from training exercises and the requirement to modify plans in the light of the lessons learned.

4.3 SUBJECT OUTLINE OF MODULE 4

Table 10 Subject outline – Responding to emergency situations

Recommended Recommended Hours

Subject Area Competence Presentation Exercises/
Level s/ Lectures Simulation
Contingency Plans Level 4 12 hours total 18 hours total
Description and purpose of contingency plans
Implementation of and participating in
contingency plans
Incident response
Special circumstances
Delegation of responsibilities

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4.4 DETAILED TEACHING SYLLABUS OF MODULE 4

Table 11 Detailed teaching syllabus – Responding to emergency situations

Subjects /Learning Objectives Reference Teaching Aid

Contingency Plans R5, R13, R35, R37, A1, A13, A14, A17, A18
R38, R39, R40, R41
Description and purpose of contingency plans A12
International
National
Regional
Local
In-centre
Command and control structure
Training exercises
Implementation of and participation in contingency plans (e.g. man overboard, A12
fire, collision, grounding, pollution, toxic-chemical spill, piracy, terrorism,
medevac etc.)
Immediate response according to contingency plans
Use of check lists
Co-ordination, evaluation and dissemination of information
Liaison with other services as required
Importance of maintaining communications
Incident response (e.g. close quarters, loss of power)
Management of traffic
Importance of maintaining VTS services during incident
Special circumstances A12
Shifting of dangerous cargoes/materials
Incidents not fully covered by contingency plans
Incidents at the VTS centre (e.g. fire, flooding, terrorism, security, etc.)

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 Subjects /Learning Objectives Reference Teaching Aid
Delegation of responsibilities
Prioritization
Lines of authority
Standard Operating Procedures (SOPs)
Organisation of duties of subordinates
Resource management

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MODULE 5 ADMINISTRATIVE FUNCTIONS
5.1 INTRODUCTION

Instructors for this module should have knowledge and comprehension of the administration
techniques and the ability to apply them in a VTS environment. If this cannot be achieved, then the
appropriate expert should cover certain sections of this module. Every instructor should have full
access to a simulator capable of representing the VTS environment.

5.2 SUBJECT FRAMEWORK

5.2.1 Scope
This syllabus covers the knowledge and skills necessary to plan and organise the administrative
functions required for maintaining the operational efficiency of a VTS centre.
5.2.2 Aims
On completion of the module participants will demonstrate knowledge to coordinate
communications with allied services, manage traffic schedules, prepare reports and assess the
performance of VTS centres and personnel.
Participants will also demonstrate knowledge enabling them to manage sailing or route plans and
develop traffic plans based on forecast traffic movements within the VTS area.

5.3 SUBJECT OUTLINE OF MODULE 5

Table 12 Subject outline – Administrative functions

Recommended Recommended Hours

Subject Area Competence Presentation Exercises/
Level s/ Lectures Simulation1
Planning and Organisation
Traffic schedules
Performance of a VTS centre
Performance of VTS personnel Level 4 12 hours total 6 hours total
Preparation of reports (internal and
external)
Allied services
Note 1 – Aspects pertaining to legal implications should be integrated in all simulation exercises.

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5.4 DETAILED TEACHING SYLLABUS OF MODULE 5

Table 13 Detailed teaching syllabus – Administrative functions

Subjects /Learning Objectives Reference Teaching Aid

Planning and Organisation

Traffic schedules R37
Monitoring traffic schedules
Promulgating traffic schedules
Managing traffic schedules
Performance of VTS centre R37, R44, R49, R55
Supervising/maintaining log keeping functions
Shift scheduling
Performance of VTS personnel R37, R41, R44, R50,
Assessing performance R55
Documenting performance and record keeping
Training, and improving performance
Preparation of reports (internal and external) R35, R37, R41
Routine reports
Incident reports
Technical reports
Other reports as required by operations (e.g. statistical, medical,
comments, etc.)
Billing arrangements
Allied services R17, R37, R41
Co-ordination and communication with allied services
Producing/approving VTS sailing/route plans

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MODULE 6 LEGAL KNOWLEDGE
6.1 INTRODUCTION

Instructors for this module should have relevant knowledge and comprehension of the legal
implications of operating a VTS and the ability to apply these when guidance on practices and
procedures for VTS personnel is being developed.

6.2 SUBJECT FRAMEWORK

6.2.1 Scope
This syllabus covers the relevant knowledge and comprehension necessary to understand the legal
requirements and their implications on all parties involved in traffic movements in a VTS area.
6.2.2 Aims
On completion of the module, candidates will demonstrate an understanding of the basis in
international and national law for the establishment of VTS as well as the legal requirements,
limitations and liabilities of those involved in traffic movements in a VTS area, including ships’
masters, marine pilots, port and harbour authorities and VTS personnel.
Candidates will demonstrate an understanding of international, national and local legislative
requirements and regulations.

