1.1.1.  Category “A” Programmes:

A programme which provides a comprehensive and broad-based knowledge in all aspects of the theory and practice of hydrography, nautical cartography and allied disciplines for individuals who will practice analytical reasoning, decision making and development of solutions to non-routine problems.

1.1.2.  Category “B” Programmes:

A programme which provides a practical comprehension of hydrographic surveying and nautical cartography for individuals with the skill to carry out the various hydrographic surveying and cartography tasks.

1.1.3.  Schemes for Professional Certification:

A regional or national Scheme for the review, assessment and professional certification of an individual to ensure that they possess the relevant and up to date competencies to perform the role of a hydrographic surveyor or nautical cartographer at the appropriate level. The term “Scheme” will be used to differentiate professional certification from educational programmes.

1.2.1.  Recognition:

The Board may grant recognition for programmes meeting the S-5A/B or S-8A/B Standards of Competence. The Board may also grant recognition for schemes, which follow the guidelines described hereafter, and referring in their review assessment process to the S-5A/B and/or S-8A/B Standards of Competence.

1.2.2.  Period of Recognition:

Programme or Scheme recognition remains valid for six (6) years, after which a new submission is required. The Board does not grant retrospective recognition to any Programme or Scheme.

1.2.3.  Recognition of Individuals:

The Board does not grant recognition to individuals.

1.2.4.  Professional certification:

The Board may grant recognition to National or Regional Schemes for professional/competency certification of individuals.

1.3.1.  Basic Subjects

These are the subjects underlying all aspects of hydrographic surveying and nautical cartography. They contain the knowledge necessary for understanding the general principles of hydrography and cartography, including mathematics, statistics, information communication technologies, physics, earth sciences, nautical science and meteorology, as applicable.

1.3.2.  Essential Subjects for S-5B and S-8B

These subjects are considered essential for all hydrographic surveyors and nautical cartographers and together with the basic subjects, form the core of the academic syllabus within the S-5B and S-8B Standards.

1.3.3.  Foundation Science Subjects for S-5A and S-8A

These subjects provide a detailed knowledge of the underlying principles that support hydrography and nautical cartography. These are common to other science fields such as geomatics or marine science, and contribute to the core of hydrography and nautical cartography.

1.3.4.  Hydrographic Science and Cartography Science Subjects for S-5A and S-8A

These subjects are considered essential for all hydrographic surveyors and nautical cartographers respectively at the Category “A” level. When combined with Foundation Science knowledge they constitute a comprehensive knowledge of hydrography or nautical cartography.

1.4.1.

Within any submission, the Board will consider cases when an institution intends not to deliver a particular subject/topic/element within Basic or Foundation Science subjects to some or all of the students. No exemptions are permitted from Essential (S-5B/S-8B) or Hydrographic Science (S-5A) or Cartography Science (S-8A) subjects.

1.4.2.

Exemptions may be granted from Basic or Foundation Science subjects, topics, or elements when entry requirements for a programme completely cover their content and learning outcomes. The list of elements, as indicated in the Standards, must be evidenced to have been completely covered by prior knowledge of students. Claims for exemptions must clearly describe how the student’s prior learning is assessed and validated. If an entry examination process is employed to determine exemptions, it must demonstrate the student’s competence in the subjects/topics/elements to be exempted.

1.6.1.

Basic — Basic knowledge of the subject provides familiarity with the concepts. Active verbs (indicating recall, recognition and comprehension of materials) associated with learning outcomes include: define, identify, describe, explain, differentiate, predict.

1.6.2.

Intermediate — Knowledge of the subject as far as theory and principles are concerned, sufficient to enable their application in practice in all common hydrographic and nautical cartography tasks. Active verbs (indicating application and analysis) associated with learning outcomes include: apply, use, calculate, solve, classify, analyze.

1.6.3.

Advanced — Thorough knowledge of the subject in all its aspects to enable its application in all hydrographic and nautical cartography activities including the most difficult areas. Active verbs (indicating synthesis and evaluation) associated with learning outcomes include: evaluate, select, design, specify, plan, create.

2.2.1.

At Category “B”, twenty four (24) weeks, including the final project.

2.2.2.

At Category “A”, forty (40) weeks, including the final project.

5.1.1.

