A Professional Capacity Building Seminars and other capacity building activities were recommended to be undertaken as addressed in Item No. 6 of the Ministerial Declaration adopted by the Western Hemisphere transportation ministers on December 18, 1998. For the purpose of this paper, a professional capacity building is defined as the enhancing of skills, knowledge and abilities of transportation professionals so that they are better able to address transportation issues and needs. Based on the Ministerial Declaration, the approach is to develop the professional capacity of transport officials throughout the Western Hemisphere through seminars, an information technology clearinghouse, and other training activities.

In addressing this item, the United States Department of Transportation (USDOT) formed a Department task force with representation from the modal administrations: (Federal Aviation, Highway, Maritime and Railroad Administrations, National Highway Traffic Safety Administration, Bureau of Transportation Statistics, Research and Special Programs Administration and US Coast Guard). The task force developed this paper which includes a list of existing capacity building programs and recommendations for:

-professional capacity building seminars;

-other professional capacity building activities; and

-development of a catalog of programs throughout the Western Hemisphere.

II. Objective

The objective is to increase the capacity of transportation professionals in the Western Hemisphere through training and the exchange of information pertaining to the state-of-the-art and state-of-the-practice of transportation policies and technologies. The goal is to share knowledge among public and private transportation practitioners leading to broader implementation of technology and practices throughout the region.

Four professional capacity building seminars shall be planned over the next two years, one each in South America, North America, Central America and the Caribbean. The first seminar shall be programmed for November 1999 in South America and others would follow every 6 months. These seminars shall address all modes of transportation with a focus on state-of-the-art transportation policies, technologies and practices. To meet the needs of the transportation professionals and to determine their priority areas of interest, a survey should be conducted prior to the seminar.

Recommended topics, as appropriate for each mode, include:

-funding,

-institutional issues,

-maintenance,

-Intelligent Transportation System (ITS), and

-safety.

In addition, the interaction between modes and inter-operability of systems needs to be addressed.

Each one-week seminar should feature general plenary sessions applicable to all attendees,

and sessions that are mode-specific and based on regional needs. Speakers from throughout the Hemisphere will be identified to participate in these events. The seminars could be organized and conducted by the Pan American Institute of Highways (PIH) technology transfer centers which are located at over 90 locations in Latin America and the Caribbean, and other institutions which have similar technical outreach experience in different transportation modes.

As part of the seminar, the seminar participants should also recommend training delivery mechanisms, and a needs assessment to develop an extended professional capacity building program for their countries and the region.

The establishment of an electronic clearinghouse for information exchange is recommended. The clearinghouse shall be an electronic information network which would include a listing of key experts from throughout the Hemisphere and copies of papers which are presented at the professional capacity building seminar and other relevant material. The Western Hemispheric Transportation Initiative Executive Committee should appoint a task group to study the establishment of a clearinghouse and recommend what information should be included in its program as well as its location. (See recommendations for Item #7 on Information Exchange Activities).

Training

1. A program of regional training that takes advantage of existing training programs should be considered.

2. Undertake broader (multi-modal and/or multi-national) PROVIAL- type seminars throughout the region with presenters from throughout the Hemisphere. (PROVIAL workshops are described in the Appendix.)

3. Where appropriate, undertake uniform training programs in various countries in order to encourage implementation of state-of-the-practice/art throughout the region. For example, with regard to aviation, this would promote a common aviation system with common methods, equipment and procedures, and increase safety by developing a cadre of personnel dedicated to preserving the quality of air travel and the safety of the traveling public.

4. Establish an integrated Professional Capacity Building Program to facilitate the development of regional technical expertise. The objective of this program is to link transportation institutions and facilitate capacity building within and among countries. The programs should be available to the widest possible audience.

5. The Appendix includes a listing of transportation related professional capacity building programs, activities and institutions. It is recommended that the Executive Committee task each country with inputting data into this Appendix. The Appendix can serve as a terms of reference document to address this issue. The resulting document/catalog would include a listing of professional capacity building options which are available.

In the past, both the Inter-American Development Bank (IADB) and the Organization of American States (OAS) have facilitated regional cooperation in specific technical areas, incorporating training into their program. With multilateral contributions, an exchange program could be used to focus on different technical areas - countries with expertise in one area would have an opportunity to exchange information and ideas, and share resources and personnel to contribute to the development of a cadre of technical experts for the sector.

