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Training of operational air transport control staff of South

Ring States

European Commission EuropeAid

Service Contract N° TACIS / 2007 / 117-114

Deliverable 1b – SWOT ANALYSIS July 2009

Version 1.1

A project implemented by the Consortium

Egis Avia, ADB, Saint-Petersburg State University of Civil Aviationand the French National Institute for Civil Aviation

ADB Aero Development Bureau

Training of operational air transport control staff of South Ring States Deliverable 1 - SWOT analysis July 2009

C2121/WP1_D1b_V1R1 page i Version: 1.1 01/07/09

Reference : Deliverable 1b – SWOT Analysis Version : 1.1

Authors: Egis Avia - ENAC – UCA - ADB Date : July 2009

Approval : Egis Avia Date : July 2009


C2121/WP1_D1b_V1R1 page ii Version: 1.1 01/07/09

Project Title Training of Operational air transport control staff of South Ring States Project Number TACIS / 2007 / 117-114 Beneficiary countries

Armenia, Azerbaijan, Georgia, Kazakhstan, Kyrgyzstan, Moldova, Tajikistan, Turkmenistan and Uzbekistan.

Project implemented by

Egis Avia, France (Leader); Aero Development Bureau, Belgium; St Petersburg State University of Civil Aviation, Russian Federation, Ecole Nationale de l’Aviation Civile, France.

Address Egis Avia 4bis rue Paul Mesplé BP 20603 31106 TOULOUSE, Cedex 1 FRANCE

Contact person Antoine Bonnaud Project Manager

Tel number + 33 5 62 24 56 27 Fax number + 33 5 62 24 49 64 E-mail [email protected]

Date of Report: July 2009 Author of report: Egis Avia – Ecole Nationale de l’Aviation Civile – St Petersburg State University of

Civil Aviation - Aero Development Bureau

Barbara Bernardi

Task Manager, Brussels

(Signature) (Date)

Rustan Jenalinov

Traceca Permanent Secretary Azerbaijan

(Signature) (Date)

Gagik Grigoryan

Traceca National Secretary Armenia

(Signature) (Date)


C2121/WP1_D1b_V1R1 page iii Version: 1.1 01/07/09

Akif Mustafaev

Traceca National Secretary Azerbaijan

(Signature) (Date)

Mamuka Vatsadze

Traceca National Secretary Georgia

(Signature) (Date)

Murat Bekmagambetov

Traceca National Secretary Kazakhstan

(Signature) (Date)

Temir Niyazbekov

Traceca National Secretary Kyrgyzstan

(Signature) (Date)

Eduard Biriucov

Traceca National Secretary Moldova

(Signature) (Date)

Solih Muminov

Traceca National Secretary Tajikistan

(Signature) (Date)

Traceca National Sec. Turkmenistan

(Signature) (Date)

Olijmon Buranov

Traceca National Secretary Uzbekistan

(Signature) (Date)

Training of operational air transport control staff of South Ring States Deliverable 1 – SWOT analysis July 2009

C2121/WP1_D1b_V1R1 page 4 Version: 1.1 01/07/09

Table of Contents

1. INTRODUCTION ............................................................................... 8

1.1. PROJECT OBJECTIVES..............................................................................8

1.2. METHODOLOGY .........................................................................................9

1.3. STRUCTURE OF THE DOCUMENT..........................................................10

1.4. REFERENCE DOCUMENTS......................................................................10

2. SWOT ANALYSIS METHODOLOGY .............................................. 11

2.1. SWOT METHODOLOGY............................................................................11

2.2. ANALYSIS BOUNDARIES..........................................................................12

2.3. APPLICATION TO SOUTH RING PROJECT – SELECTED CRITERIA...................................................................................................13

