For many students, the term “blue careers” may immediately bring to mind marine biologists or sailors. The blue economy encompasses a much wider range of professions, including maritime transport, vessel operations, marine engineering, tourism, fisheries, environmental management and many technical occupations. One aim of the Blue Ocean project is therefore to introduce students to real educational and professional pathways and help them understand how their school choices can connect with future employment.
As part of this work, Blue Ocean engages with organisations such as MaritimeMT, which provides an opportunity to learn more about maritime education and how prospective maritime workers are prepared. An interview with representatives of MaritimeMT can help students understand what it takes to pursue careers such as deckhand and other shipboard roles.
A key message emerging from maritime education is that working at sea requires much more than an interest in boats. Maritime professionals need practical skills, technical knowledge, communication abilities, teamwork and a strong understanding of safety procedures. Depending on the role, students may also need specific training and certification before entering the sector.
For a young person considering a career as a deckhand, for example, the pathway can involve learning about vessel operations, safety, navigation-related procedures, equipment and life at sea. The role can vary depending on the type of vessel and the nature of the operation. This makes it important for students to explore different maritime environments rather than viewing the sector as a single career pathway.
The interview also provides an opportunity to discuss the qualities that employers look for. Reliability, responsibility, adaptability and the ability to work effectively with others are important in environments where people depend on one another. Maritime work can involve long periods away from home, changing weather, and changing working conditions, so students need to consider both the opportunities and the responsibilities of a career at sea.
One strength of the Blue Ocean approach is using real professionals and organisations to make career education more concrete. Students often understand a career more clearly when they hear directly from someone who works or teaches in the sector. Questions about daily routines, training, challenges, progression and opportunities can help students make informed decisions about their future.
Maritime education also demonstrates the close relationship between vocational learning and STEM subjects. Even roles students may initially see as mainly practical can involve mathematics, science, technology, communication, and problem-solving. Understanding measurements, equipment, weather conditions, navigation and safety procedures can all require knowledge developed through school subjects.
For schools in Malta and Gozo, this type of engagement is particularly relevant. As island communities with a long maritime tradition, students live close to an industry that offers a variety of career opportunities. Yet proximity does not necessarily mean awareness. Students need structured opportunities to discover the different occupations that exist and the qualifications required to enter them.
Through the Blue Ocean project, interviews like this can bridge education and the world of work. They help students move from the question “What jobs are there?” to more practical questions: “What qualifications do I need?” “What skills should I develop?”, “What does the work actually involve?” and “Would this type of career suit me?”
Introducing students to maritime professionals and training providers early can therefore support better-informed career exploration. It can also help students recognise that a future in the blue economy can begin with the subjects, skills, and decisions they make today.