In issuing the guidelines the IBSC fully recognizes and anticipates dialogue with national bodies seeking such recognition as the guidelines are developed to a level of maturity acceptable internationally. In this sense, the guidelines are issued in this document without prejudice. The IBSC encourages schemes to adopt common requirements and levels of competency based on the IBSC standards which will facilitate mutual recognition.

5.1.2.

The underpinning philosophy of the work of the Board in recognizing professional certification schemes for individuals is that competence equals knowledge plus experience, and must be demonstrated. Thus, upon successful achievement by any individual of a Category “A” or a Category “B” Programme, a competency certification within any Scheme consists of both successful completion of a programme of study which addresses the topics within the relevant Standard and a satisfactory period of relevant experience during which competence has been demonstrated. In addition, the IBSC notes that hydrographic technology is constantly advancing and that, in order to maintain competence, an individual must pursue continuing professional training and education to ensure that they maintain currency. Consequently national organizations and academic institutions may decide to recognize and/or certify individuals in order to monitor competency and currency. The IBSC requires that professional certification of individual competency should be based on completion of:

1. A programme of formal education or training, normally as outlined in Section 1.1;

2. Experience, as outlined in Chapter 4;

3. A methodology to demonstrate and document competencies;

4. Continuing professional education and training.

The IBSC will consider recognizing schemes that, in addition to a pathway including completion of a Category “A” or Category “B” program, contain alternative pathways to certification, provided the above conditions are met.

5.1.3.

Submissions to the Board must be written in the English language and as a minimum must demonstrate the ability to monitor and assess individuals at the Category “A” and/or Category “B” specified competency level.

5.1.4.

The Board shall approve the final wording on the Certificate awarded by the Scheme to individuals.

5.1.5.

The Board declares that in publishing these Guidelines it is not its intention to override or challenge any legal or procedural processes imposed upon the Scheme by government or law.

5.1.6.

The Board shall expect the following elements in a national or regional Scheme submitted for recognition.

5.2.1.

The Board shall normally recognize only one Scheme per country or identifiable region for the Standards and thus, a submission must clearly describe its authority and geographic area. It may include endorsements from the appropriate NFP of the Scheme submitted. It may also include, where appropriate, the endorsement of academic institutions, government bodies and professional associations. The Board shall not arbitrate between Schemes within one jurisdiction.

5.2.2.

An individual certified by the submitting Scheme as having met the levels of Category “A” or “B” must have completed a recognized Category “A” or “B” Programme. It is required that the submitted Scheme shall describe in detail how the professional certification or individual recognition process functions. Where prior learning and experience are taken into account within a Scheme the processes undertaken by the accrediting body must be fully described and justified.

5.2.3.

The Board shall expect adherence to its currently issued Standard(s) and shall expect that a Scheme will take into account the currency (or validity) of an individual’s experience. Currency will be clearer if the individual has recently satisfied a programme recognized by the Board and has also satisfied the experience minima. Where the certification or process includes vocational training, a full detailed description is required by the Board.

5.2.4.

The Scheme should clearly articulate processes and sub-Schemes of Continuing Professional Development/Education (CPD) and show where and how these build relevant units for professional certification or individual recognition. Clear reference shall be made to the current content of the Standards to enable the Board to assess that the processes of CPD adopted provide relevant currency between Editions of the Standards for those individuals who originally certified or accredited against earlier Editions of the Standards.

5.2.5.

The process whereby an individual can enter the Scheme should be described in detail. Processes for application should be detailed, including all examples of documentation used. The Board considers that a Scheme should include a degree of examination for entry which might include all or some of the following: interview, oral or written examination with recording of the process being retained to ensure objectivity. Examples of the process using an individual’s work and the records of the reviewers are to be submitted as part of the application process.

5.2.6.

It is essential that an individual has recourse to an independent process of appeal to any decision taken by the Panel which administers the entry process into a Scheme. This process of appeal will not be to the IBSC. Appeals must be resolved satisfactorily at the national or regional level in accordance with standards of due process and objectivity. The Board’s interest is in assessing the efficiency of such a process. Thus, the Board will expect the submitting Scheme to fully describe its adopted appeals process.

5.2.7.

The Board shall expect to be able to assess from the documentation provided by a Scheme that peer certification forms part of its system supervision. It follows that a Scheme shall be administered by a panel comprising of members who represent the wider hydrographic surveying and nautical cartography communities including, but not necessarily limited to, members representing its constituent organizations (government, professional, academic, National Focal Point as well as Offshore Industry and Ports where appropriate).