The limitations of funding for travel are experienced by most countries in the Hemisphere. Cooperation with international institutions and other organizations as determined appropriate will be needed to facilitate the undertaking of these events. International lending institutions and government funding organizations should be requested to sponsor these activities or in the case of lending institutions indicate that loan funds could be applied for participation in this training type event. It is recommended that a small task force be assigned the task of obtaining funding to undertake these events.

There are many different approaches to undertake professional capacity building and there are many institutions in place which accomplish professional capacity building at this time. These institutions are sources for information exchange and training for transportation professionals in the Western Hemisphere. Included below are summaries with examples of what is taking place in the US as well as in some cases internationally at this time.

Institutional issues are important to understand when addressing professional capacity building in the road sector. This includes the relationships between the organizations responsible for funding, constructing, as well as maintaining roads. In many cases more than one organization is responsible for the construction and maintenance of roads and the level of expertise and experience varies substantially between organizations. Engineering, design, construction, and materials are important areas to focus training as well as asset management, and road safety. The U.S. Department of Transportation=s Federal Highway Administration has played a vital role in training and technical expertise. The FHWA is directly involved with the following programs and institutions:

A. Local Technical Assistance Program (LTAP) One of the primary objectives of the LTAP Program is the professional capacity building of local road transport officials in the U.S. The United States is a pioneer in the Technology Transfer Center approach for information exchange and dissemination. The Local Technical Assistance Program is a federally supported program linking transportation technology transfer centers throughout the 50 States and Puerto Rico. Its purpose is to increase cooperation among local transportation institutions in the United States, and facilitate transportation information exchange and dissemination. The LTAP Program focuses on the establishment of technology transfer centers in each state which undertake training programs, conferences, publications, and computer-based systems for information sharing.

B. Border Technology Exchange Program (BTEP) This program promotes transportation coordination and information exchange between State and local governments on the U.S.-Mexico border. Technology transfer centers in the U.S. and Mexico are also active in the program. This program is partially supported and coordinated by FHWA=s Office of International Programs. Some members of the LTAP network in the States bordering Mexico are cooperating with their counterparts and local governments in the Mexican border states through the Border Technology Exchange Program. Professional capacity building is undertaken through on the job exchanges of personnel as well as training and exchange of technical materials.

C. National Highway Institute (NHI) The National Highway Institute is the Federal Highway Administration=s transportation training organization. The training of the NHI has been primarily focused at State road department employees. NHI courses reach more that 15,000 transportation from Federal, State, local, private and university organizations each year. By congressional mandate, NHI is very active in providing training and education programs to the international community, many of them in Spanish. As one of 90 technology transfer centers of the Pan American Institute of Highways, NHI conducts and promotes training courses, seminars, and conferences, as well as professional exchanges, to transportation organizations around the world. NHI courses are generally from three days to one week long. In order to address the training needs of customers, NHI has developed a Instructor Certification Program to continually assess the skills of current and future instructors against a standard list of competencies.

D. Pan-American Institute of Highways (PIH) The Pan American Institute of Highways was created with the purpose of increasing and coordinating training, technical assistance, and information exchange among countries of the Western Hemisphere. PIH sponsors training programs on road maintenance, disseminates up-to-date technical information, and has a network of 90 technology transfer centers in the Americas and Spain functioning as national, regional and local hubs for its information dissemination efforts. Headquartered at FHWA, it benefits from the large information and training resources available at the U.S. Department of Transportation and in the United States.

The objectives of establishing the PIH were:

a. To increase further training of the professional staff of the highway bodies and different highway entities of the hemisphere, by promoting the organization of courses, seminars, research and training programs;

b. To coordinate technical assistance and the exchange of technology;

c. To keep up-to-date information on the teaching and research of highways conducted in various postgraduate schools.

d. To disseminate information on highway and transportation technologies.

PIH sponsors training PROVIALS accompanied by technology exhibits, several times a year throughout the hemisphere. PROVIAL translated is APro Roads@ and the training focuses on road maintenance. Some 40 training seminars have been conducted since 1986, with about 4,000 participants taking part. Many of the PIH centers also conduct their own local training programs.