2.3.1. MATERIAL AND FINANCIAL RESOURCES AVAILABILITY ..............................13

2.3.2. ORGANISATIONAL ASPECTS .................................................................14

2.3.3. TRAINING PROGRAMS .........................................................................15

2.3.4. HUMAN RESOURCES CAPABILITIES.......................................................15

3. EUROPEAN STANDARD FRAMEWORK FOR ATC TRAINING ....................................................................................... 16

3.1. INSTITUTIONAL & REGULATORY FRAMEWORK ...................................16

3.1.1. REFERENCE DOCUMENTS ....................................................................16

3.1.2. ROLE AND RESPONSIBILITIES OF STAKEHOLDERS ...................................18

3.2. ORGANISATION & PEDAGOGICAL FRAMEWORK .................................19

3.2.1 GENERAL PRINCIPLES .........................................................................19

3.2.2 SELECTION.........................................................................................20

3.2.3 INITIAL TRAINING .................................................................................21

3.2.4 OPERATIONAL TRAINING ......................................................................25

3.3. STANDARD CURRICULA DESCRIPTION / OBJECTIVES AND SYLLABUS .................................................................................................28

3.3.1. BASIC TRAINING ..................................................................................28

3.3.2. RATING TRAINING................................................................................30

3.3.3. UNIT TRAINING....................................................................................30

3.3.4. CONTINUATION TRAINING.....................................................................31

3.3.5. DEVELOPMENT TRAINING .....................................................................31



4. SWOT ANALYSIS OF TRAINING PROVIDERS.............................. 32

4.1. ARMENIA ...................................................................................................32

4.1.1. COUNTRY OVERVIEW...........................................................................32

4.1.2. SWOT TABLES ..................................................................................33

4.1.3. RECOMMENDATIONS FOR ARMENIA ......................................................34

4.2. AZERBAIJAN..............................................................................................35


4.2.2. SWOT TABLE.....................................................................................35

4.2.3. RECOMMENDATIONS FOR AZERBAIJAN..................................................36

4.3. GEORGIA...................................................................................................37


4.3.2. SWOT TABLES...................................................................................37

4.3.3. RECOMMENDATIONS AND PROPOSED ACTION PLAN FOR GEORGIA...........38

4.4. KAZAKHSTAN............................................................................................39


4.4.2. SWOT TABLES ..................................................................................40

4.4.3. RECOMMENDATIONS AND PROPOSED ACTION PLAN FOR

KAZAKHSTAN......................................................................................41

4.5. KYRGYZSTAN ...........................................................................................42


4.5.2. SWOT TABLES...................................................................................42


KYRGYZSTAN .....................................................................................43

4.6. MOLDOVA..................................................................................................44


4.6.2. PROPOSED ACTION PLAN FOR MOLDOVA...............................................44

4.7. TAJIKISTAN ...............................................................................................45


4.7.2. SWOT TABLES ..................................................................................45


TAJIKISTAN.........................................................................................46

4.8. TURKMENISTAN .......................................................................................47


4.8.2. SWOT TABLES...................................................................................47


TURKMENISTAN ..................................................................................48

4.9. UZBEKISTAN .............................................................................................49


4.9.2. SWOT TABLES...................................................................................49


UZBEKISTAN.......................................................................................50



5. TRAINING ACTIONS ORGANISED IN THE FRAME OF THE PROJECT........................................................................................ 51

5.1. WORKSHOPS RELATED TO ATC OPERATIONAL TRAINING ................51

5.1.1. WORK PROGRAM................................................................................51

5.2. STUDY TOUR FOCUSED ON TRAINING ASPECTS (BOTH INITIAL AND OPERATIONAL TRAINING) .................................................52

5.2.1. WORK PROGRAM................................................................................52

6. CONCLUSION................................................................................. 55



Foreword

Brussels, on 13th of July 2004

The Commission adopted a proposal for introducing a Community licence for air traffic controllers. The decision forms part of the impleme nting rules of the Single European Sky and will contribute to safety and the cross-border prov ision of air navigation services. “The proposal for a Community licence for air traffic co ntrollers confirms the Commission’s intention to enhance the regulatory framework for t he air traffic management industry, which should be in place before the end of 2004, with an initiative on the working conditions in this sector. It also demonstrates the balanced approach of the Single European Sky package to cover social aspects.” stated Loyola de Palacio, Vi ce-President in charge of energy and transport .