6.3 SUBJECT OUTLINE OF MODULE 6

Table 14 Subject outline – Legal knowledge

Recommended Recommended Hours

Subject Area Competence Presentations/ Exercises/
Level Lectures Simulation1
General
Legal basis for VTS in international law Level 4
Legal liabilities and their implications to VTS Level 3
6 hours total 3 hours total
Legal liabilities and the implication to others
in a VTS area Level 3
Shipping acts and regulations relating to VTS Level 4

Note 1 – Aspects pertaining to legal implications should be integrated in all simulation exercises.

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6.4 DETAILED TEACHING SYLLABUS OF MODULE 6

Table 15 Detailed teaching syllabus – Legal knowledge

Subjects /Learning Objectives Reference Teaching Aid

General
Legal basis for VTS in international law R1, R2, R3, R6, R7, A17, A18
UNCLOS R12, R16, R17, R35,
SOLAS (Chapter V) R41, R46, R58, R59,
COLREGS R60
IMO resolutions and recommendations
IALA recommendations and guidelines

Legal liabilities and their implications to VTS R35, R37, R58, R59, A18
Routine operations R60
Incidents
Accuracy of information promulgated
Legal responsibilities/consequences of actions
Requirements and limitations of their authority
Legal liabilities and the implication to others in a VTS area R35, R37, R58, R59 A18
Routine operations
Incidents
Other circumstances
Shipping acts and regulations relating to VTS R1, R2, R3, R6, R7, A4
International regulations and resolutions R12, R16, R17, R35,
National shipping acts and regulations R36, R37, R41, R45,
Local bye-laws, circulars, guidance notes and accepted procedures R46, R48, R58, R59,
R60
Means of commenting on/promulgating changes to acts and regulations

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ANNEX 1 VTS SUPERVISOR COMPETENCE CHART

Methods for Criteria for

Competence Knowledge, understanding
demonstrating evaluating
area and proficiency
competence competence
Module 1 Traffic management Examination and assessment Methods by which
Apply traffic monitoring and of evidence obtained from INS, TOS and NAS as
Advanced traffic
management techniques. approved simulator and on well as other
management
the job training. services are applied
Understand roles and
in an operational
responsibilities.
environment.
The roles,
responsibilities and
activities relating to
the services are
known.
Chartwork / publications Examination and assessment Interpretation and
Ensure that: of evidence obtained from implementation of
approved simulator and on changes are correct
1. all charts and publications
the job training. and applied as soon
are kept up to date in a
as practicable after
timely and accurate
receipt.
manner and relevant
documentation completed; Malfunction of any
aid to navigation in
2. changes in data in use
the area is identified
within the VTS are
in a timely manner.
recorded accurately;
3. aids to navigation in a VTS
area are operating within
normal parameters.
Maritime organisations Examination and assessment The responsibilities
Knowledge of maritime of evidence obtained from and activities of the
related organisations practical instruction and organisations are
approved simulator and on understood
the job training
Port management The responsibilities
Knowledge and ability to and activities
coordinate information relating to the
management of: services are known.
1. pilotage; Methods by which
liaison can be made
2. harbour operations
with each of the
(including contingency
services are known
plans);
and understood.
3. security;
4. tugs and towing;
5. allied services;
6. ships agents.

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 Methods for Criteria for
Competence Knowledge, understanding
demonstrating evaluating
area and proficiency
competence competence
Dangerous cargoes Examination and assessment Methods by
Knowledge of dangerous of evidence obtained from dangerous cargoes
cargoes. practical instruction and are recognized and
approved simulator and on classified are
Application of precautions to
the job training; understood
be taken.
Application of
Knowledge and application of
methods to respond
response methods
to threats and
incidents affecting
the environment are
taken in accordance
with national and
local requirements.
Module 2 Equipment operation and Examination and assessment The methods of
availability of evidence obtained from comparing actual
VTS equipment
The ability to determine that practical instruction and operational
the VTS equipment is approved simulator and on performance with
operating satisfactorily and, the job training; normal performance
when necessary, to take is known. A good
appropriate action to ensure understanding of
that the service is maintained the overall system,
at an operational level, and including all
any defects are rectified and equipment and sub-
relevant documentation is system redundancy
kept up to date. arrangements.