The objectives of PROVIAL are:

1. Create an awareness of the need for properly maintained roads and the impact this will have on reducing the high cost of transport;

2. Encourage adequate, reliable, and timely maintenance funding;

3. Encourage research and technology transfer that will lead to improved techniques on management, design, construction, and maintenance; and

4. Promote and create an awareness of the concepts of accountability by Government officials, and thus assure the appropriate use of maintenance funds.

The strategies are to:

1. Conduct regional and national seminars in order to increase the awareness of the need for highway maintenance, and the use of need for modern decision-making and implementation techniques to affect an effective highway maintenance program;

2. Promote national and international training activities to be offered through institutes, universities and others;

3. Develop a highway maintenance core-curriculum that could be offered at the university or the continuing education level; and

4. Promote the concept of A Highway Councils to permanently evaluate highway maintenance.

The growth of international air travel has placed an enormous responsibility on the aviation sector, both users and providers alike, to ensure a safe and efficient environment for the traveling public. Some estimates predict that air traffic in the Americas region will increase by as much as seven percent annually over the next several years. Many coutries are unprepared to handle such volume, and are faced with a shortage of qualified and expertly trained personnel to meet the demands of an already overburdened sector.

The demand for adequately trained personnel is an issue that comes up repeatedly in international fora, and there are many reasons why states have difficulty in obtaining, and retaining, a highly qualified technical staff. With the emphasis being placed on safety in the region, the demand for safety related courses has increased tremendously, and further underscores the need for a better distribution of resources, and cooperation between countries to address the needs in the region.

A Comprehensive training for certain specialists, aircraft certification inspectors, airworthiness inspectors, and in some areas, air traffic controllers, is scarce and costly - and yet these are fundamental to the safe operation of an aviation system. For many countries, costs may increase with travel and lodging for training outside their own borders.

B Many smaller organizations have difficulty retaining qualified personnel because of inadequate compensation - due to the high demand for technical experts, their employees can often find higher paying jobs elsewhere once they have been trained. Thus a states investment in human infrastructure is lost soon after training has been completed.

C. Rapid technological advances in the aviation industry create a need to provide both refresher and remedial training to keep up with changes in procedures and equipment enhancements. Training of this nature is not always incorporated into core programs because of a shortage of back-up personnel, or unavailability of training in general.

These factors, along with the projected growth in air traffic, all contribute to the need for a wide-ranging, easily accessible and cost effective program to develop human infrastructure in the aviation sector of the Americas. There are very few aviation training centers worldwide that provide such comprehensive training. Examples of some facilities follow:

1. ICAO TRAINAIR Program - The International Civil Aviation Organization (ICAO) TRAINAIR program was established by ICAO to share resources and technology, and standardize training worldwide. The program was developed with the support of the United Nations Development Program to assist Civil Aviation Training Centers operate more effectively and cost efficiently through the application of modern training methodologies and technologies. It is a global program, with the participation of over 15 countries in the Americas region. Personnel from participating civil aviation training centers are trained to prepare advanced course material to TRAINAIR standards in the form of standardized training packages. The packages are shared between participating centers. The principal headquarters are located in Montreal, Canada, and provide ongoing coordination of the program, as well as support in the preparation of training materials. Headquarters organizes regular workshops to train course developers and managers, provides instructor development programs, organizes regular regional and interregional conferences, and prepares guidance material. Participation in the program is permitted for those countries which have contributed training materials meeting the TRAINAIR standards.

2. ICAO Fellowship Program - The ICAO Technical Cooperation Bureau (TCB) fellowship program develops country specific training programs based on identified needs as part of an existing technical assistance project with a country. Candidates for the training are nominated by that country’s project coordinator, and funded through specific project funding. The funding can also be analyzed on a cost sharing basis.

3. Federal Aviation Administration Academy - FAA international training is carried out under a government to government training agreement, generally between the FAA and the Civil Aviation Authority in the recipient country, and is provided on a reimbursable basis. Training is generally facilitated at the FAA Academy in Oklahoma City, however it is also possible for the FAA to arrange for training at universities, colleges and technical schools within the United States, U.S. industry training facilities, or FAA offices. The Academy can develop customized training programs to meet a country’s specific training needs- this is accomplished much in the same way that the ICAO fellowship program develops its training program - with an in-country assessment of existing operational/training systems, followed by recommended solutions.

