In accordance with Part A, Chapter I, Section I/11 Revalidation of Certificates of the Standards of Training, Certification and Watchkeeping for Seafarers (STCW) 2010 Convention, continued evaluation of professional competence shall be established, among others, by successfully completing an approved training course or courses. Every master, officer and radio operator holding a certificate issued or recognised under any chapter of the convention other than chapter VI, who is serving at sea or intends to return to sea after a period ashore, shall be required, at intervals not exceeding 5 years, to demonstrate continued professional competence, in order to continue to qualify for seagoing service. The main objective of this research is to design a model course using simulation technology to train and demonstrate seafarers' competence in accordance with the provisions of STCW Code for existing seafarers who need to revalidate their professional maritime certificates also in accordance with the standards governing the use of simulators, Reg I/12 of 2010 STCW Code. The purpose of this revalidation simulation-based model course is to assist maritime training institutes and their teaching staff in organising and introducing specific training courses for revalidation of certificates of competence (CoCs) as well as enhancing, updating or supplementing existing training material where the quality and effectiveness of the training courses may thereby be improved. Only those STCW competences relating to

This paper intends to provide a figure analysis of female students in Maritime Education and Training (MET) institutions over a decade (2009)(2010)(2011)(2012)(2013)(2014)(2015)(2016)(2017)(2018) with the aim to analyse the possible impact of the gender equality policies applied. In recent years, while there has been an increase of female students in many technical degrees, in maritime education the gender imbalance seems to persist. This study of female student enrolment and graduation figures of some MET institutions provides a picture of current trends in the maritime education sector. The results are not very encouraging as they reveal an unchanging tendency concerning gender equality in this field of studies. In addition, the analysis of gender policies unveils that there is still a lot of work to be done. Such policies are scarce or inexistent and do not have a significant effect towards reducing this gender gap. In order to identify possible parallelisms in the professional sector, we also analysed the percentages of women in deck and engine positions issued by the Spanish Maritime Administration during the period studied. The case of Spain shows that this gender inequality is even more profound in the maritime professional sector. The study concludes that in spite of an increasing awareness the gender gap continues both in the educational and professional sector. Hence, the joint involvement of national maritime administrations and international maritime organisations and agencies is needed to develop more effective gender equality policies and programmes for a more egalitarian and inclusive maritime training and professional sector.