Module 3 Effective Communication Assessment of evidence Conduct conforms

Thorough knowledge of, and obtained from approved with acceptable
Additional
ability to perform: simulated and on the job principles, including
personal
training. confidentiality, and
attributes 1. dealing with the media
procedures
and the general public;
established by the
2. operational telephone Competent
conversations; Authority
3. negotiations with other concerned.
interested parties.
Leadership Assessment of evidence Conduct conforms
Demonstrate the ability to: obtained from approved with acceptable
simulated and on the job principles and
1. effect team work
training. procedures
procedures;
established by the
2. administer and organise Competent
work programmes; Authority
3. manage a VTS watch. concerned.
Stress and fatigue Assessment of evidence Conduct conforms
management obtained from approved with acceptable
simulation and on the job principles and
training. procedures

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 Methods for Criteria for
Competence Knowledge, understanding
demonstrating evaluating
area and proficiency
competence competence
An appropriate knowledge of established by the
stress and fatigue Competent
management techniques. Authority
concerned.
Module 4 Implement contingency plans Assessment of evidence Actions taken in an
relating to distress, pollution obtained from approved emergency are in
Respond to
and special circumstances simulation and on the job accordance with the
emergency
Demonstrate knowledge of: training. appropriate agreed
situations
contingency plan.
1. pre-determined
procedures concerning
international, national and
local emergency situations
and coordinating their
implementation;
2. the availability of
additional resources and
the circumstances under
which they should be used;
3. the circumstances under
which delegation of
responsibilities may take
place.
Assisting in the coordination
of training exercises related to
emergency situations.
Module 5 Planning and organisation Examination and assessment VTS sailing or route
Demonstrate the ability to: of evidence obtained from plans, traffic plans,
Administrative
practical instruction and reports, logs and
functions 1. co-operate with users and
report writing. performance
allied services in the
records are in
preparation of VTS sailing
formats suitable for
or route plans for traffic
easy reference and
joining, departing or
correctly follow
moving within a VTS area;
established
2. develop and promulgate a procedures and
traffic plan; practices.
3. prepare reports;
4. perform manual and
electronic log keeping
functions;
5. assess and document
performance.
Module 6 General Examination and assessment Action taken and
Related knowledge of: of evidence obtained from procedures followed
Legal knowledge
instruction. correctly apply and
make full use of

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 Methods for Criteria for
Competence Knowledge, understanding
demonstrating evaluating
area and proficiency
competence competence
1. legal responsibilities, advice available and
limitations and liabilities correctly follow
and their implications; established
2. safety related ship procedures and
certificates; practices
3. acts and regulations.

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ANNEX 2 TEACHING AIDS AND REFERENCES

Teaching aids that the participants ideally should have access to:
A1 Simulated VTS environment capable of meeting the training objectives
A2 Briefing/debriefing area for simulations, including facilities for modelling performance and
reviewing recorded exercises
A3 Charts and associated publications
A4 Examples of Notices to Mariners applicable to a VTS area
A5 Ship models
A6 Video recording and playing facilities
A7 Audio recording and playing facilities
A8 Interactive language laboratory
A9 Personal computer
A10 Simulator exercises to practice operational maritime English
A11 Examples of equipment and systems capable of being manipulated in a manner similar to the
equipment and systems used in VTS centres
A12 Interactive VTS simulator, including VHF facilities
A13 Simulated VHF DF system including digital selective calling facilities
A14 Appropriate video films;
A15 Manuals, strip cards and other facilities for use with the monitoring systems being taught
A16 Appropriate interactive video
A17 Guest speakers
A18 Case studies

Equipment recommended for each participant:

E1 Headset/microphone with press to talk (PTT) facilities
E2 Logging system
E3 For chartwork exercises, desks approximately 1 metre long by 0.7 metres width, with drawers for
chart stowage
E4 Protractor, parallel ruler, dividers, nautical almanac, charts of a VTS area, calculator, chart
correcting facilities
E5 Audio tapes of recorded VTS communications