The adoption of the Single European Sky legislation earlier this year triggered off a range of implementing regulations. Furthermore, this legislation paved the way to the development of a specific proposal for a Community licence for air traffic controllers in order to ensure common qualification levels. It will enable the necessary harmonisation of the current patchwork of national licensing schemes that the existing international standards developed in the framework of ICAO and Eurocontrol have not adequately addressed up to now. Nonetheless the proposal builds on material developed by Eurocontrol and is fully consistent with it, in order to facilitate its integration into national law.

The new Community license aims at harmonising the licensing systems for controllers and promoting the mutual recognition of national licences. This is an important social aspect of the Single European Sky. The proposal will equally reinforce safety levels of air traffic management by introducing common standards for the European training system. Finally a more flexible use of manpower is likely to facilitate the organisation of cross-border service provision and the establishment of functional airspace blocks.

Every link of the licensing chain is regulated: the institutional framework; the conditions for access to the profession; the structure of competences to ensure transparency and comparability; training standards appropriate to the complex and dense European air traffic environment, including linguistic and medical requirements.

Press release IP / 04 / 893

Single European Sky: Commission proposes a Community Licence for Air Traffic Controllers



1. INTRODUCTION

1.1. Project objectives

The project dedicated to the “Training of Air Transport Control Staff of South Ring States” is a TRACECA project performed under the umbrella of the European Commission.

The overall objective of the project is to contribute to the development of air transport as a key means of increasing commercial exchange between Europe and the South Ring States. The focus of this project is set on capacity building for managers, trainers and operational staff, in both ATC operations and ATM safety oversight.

The benefit of this project will go to the following countries from Caucasus and Central Asia:

• Armenia, • Azerbaijan, • Georgia, • Kazakhstan, • Kyrgyzstan, • Moldova, • Tajikistan, • Turkmenistan, • Uzbekistan.

Moldova

Kazakhstan

Uzbekistan

Turkmenistan

Kyrgyzstan

Tajikistan

Georgia

AzerbaijanArmenia

The main results to be achieved through this project are the following:

• Analysis of institutional and training needs for each target institution and group of beneficiaries,

• Provide recommendations on further development needs to be addressed in a future technical assistance program,

• Develop training curricula for ATC control staff, managers and trainers,

• Improve ATC Staff skills with a specific focus on:

− Use of ICAO phraseology and procedures with an upgraded level of English,

− Working methods related to both traditional and data linked ATC environments,

− Transition period management for ADS-B implementation.

• Strengthen and upgrade safety regulatory framework of National Civil Aviation training institutions and Civil Aviation safety authorities and establish links with the relevant European agencies.



The project can be split into the 2 following phases:

• Phase 1: Audit and assessment:

− Audit of the ATC training organisation by a data collection mission in each area (Moldova, Caucasus and Central Asia),

− Drafting of an audit report including recommendations for training improvement,

− On-site presentations of the recommendations in each area through two working seminars.

• Phase 2: Training courses, workshops and study tours organisation:

− Manager training,

− English training (ATC phraseology),

− ATC Trainer training,

− Training Course for controllers (Radar Surveillance)

− Training Courses for controllers (Radar Vectoring and datalink working methods),

− Manager-oriented workshops,

− Study tours.

This project is implemented by the following Consortium:

ADB Aero Development Bureau

1.2. Methodology

The methodology followed by the Consortium throughout this report is depicted in the graphic below:

Standard ATCO Training Curricula

Data collectedin the

beneficiarycountries

SWOT Analysis for initial and operational

trainings

Proposition for improvements

Figure 1: Overall methodology applied to this Report



Meanwhile, the report will be presented in two phases. The first phase will consist in the presentation the standard curricula used in Europe and. The second phase will be composed of the SWOT tables for both initial and operational trainings. These tables are based on the data provided by the training providers during the on-site missions. These providers are separated in two groups:

• the first group will address the Training Institutions in charge of ab-initio training for ATCO,

• the second group will address the ANSP which are responsible for operational training.