Other highly successful training organizations in the US include:

1. the Pan Am Flight Academy, which conducts classes in air traffic control and pilot training;

2. Aarotec Educational Foundation, a non-profit organization and registered ICAO training institution, which develops management programs for airport master planning, design, operations and implementation of new technologies. Their training takes various forms - including workshops, lectures, and on-the-job training. The Foundation also has course materials specific to privatization, and the transition to satellite based navigation technology.

3. Air carrier manufacturers, such as Boeing, offer various courses related to aircraft maintenance and engineering - these are usually located at the manufacturing facility headquarters. In addition, private air carriers often provide training on demand.

The U.S. railroad industry moves more freight by rail than any other country's rail system in the world. The railroads are privately owned and are operated in an almost entirely de-regulated environment. To insure safe operations, the Federal Railroad Administration (FRA) successfully monitors and enforces railroad safety regulations and related initiatives. Approximately 500 FRA rail safety inspectors are assigned to 47 satellite locations throughout the U.S., conducting daily inspections of the rail industry. FRA's rail safety program consists of five disciplines: Operating practices; hazardous materials; signal and train control; motive power and equipment; and, track and structures.

FRA has provided rail safety-related technical assistance (at no cost to FRA itself) and advice to a number of foreign railroads, including Argentina and Brazil. Furthermore, rail safety-related cooperation, joint research and development (R&D), and consultations have been conducted over the years with China, Russia, France, Germany, England, among others. With the exception of joint research and development that directly benefits U.S. federally-funded efforts, FRA has no program funds to cover expenses of its personnel overseas, nor foreign visitors to FRA. However, under these no-cost obligation guidelines, FRA has hosted a number of visitors, allowing them to learn on-site from FRA safety inspectors and staff operational practices and procedures.

A. Volpe National Transportation Systems Center - The Research and Special Programs Administration’s (RSPA) Volpe National Transportation Systems Center has experience collaborating with Harvard University’s John F. Kennedy School of Government in developing a training program for transportation senior executives. This program uses case study analysis as the method to train executives how to make better decisions regarding transportation issues. A similar program could be developed using transportation case studies relevant to other countries in the Western Hemisphere. The case studies and class discussions could be tailored to specific audiences and transportation issues.

The Volpe National Transportation Systems Center provides technical assistance on a wide range of transportation objectives. Currently, the Center is providing technical assistance to the government of Argentina regarding the outlook for various vehicle technologies, as well as for potential alternative fuels such as natural gas and hydrogen. The Center provides a wide range of technical assistance on a reimbursable basis.

B. Transportation Safety Institute – RSPA’s Transportation Safety Institute provides transportation safety and security training and technical assistance in the U.S. and in other countries. The Institute offers a wide variety of courses for all transportation modes. These courses cover aviation and highway safety, transit safety and security, transportation of hazardous materials, and pipeline safety. These courses may facilitate the development of similar courses tailored to individual countries, or augment training that is currently available in other countries. A catalog of the Institute’s current courses is available.

C. USDOT’s University Transportation Centers Program - The USDOT’s University Transportation Centers Program managed by RSPA, offers undergraduate and graduate-level transportation degree programs as well as extensive continuing education training. The goal is to increase the number of Americans who are educated and able to contribute significantly to the design, deployment, operation, and maintenance of the complex transportation systems that will enhance America’s economic competitiveness in the 21st century. This Program could serve as a model for other Western Hemisphere countries.

Maritime:

More modern and efficient ports can contribute to the economic growth of the Western Hemisphere through improved levels of service and trained personnel to manage, plan, and operate maritime terminal facilities.

The Maritime Administration (MARAD) is experienced in coordinating port personnel training in the United States, as well as internationally. With its technical expertise and extensive network of contacts in the maritime community, MARAD is the ideal agency to coordinate training tailored to the specific needs of ports in the Western Hemisphere, provided funding is available to conduct the training.