5.2.8.

The processes of the Scheme shall include clear record-keeping that details all processes adopted: records of decision, timing, appeals, reasoning, forms and register, follow up processes for assessing currency (validity) etc. These should be comprehensively detailed in the submission.

5.2.9.

The Scheme should advise the Board if there are other Schemes within its area of jurisdiction (or elsewhere if there is mutual recognition) and detail how its own status has been defined and agreed in regard to those Schemes. It should also detail its communication processes with such Schemes with particular detail on the method it adopts to communicate and share its findings, and how any differences or ambiguities are resolved. In particular it should describe how it deals with individuals making multiple applications, and whether there is a degree of harmonization, standardization of processes and reciprocity.

5.2.10.

The Scheme should publish its Rules and Processes together with its critical dates. This shall be kept current and may be achieved by way of a website. Currency will ensure publication of relevant Rules and Processes before critical dates on which they impact.

5.2.11.

A Scheme can operate in the national language but see Section 5.1.3 above for the Board’s language requirement for submission documentation.

5.2.12.

The Board reserves the right to inspect specific Scheme documents, such as the Register of Individuals, where it feels this is necessary to aid it in its own recognition assessment process.

5.2.13.

A Scheme might, within its own processes, distinguish different levels of competency. Where these exist they should be fully described; the Board will look for detailed cross-referencing to the IBSC Standards, and an explanation as to how such processes contribute to the overall system and ongoing recognition of an individual’s competence.

5.2.14.

A Scheme might include an overall set of competencies as well as subsets based on topics such as port surveying, bathymetry, shore-lining etc. Where these exist they should be fully described, and the Board will look for detailed cross-referencing to the Standards and an explanation as to how such processes contribute to the overall system of professional certification or individual recognition.

5.2.15.

Where a submission considers it cannot meet the Guidelines of the Board due to government imposed procedures or legal requirements, the Board will expect a fully detailed explanation sufficient for the Board to take them into account during its deliberations.

5.2.16.

The Board shall look to the comprehensiveness of submitted Schemes and completeness of documentation including, where relevant, documents which authenticate claims made in the submission and reserves the right to seek any clarifying documentation or explanation it needs to assist in its process of review.

5.3.1.

Schemes providing a professional certification or individual recognition process, which has been recognized as outlined in Section 5.2, shall be required to issue successful candidates with a certificate of the successful assessment of their professional competencies. Such a certificate may acknowledge that the Scheme has received the Board’s recognition, specifying the level of that recognition. The certificate issued by the Scheme shall include text similar to the following example:

5.3.2.

The submitted Scheme should include examples of its certificates for all levels awarded by the Scheme. There must be clear, unambiguous discrimination between the certificates awarded for pathways that include completion of Category A or B programmes and those that do not. An example of the type of text used by a Scheme on its certificate to an individual who has completed an IBSC recognized programme follows:

5.3.3.

Documentation and Submission. The procedure for recognition of schemes will generally follow that described for programmes at Chapter 6 below. The documentation required for schemes will vary depending on the scope of each scheme but as a minimum must comply with the requirements of Chapter 5 and include other relevant general information such as that described in Section 6.1.1, 1) and Section 6.1.1, 2).

6.1.1.  CHAPTER 1: General Information on the Programme.

Chapter 1 of the submission must include the following sections:

1. Programme Identification

   Name of the Programme

   Institution submitting the Programme for recognition

   Previous recognition year (if any)

   Standard and Edition against which recognition is sought

   Level of recognition sought (Category “A” or Category “B”)

   Duration of the Programme relevant to the Standards in weeks

   Total study hours and the breakdown for Theory, Practical and Self-Guided (excluding the final project hours)

   Duration of the final project (CFFP, CCP, CMFP or CFCP) in weeks

   Country of submitting institution

   Language(s) in which the Programme is delivered

   Programme coordinator name and full contact details

   Submitting institution primary full contact details for IBSC correspondence

   Programme capacity (expected/actual number of students taking the programme each year. For multi-year programmes, the expected total number of students progressing through the programme)

   Geographical position of the institution (latitude/longitude)

2. Aims of the Programme

   The submission should, in this section, provide a clear narrative outline of the programme, with details of the target audience and intended outcome and where it fits within the institution and national/international hydrographic/cartographic community. The section should describe the academic elements of the programme and the objectives set for each student and their general learning outcomes.