• Once the SWOT tables are completed, some recommendations and propositions for improvements will be proposed.

1.3. Structure of the document

This document is structured as follows:

• Section 1 is the present introduction,

• Section 2 provides an overview of the SWOT methodology and its application to the “South Ring Project”,

• Section 3 contains the description of European framework in terms of ATC training which is the baseline for the study,

• Section 4 develops the SWOT analysis country by country,

• Section 5 presents the training actions related to ATC training which have been organised in the frame of the Project,

• Section 6 is the conclusion.

1.4. Reference documents

The reference documents are listed hereafter:

[REF1]: Terms of Reference – EuropeAid/122862/C/SER/Multi

[REF2]: Service Contract TACIS / 2007 / 117-114

[REF3]: Deliverable 1 – Evaluation Report

[REF4]: EU law: Council Regulation 550 / 2004 (art.5) and Directive 2006/23/EC

[REF5]: Guidelines for Common Core Content

[REF6]: ICAO Annex 1 – Personnel Licensing

[REF7]: Proposition for Work Plan amendment, submitted by Egis Avia, dated September 2008.



2. SWOT ANALYSIS METHODOLOGY

2.1. SWOT Methodology

The SWOT analysis aims at defining internal and external relevant factors for the strategic planning process of an organisation in regard of his environment. Internal Environmental factors usually can be classified as strengths (S) or weaknesses (W) , and those external can be classified as opportunities (O) or threats (T) . Such an analysis of the strategic environment is referred to as a SWOT analysis.

The SWOT analysis will help to match resources and capabilities in the operational environment of the organisation. As such, it is instrumental in strategy formulation and selection. The following diagram shows how a SWOT analysis fits into an environmental scan:

Strengths: Organisation strengths can be defined as the resources and capabilities that can be used

Weaknesses: The absence of certain strengths may be viewed as a weakness.

Opportunities: The external environmental analysis may reveal certain new opportunities for the organisation.

Threats: Changes in the external environmental can be considered as threats.



2.2. Analysis boundaries

As depicted in the figure below, ATC Training can be separated in two complementary domains, initial training (provided by training institutions) and operational training (provided by Air Navigation Service Providers).

Figure 2: Progression of ATCO training

Source “Guidelines for ATCO Common Core Content”

The study will address both domains but will not take into account further breakdowns such as the differentiation between En-route, Approach and Tower control.

This analysis did not pretend to introduce too detailed descriptions of the standardized Common Core Content but at least to ensure for each beneficiary country a separate SWOT analysis for both ab-initio and operational training without distinction between the type of control (ACC, APP, TWR) to asses training methodology and means.

It is important to mention that European countries have developed methodologies and procedures of all aspects of Air Traffic Control including training in accordance with their needs. Also it is important to have, as a reference, the results of Deliverable 1 “Evaluation Report” of this project.

OPERATIONAL TRAINING

INITIAL TRAINING



2.3. Application to South Ring Project – Selected criteria

In this document, our analysis will aim at identifying those factors that impact on the capacity of local training institutions to deliver the adequate number of ATCO trained with the necessary level to ensure a safe and efficient Air Traffic Control in the beneficiary countries.

Following the Community legislation of the Single European Sky initiative, it is proposed to use the applicable EU law (REF [4]) and Eurocontrol Guidelines for ATCO Common Core Content (REF [5]) as basis for the SWOT analysis.

