A Request for Senior DMETians to Support Today’s Cadets
- DMET Cadets
- 4 days ago
- 4 min read
Why DMET Needs More DMETians as Faculty: Preserving Legacy, Strengthening Culture, and Building a Unified Ecosystem
The Directorate of Marine Engineering Training (DMET), now renowned as IMU Kolkata, has stood for decades as a symbol of excellence, discipline, and maritime heritage. Its alumni have shaped the global marine industry leading fleets, managing shipyards, and strengthening India’s maritime capabilities. What makes this institution stand apart is not only its rigorous curriculum but also its unique culture, traditions, and values.
In recent years, however, the faculty structure within the campus has undergone a shift, including the appointment of non–marine engineering faculty members. While every educator deserves respect for their knowledge and service, it is equally important to reflect on what is essential for an institution like
DMET—continuity of legacy, understanding of marine culture, and a shared ecosystem that truly prepares cadets for the real world of shipping.
This brings us to a critical question: Why is it important for DMET to have more DMETians as faculty?
1. DMETians Carry the System in Their Blood
A DMETian understands the institution not just academically, but emotionally and culturally. They have lived through:
The routines of maritime discipline
The culture of seniors guiding juniors
The expectation of excellence
The responsibility of wearing the DMET crest
The challenges of life at sea and shipboard systems
This lived experience cannot be taught through books; it comes only from having walked the same corridors as the cadets.
When faculty members are DMET alumni, they impart not only knowledge but also values, discipline, and the spirit of the marine world, all of which are crucial for shaping future engineers.
2. Marine Engineering Is Not Just a Subject, It Is a Professional Culture
Marine engineering is not a typical academic course. It is a profession governed by:
International maritime conventions
Shipboard chain of command
Real-time troubleshooting
Safety culture
Machinery operation under extreme conditions
A teacher who has sailed, faced audits, handled emergencies, or led an engine room team brings authenticity to every lesson. Concepts like UMS, PMS, casualty control, or dry dock procedures gain real meaning when shared by someone who has actually implemented them onboard.
This real-world perspective is difficult for non-marine faculty regardless of their academic qualifications to replicate.
3. Building a Healthy Ecosystem: Unity Over Regionalism
An institution like DMET must remain free from any form of partiality, bias, or regional grouping. Its strength lies in unity cadets from across India living, learning, and training together with equal opportunity.
When faculty primarily represent one region or state, even unintentionally, it can create:
Perceived or real biases
Groupism among cadets
Unequal opportunities in assessment or guidance
A sense of alienation among certain batches
Impact on individual confidence and career progress
These issues may not arise deliberately, but they affect the ecosystem within a training campus built on discipline and uniformity.
DMETians as faculty naturally reduce such divides because they come from diverse batches, sailing backgrounds, and professional experiences. Their identity is not regional it is “DMETian,” and that creates unity.
4. Safeguarding the Legacy and Discipline of DMET
DMET’s legacy was built by generations of mariners who upheld discipline, technical knowledge, and professional integrity. Maintaining this standard requires leaders and educators who:
Understand the legacy
Value the traditions
Carry pride in the institution
Know the importance of discipline in marine life
A DMETian faculty member doesn’t just teach; they become a torchbearer of the institution’s history and future.
The more DMETians present within the faculty, the stronger the preservation of:
Traditions
Discipline
Professional standards
Student motivation
Alumni culture
They act as role models who inspire cadets to follow the same path of excellence.
5. Career Impact on Cadets
When biases intentional or unintentional creep into an institution, cadets suffer silently. Sometimes, even the simple act of being identified as "a DMETian" in spirit can affect how a student is evaluated or mentored, especially if there are regional power dynamics.
For cadets preparing for sponsorships, placements, or shipboard careers, fair treatment and unbiased guidance are essential.
A faculty team filled with DMET alumni ensures that evaluation is based exclusively on:
Knowledge
Hard work
Merit
Professional behaviour
This not only strengthens the confidence of cadets but also protects the reputation of the institution.
6. A Balanced Faculty Model Is the Need of the Hour
This blog does not disrespect or disregard the contributions of non-marine faculty. Every educator contributes to shaping cadets. However, for a specialized institution like DMET, the core faculty must be mariners preferably DMETians supported by academic experts.
A balanced structure ensures:
High academic standards
Deep practical insight
Strong institutional culture
A fair and inclusive ecosystem
This is the formula followed by top maritime institutions globally.
Conclusion: DMET Will Rise Higher With Its Own Torchbearers
DMET has always been more than a college, it is a legacy, a family, and a historical institution that has contributed immensely to the maritime sector. To keep its culture intact and its standards high, it is essential that DMETians return to DMET as faculty, mentors, and custodians of its values.
By increasing the presence of DMET alumni in teaching roles, the institution will:
Strengthen discipline
Build a unified ecosystem
Reduce regional biases
Provide more realistic training
Preserve the legacy
And inspire the next generation of marine engineers
A DMETian faculty member is not just a teacher, they are a continuation of a proud tradition.