   ‌[Comment: The Board is interested in the underlying rationale for the programme to the extent this assists its review process. It is necessary for the Board to know as much of the background detail as necessary to comprehend why the programme is designed the way it is, especially if there is some specific or even unique local learning outcome required.]

3. Entry Requirements and Exemptions

   Identify normal qualifications required for entry and alternative qualification routes that may be acceptable for entry.

   For Programmes seeking exemption of some or all the Basic or Foundation Science subjects, provide a clear indication of where students would previously have attained that knowledge, and a clear description of the formal procedures used to evaluate claims for such exemptions. No exemptions are permitted for Essential, Hydrographic and Cartographic Science subjects.

   ‌[Comment: The Board will examine in detail the entry processes of the submitting organization. It will be focused on ensuring the entry requirements are properly and adequately met. Where an entry examination or test is employed the Board requires an outline of how the examination or test addresses the entry standards required.]

6.1.2.  CHAPTER 2: Information About the Programme Infrastructure

Chapter 2 of the submission must include the following sections:

1. Staff List:

   For each instructor contributing to the programme, provide a Curriculum Vitae (CV) which will include:

   • Module taught;

   • Academic qualifications;

   • Hydrographic or cartographic experience; and

   • Recent publications.

   ‌[Comment: The Board will look closely at staff CVs, in particular at the specific experience brought to teaching of the programme.]

2. Facilities Available to Students:

   • Equipment: Provide a list of relevant equipment/systems that will be used in the delivery of practical work and in the final project;

   • Software: List specific software (with emphasis on hydrographic and cartographic software);

   • List of training aids (including any e-learning components and associated platforms for their delivery);

   • Laboratories (description);

   • Training vessels (description, photographs);

   • Library List:

     • total number of volumes held;

     • approximate number of volumes relevant to Hydrography and Cartography;

     • other media available (e.g. charts, maps, audio-visual resources); and

     • availability and access policies to online digital resources.

6.1.3.  CHAPTER 3: Programme Description

Chapter 3 of the submission must include the following sections:

1. Programme Structure

   The Programme may involve a series of modules and formal training sessions that must include practicals, tutorials and field experience to reinforce and complement theoretical material. It is important that the programme structure is clearly described within the submission and that sufficient details of the components are provided. As a minimum the submission should include:

   • Table of programme modules;

   • Schedule of programme modules identifying where in the sequence each module it taken by students (programme timetable); and

   • The duration (in weeks) of each module

   • Timeline of the complete programme (see 4) below)

2. Information About Each Module in the Programme

   This section should be easily understood and contain a full and detailed description of each programme module, including a reference to elements of the Standards for each course module item. This enables the institution to describe fully the programme in relation to the Standards and aids greatly in the Board’s review. Each module of the programme being submitted should be described in more detail than the Standards, with a tabulation of theory, practical exercises and self-guidance hours devoted to the elements of the Standards. This will allow the Board to relate the module and lectures to the cross-reference table (see Section 6.1.7) and tabulated programme description.

   A schedule should be provided that shows all delivered items (lectures, tutorials, assignments and practicals) within the module and relates them to elements of the Standards. This must include for each delivered item: means of delivery; hours allocated; reference to elements of the Standards. For the purpose of these Guidelines the nominal duration of a teaching hour is 50 minutes. If less, then this must be stated in the submission. An example of a Module Schedule that might be delivered in an S-5B programme is provided in Table 1 where the teaching scheme shows the first five lectures and associated practical/tutorial work. Coverage in the example is aligned with a student intake directly from high school with passes in mathematics and physics where no previous knowledge or experience in spatial science exists, hence the extended introduction offering familiarisation with relevant fundamentals. Time allocated is indicative of the entry level.