Based on EU law, every Training Providers for ATC shall fulfil the following requirements:

a. Definition, at a national level, of the appropriate structures and organisation for ATC training

b. Efficient management structure and sufficient staff with adequate qualifications and experience to provide training according to the standards,

c. Necessary facilities , equipment and accommodation appropriate for the type of training offered,

d. Availability of a clear methodology for training (organisation and duration of the courses, unit training plans, unit competence schemes, organisation of examinations and assessments),

e. Availability of proof of the quality management system in place to monitor compliance with the adequacy of the systems and procedures which ensure that training services provided satisfy the standards,

f. Proof that sufficient funding is available to conduct the training according to the standards.

To address this analysis, the criteria will be translated in four categories depicted below:

1- Material and financial resources availability, 2- Organisational aspects 3- Training programmes 4- Human resources capabilities The following tables present, for each category, the details of “key points” that have been identified in order to conduct the evaluation of each training institutions. Some of the criteria will only address ab-initio training; some others will address “operational training” or both.

2.3.1. Material and financial resources availability

Criteria Explanation Mark Can be applied to….

Ab-initio training

Operational training

Building facilities Building available with enough

space and acceptable conditions

2 X X

Learning materials

Training material available ( ATC simulators, training and

general documents, computers & supporting equipment,

English laboratory)

1 X X

R&D Laboratory R&D activities and facilities

links with international organisation like Eurocontrol or ICAO

3 X




Ab-initio training


Funding for operational training

Enough revenue to ensure training for operational staff

1 X

Funding for initial training

Enough revenue to ensure sustainability of operations (

building, training materials and human resources)

1 X

2.3.2. Organisational aspects


Ab-initio training


Management Designated manager with

decision making capacity for training aspects

1 X X

Long Term Planning Forecast of long term

resource planning (numbers of students & trainers)

2 X X

Relationship between ANSP & Training

Institutions

ANSP is able to define its needs and express them to

Training Institutions

Training Institution is able to meet ANSP’ expectations

1 X

CAA Regulation CAA defines and certifies

training syllabus 1 X X

Ownership of the institution Private or public institution 3 X X

External/Regional agreements

Links with other entities for specific training and

cooperation 3 X X

International certification

ICAO Trainair Program … 3 X X



2.3.3. Training Programs


Ab-initio training


Curricula definition and organisation

Availability of documentation for description and

organisation of training plan & institutions

1 X X

Training Program Certification

Certification by CAA 1 X X

European Standards European Standards are

taken into account 2 X X

International Standards

ICAO SARPS are taken into account

1 X X

English language Level 4 as a minimum

objective 1 X X

English language Proficiency of Trainers in

English, operational courses in English.

3 X X

Assessment methodology

Methodology of assessment approved by CAA and ANSP

1 X X

2.3.4. Human Resources Capabilities


Ab-initio training


Sufficient Staff Enough managers,

instructors, teachers … 1 X X

Train the trainer abilities

Specific training to develop instructor’s skills 2 X X

Operational trainers Trainers are ATCOs with valid

licence for specific training such as OJT

1 X X

Abilities to train in English

Operational course in English 3 X X

International standard International standards

knowledge 2 X X

New technology New technology proficiency 3 X X



3. EUROPEAN STANDARD FRAMEWORK FOR ATC TRAINING

The objective of this section is to define the baseline which will drive the SWOT analysis as well as the action plan proposed for each training Institutions.

Following the objectives of the study, the baseline corresponds to the European standards which have been defined in the Common Core Content (CCC) document developed by Eurocontrol in close cooperation with representatives of ANSPs of the member states in accordance with EU regulation 550/2004.

This section addresses the following aspects:

� Institutional and regulatory framework, defining the reference documents, the

actors involved and the responsibilities of each of them, � Operational and organisational framework, defining the recommended structure

and means to be implemented, � Standard curricula description, presenting the pedagogical objectives as well as

major components.

3.1. Institutional & Regulatory framework

3.1.1. Reference documents

European Commission and Eurocontrol have developed several regulations for training purposes. All the regulatory material concerning Air Traffic Management is described and issued from the Single European Sky regulatory framework.

