ICAO Training Manual – Draft Structure
1
TABLE OF CONTENTS
TABLE OF CONTENTS........................................................................................................................... 2
ABBREVIATIONS .................................................................................................................................. 5
DEFINITIONS........................................................................................................................................ 6
FOREWORD ......................................................................................................................................... 7
1
INTRODUCTION ............................................................................................................................... 8
1.1
GENERAL ................................................................................................................................. 8
1.2
TARGET AUDIENCE OF THE MANUAL ..................................................................................... 8
1.2.1
Regulatory Authorities .................................................................................................... 8
1.2.2
AIS Providers ................................................................................................................... 8
1.2.3
Training Providers ........................................................................................................... 8
1.3
GOALS OF THE MANUAL ......................................................................................................... 8
1.4
STRUCTURE OF THE MANUAL ................................................................................................. 8
1.5
HOW TO USE THE MANUAL .................................................................................................... 8
1.5.1
Organisations Providing AIS Training .............................................................................. 8
1.5.2
Regulators ....................................................................................................................... 8
1.5.3
Organisations that Dispatch Personnel to Training Providers ........................................ 8
1.6
2
SPECIAL CONSIDERATIONS...................................................................................................... 8
GENERAL PROVISIONS FOR COMPETENCY-BASED TRAINING AND ASSESSMENT .......................... 9
2.1
INTRODUCTION ....................................................................................................................... 9
2.2
COMPETENCY-BASED APPROACH TO TRAINING AND ASSESSMENT ...................................... 9
2.3
COMPETENCY MODEL ............................................................................................................. 9
2.4
THE AIS COMPETENCY FRAMEWORK ..................................................................................... 9
2.4.1
Terminology Applied in the AIS Competency Framework .............................................. 9
2.4.2
AIS Competency Framework ........................................................................................... 9
2.5
SKILLS, KNOWLEDGE AND ATTITUDE ...................................................................................... 9
2.5.1
General ............................................................................................................................ 9
2
2.5.2
Attitudes.......................................................................................................................... 9
2.5.3
AIS-Specific Skills, Knowledge and Attitudes .................................................................. 9
Attachment A to Chapter 2 - Sample Evidence and Assessment Guide ........................................... 10
3
DESIGNING THE CURRICULUM...................................................................................................... 11
3.1
INTRODUCTION ..................................................................................................................... 11
3.2
TRAINING PHASES ................................................................................................................. 11
3.2.1
Ab-Initio Training........................................................................................................... 11
3.2.2
Initial Training ............................................................................................................... 11
3.2.3
On-the-Job Training ...................................................................................................... 11
3.2.4
Advanced Training......................................................................................................... 11
3.2.5
Recurrent Training ........................................................................................................ 11
3.2.6
Refresher Training ......................................................................................................... 11
3.3
DETERMINING THE PREREQUISITE SKILLS, KNOWLEDGE AND ATTITUDE ............................ 11
3.3.1
General .......................................................................................................................... 11
3.3.2
Initial Job Requirements ............................................................................................... 11
3.3.3
Mathematics ................................................................................................................. 12
3.3.4
Aviation or Aviation-related Prerequisites ................................................................... 12
3.3.5
Language ....................................................................................................................... 12
3.4
PROCESS TO DERIVE TRAINING OBJECTIVES FROM THE COMPETENCY FRAMEWORK ........ 12
3.4.1
ESTABLISHING ON-THE-JOB TRAINING OBJECTIVES ..................................................... 12
3.4.2
SKILLS, KNOWLEDGE AND ATTITUDES REQUIRED TO ACHIEVE TRAINING OBJECTIVES
12
3.5
CONSIDERATIONS IN DEVELOPING AIS TESTS AND ASSESSMENTS BASED ON COMPETENCY
FRAMEWORK .................................................................................................................................... 12
3.5.1
Purpose of Tests ............................................................................................................ 12
3.5.2
Validity and Reliability................................................................................................... 12
3.5.3
Test Format ................................................................................................................... 12
3.5.4
Test Design .................................................................................................................... 12
3
3.5.5
3.6
Progress Test ................................................................................................................. 12
CONSIDERATIONS IN DESIGNING MODULES AND COURSE MATERIALS .............................. 12
3.6.1
Module Design .............................................................................................................. 12
3.6.2