   Table 1 — Example of a Module Schedule

   Geodesy
   Learning Activities	Lectures	Tutorials	Practical	Self-Guided Study
   Hours	36	8	20	27
   Assessment type	Theory Exams/Tests	Practical Exams/Tests	Written Assignments	Presentations
   Hours	2	4	7
   Module Outline: A first course in geodesy that provides students with foundations in reference frames and surfaces used in surveying. Knowledge and skills acquired in this module are essential in underpinning further module content within the programme. Through the combination of theory and practical work with computer software the module offers an applied approach to the subject. Geodesy concerns the dimensions and shape of the Earth and reference frames used in data collection and computations for position. From geophysical data used to determine the figure of the Earth as a surface, mathematical approximations that are used in surveying are presented and realization of reference systems for practical applications defined. A contrast is drawn between traditional methods employed for control of surveys using terrestrial data and the use of modern satellite methods adopted for real-time mapping applications as well as techniques for precise geodetic control used in national mapping and geodynamics.
   Learning Outcomes Identify properties and needs for different surfaces used to represent the Earth for different applications and undertake geodetic computations in relation to such surfaces. Describe the reference frames used in geodesy with appreciating their applications, compare methods for moving positional data between them and perform associated computations. Explain traditional methods used in the establishment and realisation of traditional datums for horizontal and vertical control and reasons why this approach has changed with development of satellite technology. Through the use of international examples, explain how modern horizontal and vertical datums for surveying and mapping at national level are established and realised to accommodate temporal components and perform associated computations. Distinguish between broadcast and precise satellite ephemerides, identifying the parameters involved in each case and perform computations to determine satellite location at a particular time in a standard reference frame and relative to the location of a receiver on the surface of the Earth.
   Module Reference Material and Bibliography: Meyer, T.H. Introduction to Geometrical and Physical Geodesy: Foundations of Geomatics, ESRI Press, March 2018. Hofman-Wellenhof, B. and Moritz, H. Physical Geodesy. Springer, September 2006. National Imagery and Mapping Agency, Department of Defense World Geodetic System 1984. Technical Report Technical Report NIMA 8350.2, January 2000. ICSM ANZLIC Committee on Surveying and Mapping. Geocentric Datum of Australia, Technical manual Version 2.4, December 2014. IERS. Terrestrial reference systems and frames. IERS Technical Note No. 36. Dawson, J. and Woods, A. ITRF to GDA94 coordinate transformations, Journal of Applied Geodesy No. 4, 2010 Thomas, C.M., and Featherstone, W.E. Validation of Vincenty’s Formulas for the Geodesic Using a New Fourth-Order Extension of Kivioja’s Formula. Journal of Surveying Engineering, February 2005. Amos, M. New Zealand Vertical Datum 2009. New Zealand Surveyor, No. 300, 2010.
   Module Activity Breakdown
   Activity — Lecture, Practical, Assignment	Contents	T	P	SG	S5B Topic
   Lecture 1 Introduction to Geodesy	An overview of the course as a whole to place material covered into context. The development of geodesy from measurements to determine the shape of the Earth from 200 years BC through early geodetic surveys to modern reference frames used with GNSS data.	2.0			E1.2
   Tutorial 1	Determine formula and undertake computations using historical data obtained by Eratosthenes, Poseidonius, al-Ma’Mun, Abu Rayan al-Biruni and results from early baseline observations to determine the size of the Earth.		1.0		E1.1
   Lecture 2	The Earth as a sphere, defining points in 3D by latitude, longitude and radius, Defining great circles, small circles rhumb lines and azimuth. Spherical trigonometry and its application. Use of solar observations to determine azimuth.	3.0			B1.3, E4.3a
   Tutorial 2	Solution of problems using spherical trigonometry		2.0	1.0	B1.3
   Assignment 1	The Equatorial Sundial Working in pairs, use 4 rounds of observations to the Sun to determine azimuth of an RO and hence align a sundial to North. Write a report with (i) Introduction; (ii) Principles detailing how the Sun can be used to determine both direction and time to explain corrections required to data for both components and computations required for solutions; (iii) Field booking sheet and computations for azimuth performed in the field; (iv) a discussion on precision of the azimuth using results from 4 rounds and accuracy from corrected time read from the sundial with true local time; and, (v) conclusions.		2.0	5.0	B1.3, E4.3a
   Lecture 3	Gravity, Newtons laws. Gravity and potential due to mass and centrifugal force. Gravity measurement and normal gravity (GRS80). Gravity anomalies. Geopotential models (EGM2008)	3.0			B3.2, E4.1a
   Practical 1 (computer lab)	Use locally acquired gravity data to produce maps of gravity anomalies and compare with a similar maps from EGM2008. Consider results in alignment with geological structures.		2.0	2.0	E4.1a, B4.1
   Lecture 4	The Earth as a spheroid. Latitude, longitude, radius of curvature and meridional distance. Lines of sight and geodesic on the spheroid. Computations on the spheroid by Normal Section, Vincenty’s formula and Kivioja’s algorithm. Deflection of the vertical, geoid/spheroid separation and their relationship.	3.0			E4.1d
   Practical 2 (computer lab)	Use of scripts, spreadsheets and on-line resources to perform spheroidal computations and reverse computations on lines of different length. Use software for visualization of lines of sight and the geodesic.		2.0	2.0	E4.1d
   Lecture 5	Vertical control. Approximating the geoid from Sea level data. Use of levelling to transfer control and influences of Earth potential. The geopotential number and orthometric heights. Review of alternative heighting methods (Helmert heights and dynamic heights). Determining a reference surface for normal-orthometric heights with benefits and applications in surveying.	3.0			E4.4a E4.1c
   Practical test 1 (computer lab)	Computations relation to; (i) Comparing traditional bench mark data with heights obtained from GNSS corrected with global and local geoidal models; (ii) Use of normal-orthometric heights. Discussion of methods and results in both parts.		2.0		E4.4a E4.1c
   ⁞	⁞	⁞	⁞	⁞	⁞