Single European Sky Regulation Package

549 / 2004

FRAMEWORK REGULATION

551 / 2004

AIRSPACE ORGANISATION

552 / 2004

INTEROPERABILITY

550 / 2004

SERVICE PROVISION

The reference documents used to define the standard curricula for both initial and operational training are issued from the Directive 2006/23/EC of 5 April 2006 on a Community air traffic controller licence. This directive develops in detail Regulation EC 550/2004 of the Single European Sky package.



The following documents are the backbone of the regulation related to training:

� Regulation (EC) No 550/2004 of the European Parliament of 10 March 2004 on the provision of air navigation services in the single European sky,

� Regulation (EC) No 2096/2005 of 20 December 2005 laying down common

requirements for the provision of air navigation services, Annex 1 chapter 5 on Human Resources: "…An air navigation service provider shall employ appropriately skilled personnel to ensure the provision of its services in a safe, efficient, continuous and sustainable manner. In this context, it shall establish policies for the recruitment and training of personnel…",

� Directive 2006/23/EC of 5 April 2006 on a Community air traffic controller licence.

The objective of this Directive is to increase safety standards and to improve the operation of the Community air traffic control system through the issuing of a Community air traffic controller licence and the definition of training requirements

� EUROCONTROL Safety Regulatory Requirement (ESARR 5), Edition 2.0, entitled

“ATM Services’ Personnel” defining the following: The competence of ATM personnel and, where applicable, their satisfaction of medical requirements, are fundamental elements of safety achievement, and therefore of safety management, in the provision of ATM services. The application of EUROCONTROL safety regulatory requirements in this area aims to establish harmonised minimum levels of competency and proficiency for staff having specific ATM safety responsibilities. Competence is taken to mean possession of the required level of knowledge, skills, experience and where required, proficiency:

− For air traffic controllers, the European Manual of Personnel Licensing – Air

Traffic Controllers (HUM.ET1.ST08), when implemented in association with the application of the EATMP Common Core Content training objectives, is considered to be valuable reference documentation for the implementation of ESARR 5.

− For other ATM personnel, the EATMP Safety Policy (SAF.ET1.ST01.1000- POL-01-00), with particular reference to the Competency element in the Safety Achievement Principle, when implemented in association with the application of the ECAC Common Core Content training objectives, is considered to be valuable reference documentation for the implementation of ESARR 5

It is important to note that ESARRs are already transposed as part of the Single sky legislation. In particular, the ESARR 5 has been fully transposed through Directive 2006 / 23 on a Community air traffic controller license (recital (4)) and Regulation 2096/2005 on common requirements for the provision of air navigation services.

Therefore, ESARR 5 is only regulatory reference for Armenia and Moldova, as Eurocontrol member States. For other beneficiary countries, ESARRs are more guidelines than regulatory references.

Note: The new Regulation of the European Parliament and the Council amending Regulation (EC) N°216/2008 will soon be published ( September/October 2009). This new Regulation extends the competences of the EASA (European Aviation Safety Agency) to aerodromes, air traffic management and air navigation services. It means that EASA will draft rules on there areas including ATCos rules which subsequently will be adopted by the European Commission. It should be stressed that the competence for certification with the EU Member States remains unchanged, e.g., the respective National Supervisory Authorities will be in charge of ATCos certification. This legislative framework will apply too to those countries with which appropriate agreements are signed between those third countries and the European Community and its Member States.



3.1.2. Role and responsibilities of stakeholders

� Member State as National regulatory authority

As defined in Regulation (EC) N°549/2004 of the Eur opean Parliament and of the Council, the single European sky initiative is applicable to the EU Member States.

Member States act as the national regulatory authority.

� National Supervisory Authorities (Reg 549/2004 – Article 4)

Article 2 of the Regulation (EC) N°549/2004 of the European Parliament and of the Council defines the National Supervisory Authority.