Examples:

a. The United States, through MARAD, currently chairs the Organization of American States (OAS) Technical Committee on Port Training. A number of courses/seminars have been conducted in Latin American and Caribbean countries for over 500 port personnel in management; security; control of drugs, chemicals, and dangerous cargo; multi-modal transportation; strategic planning; marketing; finance; pricing; competition; privatization; market-based labor reforms; automated information systems; and port operations.

b. MARAD, the OAS, and the American Association of Port Authorities (AAPA) jointly sponsor the Puertos Amigos Program, an on-the-job training program for port personnel from OAS-member countries at host U.S. ports.

c. The International Program for Port Planning and Management (IPPPM) provides comprehensive instruction in port management and operations at the University of New Orleans in Louisiana. Through the financial assistance of the World Bank, the United Nations Development Program, or the U.S. Agency for International Development (USAID), port representatives from the Western Hemisphere could participate in both of these training programs in the United States.

MARAD, AAPA, and the National Association of Waterfront Employers (NAWE) sponsor a yearly program for managers on marine terminal management training.

MARAD has five congressionally designated National Maritime Enhancement Institutes (NMEI). One such university, Louisiana State University’s (LSU) National Ports and Waterways Institute (NPWI) has actively trained foreign port and government personnel for several years. The students are either taught in the U.S. or in the home country. A few examples of modules and discussions included in NPWI’s Russian port restructuring training program follow below:

(1) A Role of the Federal Government in the Maritime Sector

(2) A Strategic Planning and Relations Between Service Providers B Ports, Shipping Lines, Stevedores, Intermodal Operators, and Shippers

(3) A Port Administration and Privatization@(4) A Principles of National, Regional, and Port-Specific Planning in a Market Economy

(5) A International Financing for Port Development

(6) A Port Marketing

(7) A Port Pricing

(8) A Port Facility Design and Maintenance

(9) A Port Environmental Considerations

The Maritime Administrations United States Merchant Marine Academy (USMMA) offers an extensive maritime and transportation continuing education program. USMMA Continuing Education also operates the Center for Global Logistics and Transportation, which is dedicated to providing leading-edge intermodal transportation training for professionals from around the world. In the past the Center for Global Logistics and Transportation has sought alliances with the World Bank and the U.N. Development Program (UNDP) to secure funding to provide intermodal transportation education and training programs to transportation professionals in developing countries.

Other training programs exist inside and outside the United States such as those delivered by the Transportation Safety Institute. Extensive undergraduate and graduate-level programs and continuing education programs are offered by universities, such as those available through USDOT's University Transportation Program. In addition, increasing use of distance learning technology for education and training, such as that offered by USDOT’s Center for Transportation and the Environment at North Carolina State University; and continuous use of net-based education and training resources available through "virtual universities," such as the on-line Master of Project Management Degree offered by West Carolina University or the Centro de Enseñanza a Distancia, a private institution which offers learning courses in many areas, with branches in most of Latin America.

Included below is a list and description of several specific maritime professional capacity building institutions and programs.

A. National Maritime Resource and Education Center (NMREC) (http://www/marad.dot.gov/nmrec/) The Maritime Administration (MARAD) as the U.S. Government's commercial shipbuilding advocate has established the NMREC to assist the U.S. shipbuilding and allied industries in improving their competitiveness in the international commercial market. The center will be a major information source and facilitator within the government for the maritime industry by providing expertise, information and reference material on commercial shipbuilding.

The Center's near-term focus is just the beginning of a continuous process to acquire and maintain marine standards, develop and conduct seminars and workshops, and provide other information to assist the industry. The Center's program will adapt to meet industry needs as they are identified. It will promote positive interaction between the industry, MARAD, and other government agencies having an impact on maritime matters. It encourages input and recommendations from industry on ways to improve the Center's programs.

MARAD will serve as the focal point within government, working closely with other government agencies and departments, standards developers and regulatory bodies and the marine industry, to move America forward in the international commercial marketplace.

MARITECH is a technology development program to improve ship design and construction processes in U.S. shipyards. It is part of a Presidential initiative to maintain a shipbuilding industrial base for national security by assisting in establishing the U.S. shipbuilding industry as a self-sufficient, internationally competitive industry. Since 1994 a total of 66 projects valued at $349 million were selected of which 40 valued at $170 million were assigned to the Maritime Administration to administer.