Instructional Events ...................................................................................................... 13
3.6.3
Production and Development of Material .................................................................... 13
Attachment A to Chapter 3 – The ICAO Course Development Methodology .................................. 14
Attachment B to Chapter 3 – Example of an AIS Training Programme ............................................ 15
4
5
CHAPTER 4 – INSTRUCTORS .......................................................................................................... 16
4.1
HOW TO APPLY THE COMPETENCY FRAMEWORK................................................................ 16
4.2
AIS INSTRUCTOR COMPETENCIES ......................................................................................... 16
4.2.1
AIS Competencies ......................................................................................................... 16
4.2.2
Instructional Competencies .......................................................................................... 16
4.2.3
Maintaining Instructional Competency Standards ....................................................... 16
CHAPTER 5 – VALIDATION AND POST-TRAINING EVALUATION OF AIS TRAINING ....................... 17
5.1
INTRODUCTION ..................................................................................................................... 17
5.2
PURPOSE OF EVALUATION .................................................................................................... 17
5.3
EVALUATION APPROACH ...................................................................................................... 17
5.3.1
Level 1: Evaluation of Trainee Reaction ........................................................................ 17
5.3.2
Level 2: Evaluation of Trainee AIS Learning .................................................................. 17
5.3.3
Level 3: Evaluation of On-the-Job Performance ........................................................... 17
5.3.4
Level 4: Evaluation of Results / Impact ......................................................................... 17
4
ABBREVIATIONS
To be developed
5
DEFINITIONS
Refer to PANS Training Manual
6
FOREWORD
1. Overview
To be developed
2. AIS-AIM Study Group
To be developed
3. Competency-based Approach to AIS Training
Refer to PANS Training Manual
7
1 INTRODUCTION
Refer to Flight Procedures Training Manual for this chapter
1.1 GENERAL
1.2 TARGET AUDIENCE OF THE MANUAL
1.2.1 Regulatory Authorities
1.2.2 AIS Providers
1.2.3 Training Providers
1.3 GOALS OF THE MANUAL
1.4 STRUCTURE OF THE MANUAL
1.5 HOW TO USE THE MANUAL
1.5.1 Organisations Providing AIS Training
1.5.2 Regulators
1.5.3 Organisations that Dispatch Personnel to Training Providers
1.6 SPECIAL CONSIDERATIONS
8
2 GENERAL PROVISIONS FOR COMPETENCY-BASED TRAINING AND
ASSESSMENT
2.1 INTRODUCTION
2.2 COMPETENCY-BASED APPROACH TO TRAINING AND ASSESSMENT
Refer to PANS Training Manual for this section
2.3 COMPETENCY MODEL
Competencies for functions need to be listed. Refer to CASP and AIS Training Development
Guidelines Part 4.
2.4 THE AIS COMPETENCY FRAMEWORK
2.4.1 Terminology Applied in the AIS Competency Framework
2.4.2 AIS Competency Framework
Input from Competency Framework Model Excel sheet
X Competency Unit
X.X Competency Element
X.X.X Performance Criteria
In
Annexes
accordance
with:
2.5 SKILLS, KNOWLEDGE AND ATTITUDE
No information found in PANS Training Manual for this section.
Refer to Flight Procedures Training Manual for this section.
2.5.1 General
2.5.2 Attitudes
2.5.3 AIS-Specific Skills, Knowledge and Attitudes
9
Attachment A to Chapter 2 - Sample Evidence and Assessment Guide
Edition/Amendment of ICAO Documents referred to:
Annex 4, xxth Edition, Amendment xx
Annex 15, xxth Edition, Amendment xx
X Competency Unit
X.X
Competency Element
X.X.X Performance Criteria
X.X.X.X
Evidence and Assessment Guide
10
Reference
3 DESIGNING THE CURRICULUM
3.1 INTRODUCTION
3.2 TRAINING PHASES
3.2.1 Ab-Initio Training
Training that may be needed to meet the entry level required for the AIS domain to be able to
successfully complete the basic training.
3.2.2 Initial Training
First phase where AIS topics are covered. To provide basic skills and knowledge to AIS staff
that have been recruited from another job. Curriculum of initial training is derived from
competency framework.
3.2.3 On-the-Job Training
To reinforce formal training (initial training) and support the achievement of competency
standards. Curriculum of OJT is derived from competency framework and driven by training
objectives. OJT may also follow Advanced and Refresher training.
3.2.4 Advanced Training
To augment the skills and knowledge of AIS staff in dealing with more complex problems.
Curriculum of advanced training is derived from competency framework.
3.2.5 Recurrent Training
To address changes in available criteria, technologies and regulations.
3.2.6 Refresher Training
To strengthen skills and knowledge weakened through disuse. Curriculum of refresher
training is derived from competency framework.
3.3 DETERMINING THE PREREQUISITE SKILLS, KNOWLEDGE AND
ATTITUDE
3.3.1 General
3.3.2 Initial Job Requirements
To cover educational, experience and physical requirements of a job or function. Other
factors to consider are age, aviation background, computer literacy, working hours, keyboard
proficiency, language skills, medical/health check, nationality and criminal record clearance.
It should be noted that these should be defined at a State level as the culture, labour market,
education levels, etc. have a strong influence on these requirements.
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3.3.3 Mathematics
3.3.4 Aviation or Aviation-related Prerequisites
3.3.5 Language
3.4 PROCESS TO DERIVE TRAINING OBJECTIVES FROM THE COMPETENCY
FRAMEWORK
Established using competency framework in Chapter 2 of this document. There are terminal
objectives and enabling objectives.
For terminal objectives, a trainee will undergo a module of training and then will be required
to perform the terminal objective as formulated in a mastery test.
In order to achieve a terminal objective, there are several enabling objectives the trainee
needs to mater. Enabling objectives may be derived from performance criteria. The trainee
will require specific knowledge and skills.
Conditions of Performance
Expected Behaviour
Standard
3.4.1 ESTABLISHING ON-THE-JOB TRAINING OBJECTIVES
Based on the competency framework in Chapter 2 of this document.
3.4.2 SKILLS, KNOWLEDGE AND ATTITUDES REQUIRED TO ACHIEVE
TRAINING OBJECTIVES
3.5 CONSIDERATIONS IN DEVELOPING AIS TESTS AND ASSESSMENTS
BASED ON COMPETENCY FRAMEWORK
3.5.1 Purpose of Tests
3.5.2 Validity and Reliability
3.5.3 Test Format
3.5.4 Test Design
3.5.5 Progress Test
3.6 CONSIDERATIONS IN DESIGNING MODULES AND COURSE MATERIALS
3.6.1 Module Design
12
3.6.2 Instructional Events
3.6.3 Production and Development of Material
13
Attachment A to Chapter 3 – The ICAO Course Development Methodology
Perhaps consideration should be given to the ICAO Course Development Methodology in
Attachment to Chapter 2 of PANS Training Manual (9868)