“Member States shall nominate or establish a body or bodies as their national supervisory authority in order to assume the tasks assigned to such authority”

The national supervisory authorities shall be independent of air navigation service providers and training providers. This independence shall be achieved through adequate separation, at the functional level at least, between the national supervisory authorities and such providers. Member States shall ensure that national supervisory authorities exercise their powers impartially and transparently.

The provision of training to air traffic controllers, including related assessment procedures, shall be subject to certification by the national supervisory authorities.

The requirements for certification shall relate to technical and operational competence and suitability to organise training courses as set out in point 1 of Annex IV.

Applications for certification shall be submitted to the national supervisory authorities of the Member State where the applicant has its principal place of operation and, if any, its registered office.

National supervisory authorities shall issue certificates when the applicant training provider fulfils the requirements.

Certificates may be issued for each type of training or in combination with other air navigation services, whereby the type of training and the type of air navigation service shall be certified as a package of services.

National supervisory authorities shall monitor compliance with the requirements and conditions attached to the certificates. If a national supervisory authority finds that the holder of a certificate no longer satisfies such requirements or conditions, it shall take appropriate measures, which may include withdrawal of the certificate.

� Training Providers

Regulation (EC) N°23/2006 of the European Parliamen t and of the Council on a community ATCo license provides the guidelines for ATCo training and training provider’s certification by the NSA.

Recital (12) and Annex II state that Eurocontrol’s Guidelines for ATCo Common Core Content Initial training are considered as appropriate standards.

Recital (14), Article 13 and Annex IV define the requirements in terms of certification for training provision (certification by the NSA).

The following diagram presents the role and responsibilities of the stakeholders towards each other.



NATIONAL

REGULATORY

AUTHORITY

NATIONAL

SUPERVISORY

AUTHORITY

NOMINATE

TRAINING ENTITIES

DESIGNATE

INSTITUTION

INITIAL

TRAINING

SELECTION

BASIC TRAINING

STUDENT LICENCE

ANSP

OPERATIONAL

TRAINING

UNIT

TRAINING

DEVELOPMENT

TRAINING

CONTINUATION

TRAINING

CERTIFY &

SUPERVISE

RATING TRAINING

EVALUATION

RECRUITMENT

LICENCE

ENDORSEMENT

LICENSING

CERTIFY &

SUPERVISE

3.2. Organisation & pedagogical framework

3.2.1 General principles

Training institutions (or training providers) should meet operational needs defined by the relevant operational organizations (ANSP), in terms of Quality, Quantity and Timeframe. Each training institution should undertake the assessment of the local (or regional) training needs & potential.

Therefore, cooperation between training institutions and the various ANSP need to be established and promoted. The coverage of all training needs, technological developments, human resources and/or regulatory aspects will be improved by the implementation of a “Training Management System”.

The structure of the institution in charge of ATC training should include



- Appropriate legal, administrative & financial framework,

- Adequate facilities and human resources (taking relevant expertise, knowledge & know-how into consideration)

so as to develop the best internal procedures designed to ensure the training program management.

Specifically, the following aspects will have to be taken into consideration:

Infrastructures

- Available infrastructures shall comply with training requirements and especially allow the practical training on simulator.

- Simulation is mandatory in order to enable students to handle and master the ATC situation which are not often met with real traffic (e.g. emergency and alerts).

Human Resources

The personnel in charge of training shall include:

- specific experts in each requested domain (meteorological experts, …)

- former ATC operational staff for all subjects in relation to aviation law and simulator training,

- Pedagogical experts in charge of program development & maintenance.

- In addition, appropriate technical experts to insure the maintenance of the various training tools.

Pedagogical rules

The training plans should high-light the ad-equation between training methods, objectives and associated requirements taking the following criteria into consideration:

- Recruitment / selection

- Pedagogical methods

- Evaluations & validations

3.2.2 Selection

International standards for ATC student selection take the following criteria into consideration:

- Bachelor level

- English level (ref ICAO Language Proficiency Scale)

- Medical requirements

The objective is to identify a homogeneous population so as to optimize training success rate.