   Each assessment component (through exams, assignments, etc.) must be clearly defined and related to learning outcomes from the Standards. It must be supported with assignment specifications and assessment criteria (i.e. the way each assignment and exam is graded).

   Where e-learning components are used, the expected student total working time for each component, the estimated number of tutor-student interaction hours, e-lecture schedule, tests, exercises, and the way the student study time is monitored should be provided.

   The IBSC does not intend to be prescriptive in how the modules or sub-components of a Programme are structured, but it requires that they be properly and fully related to the cross-reference table.

3. Texts and Reference Material

   A list of texts and reference material used for each subject area, with an indication of the editorial house/publisher, and year of publication should be provided. Where e-learning components are included, then a description of the e-learning materials, including their source, year of publication and a description of the material access method, should be submitted.

   ‌[Comment: The Board will look to the adequacy and relevance of texts and reference materials. The section also serves as important feedback to the Board itself as to the availability of adequate and up to date teaching material. The IBSC wishes to ensure that students are adequately supported in terms of access and availability to required texts and reference material.]

4. Timeline

   Provide a graphical representation (e.g. Gantt chart) of the complete programme schedule detailing the sequence in which all modules are delivered and assessed in chronological order.

6.1.4.  CHAPTER 4: Student Assessment

Chapter 4 of the submission must include the following sections:

1. Student Assessment and Grading:

   • Describe how a mark in each module is determined on the basis of assessment components within that module together with requirements for obtaining a pass.

   • Describe how grades awarded within the Programme are combined to give an overall grade and the requirement for award of recognition.

   • Provide details of mechanisms to support students who fail a particular component of a Programme.

   • Describe how individuals are assessed in the final project

   ‌[Comment: The expectation of the IBSC is that all learning outcomes of the Standards will be assessed in some form for example by examination, quiz, assignments, practical tasks, field-work, office-work or project tasks.]

2. Examination Papers

   Representative examination papers, sample writing or self-guided assignments, and e-learning assessment components from each Subject area, taken by students during the programme (i.e. not only the final examination), must be submitted. For new programmes a prospective sample set must be provided.

   ‌[Comment: In reviewing a submission the Board will check that the format and level of the examinations and tests employed are appropriate to the learning outcomes required and the category of recognition sought. New submissions will be expected to have developed as a minimum an examining or testing strategy appropriate to the planned course.]

6.1.5.  CHAPTER 5: Practical Exercises

Chapter 5 of the submission must include a list and details of all practical exercises, listed by Essential subject (S-5B/S-8B), Foundation Science subjects and Hydrographic Science subjects (S-5A) or Cartographic Science (S-8A) as described in Section 3.1 must be provided. An example is provided in Table 2.

Table 2 — Example of the List of Practical Exercises

6.1.6.  CHAPTER 6: Final Project

A detailed and comprehensive narrative description of the Final Project (CFFP, CCP. CMFP or CFCP) is to be provided. Describe the timescale and schedule. Explain student participation as groups or individuals, the assessment criteria for groups and individuals and who will conduct the assessment. Include the project specification (hydrographic or cartographic instruction) as provided to the students and a sample of submitted student deliverables and reports.