Phase 1 – Preliminary Study

Phase 2 – Job Analysis

Phase 3 – Population Analysis

Phase 4 – Design of Curriculum
o
Includes deriving training objectives from Competency Framework (Doc
9906)

Phase 5 – Design of Modules

Phase 6 – Production and Developmental Testing

Phase 7 – Validation and Revision

Phase 8 – Implementation

Phase 9 – Post-Training Evaluation
14
Attachment B to Chapter 3 – Example of an AIS Training Programme
o
Background
o
Training Programme Steps

Step 0 – Ab Initio

Step 1 – Initial Training

Step 2 – On-the-job Training – Initial

Step 3 – Advanced Training 1


To be split into separate steps, as required.
Step 4 - On-the-job Training – Advanced

To be split into separate steps, to follow the different levels of
advanced training, as required.

Step 5 – Recurrent Training

Step 6 – Refresher Training
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4 CHAPTER 4 – INSTRUCTORS
4.1 HOW TO APPLY THE COMPETENCY FRAMEWORK
4.2 AIS INSTRUCTOR COMPETENCIES
4.2.1 AIS Competencies
Instructors involved in competency-based training need to understand the context in which
they will be teaching.
4.2.2 Instructional Competencies
4.2.3 Maintaining Instructional Competency Standards
16
5 CHAPTER 5 – VALIDATION AND POST-TRAINING EVALUATION OF
AIS TRAINING
5.1 INTRODUCTION
5.2 PURPOSE OF EVALUATION
5.3 EVALUATION APPROACH
5.3.1 Level 1: Evaluation of Trainee Reaction
5.3.2 Level 2: Evaluation of Trainee AIS Learning
5.3.3 Level 3: Evaluation of On-the-Job Performance
5.3.4 Level 4: Evaluation of Results / Impact
17