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References relevant to the planning of VTS training:
R1* SOLAS’ 74 Regulation V/10 – Ships’ routeing
R2* SOLAS ’74 Regulation V/11 - Ship reporting systems
R3* SOLAS ’74 Regulation V/12 - Vessel traffic services
R4* SOLAS ’74 Regulation V/27 - Nautical charts and nautical publications
R5* SOLAS ’74 Regulation V/7 – Search and rescue services
R6* United Nations Convention on the Law of the Sea (UNCLOS)
R7* International Regulations for Preventing Collisions at Sea, 1972 (COLREGS)
R8* International Maritime Dangerous Goods Code (IMDG Code) - 1994, as amended
R9* International Convention on Standards of Training, Certification and Watchkeeping of Seafarers,
1978, as amended in 1995 (STCW Convention)
R10* Seafarer’s Training, Certification and Watchkeeping Code (STCW 95 Code)
R11* IMO GMDSS Manual
R12* IMO publication on Ships’ Routeing
R13* IMO/ICAO Publication “International Aeronautical and Maritime Search and Rescue (IAMSAR)
manual” - in three volumes:
Vol 1 – Organization and management (IMO 960)
Vol 2 – Mission co-ordination (IMO 961)
Vol 3 – Mobile facilities (IMO 962)
R14* IMO Assembly resolution A.705(17), Promulgation of Maritime Safety Information (MSI)
R15* IMO Assembly resolution A.772(18), Fatigue factors in manning and safety
R16* IMO Assembly resolution A.851(20), General principles for ship reporting systems and ship
reporting requirements, including guidelines for reporting incidents involving dangerous goods,
harmful substances and/or marine pollutants
R17* IMO Assembly resolution A.857(20), Guidelines for Vessel Traffic Services
R18* IMO Assembly resolution A.917(22), as amended by resolution A.956(23) on Guidelines for the
onboard operational use of shipborne automatic identification systems (AIS)
R19* IMO Assembly resolution A.918(22), Standard Marine Communication Phrases
R20* IMO Assembly resolution A.950(23), Maritime Assistance Service (MAS)
R21* IMO Assembly resolution A.954(23), Proper use of VHF channels at sea
R22* IMO Maritime Safety Committee resolution MSC.232(82), Revised performance standards for
Electronic Chart Display and Information Systems (ECDIS)
R23* IMO COMSAR/Circ.15 - Joint IMO/IHO/WMO Manual on Maritime Safety Information (MSI)
R24* IMO MSC/Circ.1014, Guidelines on fatigue mitigation and management
R25* IMO SN/Circ.244, Guidance on the use of the UN/Locode in the destination field in AIS messages
R26* International Code of Signals
R27 IHO approved documents of charts and publications
R28 ITU Radio Regulations, including Appendices

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R29 ITU-R Recommendation M.493, DSC for use in the maritime mobile services
R30 ITU-R Recommendation M.541, Operational procedures for the use of DSC equipment in the
maritime mobile services
R31 ITU-R Recommendation M.1371, Technical characteristics for an automatic identification system
using time division multiple access in the VHF maritime mobile band
R32 IELTS Handbook - British Council, or equivalent.
R33 Marine Communications Handbook - Lloyds of London
R34 Equipment and system operating manuals
R35 National, regional and local legislation and regulations on VTS, ports, harbours, pilotage and allied
services
R36 National Notices to Mariners pertaining to VTS
R37 National procedures and standards for operation of VTS
R38 National procedures and standards for operation of International Convention for the Prevention
of Pollution from Ships (MARPOL)
R39 National arrangements for intervention, pollution and salvage
R40 Local/regional contingency and emergency requirements
R41 IALA Vessel Traffic Services Manual
R42 IALA Aids to Navigation Guide (NAVGUIDE)
R43 International Maritime Buoyage System (MBS), published by IALA
R44 IALA Recommendation V-103, Standards of training and certification of VTS Personnel
R45 IALA Recommendation V-119, Implementation of Vessel Traffic Services
R46 IALA Recommendation V-120, Vessel Traffic Services in Inland Waters
R47 IALA Recommendation V-125, The Use and Presentation of Symbology at a VTS Centre (including
AIS)
R48 IALA Recommendation V-127, Operational procedures for Vessel Traffic Services
R49 IALA Recommendation V-128, Operational and technical performance requirements for VTS
equipment
R50 IALA Guideline 1017, Assessment of Training Requirements for Existing VTS Personnel, Candidate
VTS Operators and Revalidation of VTS Operator Certificates
R51 IALA Guideline 1026, AIS as a VTS tool
R52 IALA Guideline 1027, Designing and implementing simulation in VTS Training at Training
Institutes/VTS Centres
R53 IALA Guidelines 1028, The Automatic Identification System (AIS) Volume 1, Part I Operational
Issues
R54 IALA Guideline 1032, Aspects of Training of VTS Personnel relevant to the introduction of the
Automatic Identification System
R55 IALA Guideline 1045, Staffing levels at VTS centres
R56 IALA Guideline 1050, Management and Monitoring of AIS Information
R57 IALA Guideline 1056, Establishment of VTS Radar Services (Ed 1)
R58 IALA Guideline 1068, Provision of a Navigational Assistance Service by Vessel Traffic Services

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Edition 2.0 December 2009 P 41
R59 IALA Guideline 1070, VTS role in managing Restricted or Limited Access Areas
R60 IALA Guideline 1071, Establishment of a Vessel Traffic Service beyond territorial seas

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IALA Model Course V-103/2 – Vessel Traffic Services Supervisor Training

Edition 2.0 December 2009 P 42