Model Education Curricula and Toolkit for the Transportation of Hazardous Materials (2013) / Chapter Skim
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Pages 46-60
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From page 46... ...
CHAPTER 4 GAPS AND CONSTRAINTS IN CURRENT EDUCATION AND TRAINING RESEARCH PROCESS This activity involved the identification of gaps in current practices of education and training for the transportation of hazardous materials as well as potential constraints (e.g., aging workforce, reduced labor pool, availability of qualified instructors, and lack of an industry-recognized credential)
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From page 47... ...
When considering the previously defined focus topics that were of interest, it became apparent that several areas were lacking in curriculum materials, including logistics, economics, and emerging trends. There appeared to be good coverage for regulations, mode-specific safety, and to the greatest degree, incident management (Figure 1)
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Figure 1. Focus Topic Summary 0 10 20 30 40 50 60 Pe rc en ta ge Focus Topics Covered by E&T Materials Evaluated General information Logistics Regulations Mode-specific Safety Risk Management Incident Management Shipment Security Packaging and Handling Transportation Infrastructure Economics Emerging Trends Special Topics Other 40
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Figure 2. Transportation Mode Coverage 0 10 20 30 40 50 60 70 Pe rc en ta ge Transportation Modes Covered by E&T Materials Evaluated Air Rail Highway Marine Pipeline Inter- or Multimodal Storage/Transfer 41
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Figure 3a. Audiences Served (Type)
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Figure 3b. Audiences Served (Function)
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The extent to which the existing materials addressed the learning outcomes that were previously identified as having importance for hazardous materials education were also evaluated as part of the gap analysis (Figure 4)
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Figure 4. Coverage of Learning Outcomes 0 5 10 15 20 25 30 35 Pe rc en ta ge Learning Outcomes of Hazmat Transportation Education and Training Role in Society Freight Transportation System HAZMAT Classification Quantity Stored, Produced, Shipped Material Properties and Hazards Accident/Incident History Emergency Response/Management Safety/Security Compliance/Regulatory Training 45
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Table 8. Curricula Content Gap Assessment Summary Note: In chapter three topics 2 and 3 are combined, but during this part of the research they were being treated as separate topics.
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The Alliance of Hazardous Materials Professionals has over 4,000 members in all fields of environmental, health, safety and security management. At another level, the Pipeline and Hazardous Materials Safety Administration (PHMSA)
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Efforts to deploy the curricula will also require additional stakeholders to serve as advocates or champions. In some cases, these stakeholders can themselves serve as course sponsors or organizers.
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Adoption by Academic Institutions Academic institutions have formal procedures for adding new programs and courses, or for making changes to existing courses. Many factors are considered, not the least of which are economic -- will enough students be attracted to cover the costs, understanding that students may have an option to take another, already approved course to fulfill the same program requirement?
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From page 60... ...
modules could be used to introduce groups of educators to the subject of hazmat transportation, and train them in the use of the curricula. Interdisciplinary Features Hazmat transportation is an interdisciplinary field.
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