The MARITECH program is designed to improve the competitiveness of the U.S. shipbuilding industry has been instrumental in initiating the revitalization of the industry, but concludes in 1998. MARITECH investments successfully developed new commercial ship designs and process improvements that will make U.S. shipyards much more competitive in the international commercial market.

The Navy has been working with Defense Advanced Research Project Agency (DARPA), MARAD, U.S. Coast Guard and industry to develop the follow-on program, notionally called the MARITECH Advanced Shipbuilding Enterprise (ASE). This new effort differs from its predecessor in that U.S. shipyards have formed a collaboration to speak with one voice and have developed a landmark, industry-wide strategic investment plan. This plan is a collaborative effort involving industry, government, and academia and fosters the process and product improvements that are required in ship design, construction, and repair.

(http://www.usmma.edu/ce/) The mission of USMMA Continuing Education is to provide specialized courses, seminars, and training programs for the maritime community: commercial, government, and military. The primary focus of USMMA Continuing Education includes training in nautical science, engineering, management, and transportation-oriented subjects.

In addition to the more than 50 course offerings, USMMA Continuing Education specializes in developing custom training programs designed to meet the specific needs of a company or organization.

Continuing Education instructors include outstanding USMMA faculty as well as guest lecturers and experts from the maritime industry. Continuing Education's training philosophy models that of the Academy. Classroom lecture and discussion are augmented as much as possible by practical "hands-on" experiential training. Whether utilizing the Academy's excellent nautical science and engineering simulators, laboratories, waterfront vessels and equipment, or visiting maritime facilities in the New York area, Continuing Education students are exposed to the best training available.

D. Ship Operations Cooperative Program (SOCP) (http://www.socp.org)

The Ship Operations Cooperative Program (SOCP) addresses and promotes commercially beneficial innovations in ship operations through the identification, development, and application of new methods, procedures, and technologies. The SOCP’s overall objective is to improve the competitiveness, productivity, efficiency, safety, and environmental responsiveness of U.S. vessel operations. All U.S. based vessel operators and organizations that support vessel operations are eligible to participate in the program. With the support of the Maritime Administration (MARAD), U.S. Department of Transportation, industry, government, and labor are working together to address common challenges and identify new solutions for improvements in ship operations. This Cooperative Program allows members to participate in research that would not be economically possible on an individual basis, or possibly even within a single area of the industry. Information about new technologies, systems, or procedures that would otherwise not exist is made available to all Cooperative members.

The SOCP’s flagship project is the shipboard reliability, availability, and maintainability database initiative. The database is continuing to evolve into an extremely effective tool for use in management of shipboard equipment maintenance and repair costs. The SOCP is also very active in the maritime training area. Particular attention has focused on initiatives that will assist member organizations in complying with the 1995 revisions to the 1978 International Convention on Standards of Training, Certification and Watch-keeping for Seafarers (STCW Convention). Work is continuing on developing a database of all training resource materials that are available for training licensed and unlicensed seamen.

In addition, the SOCP has recently produced a series of training videos for shipboard personnel. Topics addressed are:

(1) vessel lay-up procedures,

(2) drug and alcohol prevention,

(3) enclosed space entry,

(4) personal survival techniques,

(5) shipboard accident investigation,

(6) bridge resource management,

(7) engine room resource management, and

(8) International Safety Management Code

• Organization of American States (OAS)

• American Association of Port Authorities (AAPA)

• National Association of Waterfront Employers (NAWE)

• Maritime Administration’s National Maritime Enhancement Institutes, such as Louisiana State University’s (LSU) National Ports and Waterways Institute

• International Association of Ports and Harbors (IAPH)

• U.N. Conference on Trade and Development (UNCTAD)

• World Bank

• International Maritime Organization (IMO)

• U.S. Merchant Marine Academy (King’s Point), Continuing Education Department

• Association of American Railroads

• Various large, medium and short line railroads

• Rail-related manufacturers and suppliers

© 2000 Executive Committee of the Western Hemisphere Transport Initiative, and, Office of Summit Follow-Up, Organization of American States.
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