In addition, a table MUST BE COMPLETED IN THE SPECIFIED TEMPLATE PROVIDED, as prescribed below. In this table the Final Project, whether CFFP, CCP. CMFP or CFCP, should be described in terms of Task Outcomes. Tasks defined by the institution, must ensure that the programme content is covered in an integrated manner. These tasks are to be cross-referenced to the Essential, Foundation or Hydrographic/Cartographic Science subjects.

1. Guidance to Complete the Final Project Description Table

   The project should be described as a series of phases and associated tasks (project activities) each itemized as separate rows of the table (example in Table 3). Each task should be identified in the first column and the other columns populated with attributes of that task.

   The Task Outcome describes the intended result of the completed task. The required resources, equipment, software, data sources, etc. for each task are to be itemized. The number of hours devoted by the student to a particular task is to be itemized.

   Each task should refer to the module identifier for the project and related (S-5 or S-8) subjects from the Standards.

   Table 3 — Final Project Descriptive Tables

   Final Project (Hydrographic) Description Table (CFFP or CMFP)
   Phase & Task	Task Outcome	Resources: equipment, software, data sources etc.	Hours	Programme Module(s)	Related S-5 Elements
   Planning
   Task 1
   Task 2
   Task…​
   Preparation
   Task 1
   Acquisition
   Task 1
   Task 2
   Task 3
   Processing
   Task 1
   Task…​
   Deliverables
   Reports
   Final Project (Cartographic) Description Table (CCP or CFCP)
   Phase & Task	Task Outcome	Resources: equipment, software, data sources etc.	Hours	Programme Module(s)	Related S-5 Elements
   Planning
   Task 1
   Task…​
   Preparation
   Task 1
   Task…​
   Acquisition & Processing
   Task 1
   Task…​
   Composition
   Task 1
   Task…​
   Deliverables — Paper
   Deliverables — ENC
   Reports

6.1.7.  CHAPTER 7: Programme Cross-Reference Table

This table is the most important information used by the Board to assess submitted programmes and MUST BE COMPLETED IN THE SPECIFIED TEMPLATE PROVIDED, as prescribed below. This table contains a mapping of the hours for theory (T), practicals (P), self-guided (SG) devoted to each element and learning outcomes of the Standards and classified by subject. The information provided is required to demonstrate that every element’s contents and learning outcomes are covered by the programme modules.

‌[Comment: Particular care should be taken in ensuring the cross-referencing is completed accurately and comprehensively. The Board needs to reference the learning outcomes sought against the content delivered.]

1. Guidance to Complete the Cross-Reference Table

   Submitting institutions MUST complete the Module and content and the Hours columns of the table shown below for each Basic, Essential, Foundation, Hydrographic or Cartographic Science subject:

   • T/P/SG (Theory/Practicals or Labs/Self-guided):

     • Theory through lectures;

     • Practicals (fieldwork and/or laboratories);

     • Self-guided exercises (or student’s personal independent work).

   For each element, the combined means of delivery should be clearly and uniquely identified.

   • Hours: Indicate the number of teaching hours for the different categories of delivery;

   • Module and content: For each relevant course module to a S-5 element, indicate its name and the list of content it is addressing.

   The following Table 4 provides a generic example for an element <c> of an essential subject topic Ex.y

   Table 4 — Generic Example

   Ex (subject)
   Ex.y (topic)
   Element	Content	Learning outcomes	Module and content	Hours
   				T	P	SG
   Ex.y<c> (B/I)	Core content which are required to achieve the learning outcomes. These may apply to multiple elements and learning outcomes.	Students should be able to meet these outcomes at the completion of the programme. All learning outcomes should be evaluated either by, or a combination of, assessment, examination, laboratory work or final project	Course module reference and associated content	N	N’	N”
   Total

   Each Basic, Essential, Foundation, Hydrographic or Cartographic Science subject is comprised of a list of topics which are denoted by Bx.y, Ex.y, Fx.y, Hx.y or Cx.y. Each topic contains elements which are denoted by <c>.

   All modules of a programme submission MUST include a detailed breakdown of content and associated hours. The cross-reference should refer to those modules as provided in the following example (Table 5):

   Table 5 — Detailed Breakdown of Content and Associated Hours

   Ex (subject)
   Ex.y (topic)
   Element	Content	Learning outcomes	Module and content	Hours
   				T	P	SG
   Ex.y<c1>	Content 1 Content 2 Content 3 Content 4 Content 5 Content 6	Learning outcome Ex.y<c1>	GEOM302 (i)(iii)(iv)	5	3	3
   			HYDRO304 (i)(vi)	3	2	5
   			Total	8	5	8
   Ex.y<c2>		Learning outcome Ex.y<c2>	HYDRO501 (ii)(iv)(v)	8	4
   			Total	8	4
   Total

6.1.8.  CHAPTER 8: Student Feedback

The IBSC strives to ensure that quality control measures are in place and a part of this process involves consultation with the student body. It is important that students enrolled in the Programme are able to contribute to development and change. Mechanisms such as student liaison meetings help in dealing with issues that arise during delivery. On completion of the Programme a questionnaire should be circulated to solicit opinions on matters such as accessibility to resources and delivery of each course. Summary results from questionnaires should be included in the submission.

6.1.9.  CHAPTER 9: Internal Review

Institutions are required to have in place an internal review process for the Programme. It is recommended that any Programme will also undergo a comprehensive internal review every 3-5 years, to address any issues that may arise and to update course content.

The methodology adopted by the institution for the internal review will need to be furnished in detail. The summary of any recent internal review undertaken for a programme submitted for recognition will need to be included in the submission. This should not be taken as precluding newly developed programmes not yet able to satisfy these items.

The Board wishes to see how feedback from all sources, including students, is formally taken into account within and by the Programme.

8.1.1.  Scope

A Programme review is a process for evaluating and continuously enhancing the quality and currency of Programmes. The evaluation is conducted through a combination of self-assessment, followed by peer on-site consultation by the IBSC, for the mutual benefit of all parties. In addition, a visit serves to raise the profile of hydrography and nautical cartography with other in-country agencies and regionally.

8.1.2.  Purpose of Programme Review

The purpose of the on-site review is to confirm the internal review document presented by the host institution, in accordance with the Standards of Competence for Hydrographic Surveyors (S-5A/B) and the Standards of Competence for Nautical Cartographers (S-8A/B). This is designed to assess institutions’ alignment of their Programmes with the Standards and to review educational processes.

8.1.3.  Internal Review Document

A prerequisite for the on-site review is the submission of an internal review document prepared by the hosting institution covering a period of up to 5 years, from either: the last on-site review visit; or, commencement of the current Programme. This should be submitted in English at least one month prior to the on-site visit with content as indicated below:

• The Annual Review Document(s) as detailed in Section 8.3.

• If requested, the final submission from the current recognized programme as presented to the Board for recognition

• Any changes to the course content, staff, delivery, facilities, field training, equipment and other resources

• Programme statistics relating to students including, entry, progression, completion and destinations (employment)

• Relevant institutional research

The Review Team will comprise two or three reviewers and the duration of the on-site review is typically two to three days.

Further documentation to be made available during the visit includes:

• A full set of programme documentation

• Exam papers and sample scripts

• Assignment specifications and sample submissions

• Specifications for practical exercises and field training with sample submissions

• Final project submissions

• Internal course assessment procedures and sample results

• Programme review documentation

8.1.4.  The On-Site Visit

During the on-site visit the Review Team will undertake the following activities in accordance with a schedule that is agreed in advance with the hosting institution:

• Preliminary discussion:

  • Clarify the information provided in the Internal Review document

  • Outline the schedule and objectives for the on-site visit

• Meet current students, faculty members, administrators, and staff

• Meet former students and employers

• Visit classrooms, labs, survey vessels and other key facilities

• Provide oral feedback to the institution

8.1.5.  On-Site Visit Outcomes

Within one month of the visit a written report detailing the findings and recommendations of the Review Team for the programme will be provided to the hosting institution for response and sent to the Board. Recommendations made by the Review Team will be considered by the Board with possible outcomes as follows:

• Programme is satisfactory;

• There is a need for minor modifications that can be rectified internally by the hosting institution;

• The findings of the Review Team refer to major issues requiring significant changes to the documentation and/or practices as detailed in the report. Modifications are to be implemented within an agreed timeframe indicated by the Board and documentary evidence of the modifications will be required;

• The findings of the Review Team refer to major issues and therefore a new submission is required at a time to be agreed with the Board.