Should this not be the case, the training plan will have to allow for appropriate customization / flexibility according to the recruitment level of the various applicants.

So as to secure the training outcome, appropriate selection criteria need to be defined.



3.2.3 Initial training

� Objectives

As defined in the Official Journal of the European Union, Directive 2006/23/EC of the European Parliament and of the Council, dated 5 April 2006:

The initial training will ensure that student air traffic controllers satisfy at least the objectives for basic and rating Training, as described in Eurocontrol's ‘Guidelines for air traffic controller Common Core Content Initial Training’.

Note: These “guidelines” (V2 issued on 10/12/2004) are presently being amended to become “Specifications for the Air Traffic Controller Common Core content Initial Training”

The initial training program:

- will lead to the ability for each candidate to undertake the following operational training in Air Traffic Control units.

- will be completed once the ATC Student Licence is delivered to the various trainees, proof that they have successfully reached the initial training objectives.

The training institution will need to develop appropriate indicators to reflect training success rates.

� Structural organisation

Initial training will include theory, part-task practice and simulation divided into two phases (known as “basic” and “rating” training) that lead to a student licence (or equivalent).

The basic training is defined as training designed to impart fundamental knowledge and skills to enable an ab-initio to progress towards specialised ATC training.

The rating training is defined as specialised ATC training to provide knowledge and skills related to a job category and appropriate to the discipline to be pursued in the ATS environment.

Specifically, the training plan will need to take into consideration the requirements associated to a mono-rating (vs multi-rating) qualification.



Multiple ANSP and/or training institutions can be established for one country. In the same way one regional training institution cam provide students licensing for several countries (Meaning several ANSP)

� Pedagogical organisation

Training program must be described in a formal “Training Plan”. As the Training Institutions has to be certified, this “training plan” will need to be approved by the National Supervisory Authority (NSA). The training plan will include

- the description of all subjects and fields - the identification of the people responsible for the training for each of the

subjects and fields, - the description of the associated training material - the description of the evaluation process - the generic training time table

Training materials shall include explicit references to the associated related documents (ICAO Annexe 1, Guidelines for Air Traffic Controller Common Core Content Initial Training)



Standard Course Form (sample):

The various Standard Course Forms could be linked within an overall Course description File.



The Training Plan should be sub-divided into various phases or consecutive steps linked to the different ATC ratings:

ADV Aerodrome Control Visual

ADI Aerodrome Control Instrument

APP Approach Control Procedural

APS Approach Control with Surveillance

ACP Area Control Procedural

ACS Area Control with Surveillance

RATING TRAINING

Common Knowledge

BASIC TRAINING

Fundamental knowledge in the different subjects

� Infrastructures

The facilities will include enough class-rooms, laboratories and fully equipped break-out rooms (with computers, PDI, internet access,…) that enable CBT and/or e-learning.

The ATC simulation equipment needs to reflect the operational working environment that the trainee will discover ultimately within the ANSP, according to the ATC ratings that will be delivered:

- aerodrome simulator

- approach simulator (with or without surveillance)

- en-route simulator (with or without surveillance)

Available infrastructures shall comply with training requirements and especially allow the practical training on simulator.

� Human Resources

The specialised instructors need to be recruited amongt the field experts.

They shall be trained to the relevant pedagogical methods used with the training institution.

Specifically, the instructors responsible for the ATC simulation training need to be recruited amongst the experienced air traffic controllers who actually hold the relevant ATC licence & ratings.



� Recruitment

To be recruited by an ANSP, the applicant has to hold an ATC Student Licence (or equivalent), showing that:

- He has successfully completed the Basic and the Rating ATC training.

- He has been tested at (or above) ICAO Level 4 (ref: ICAO Language Proficiency Scale)

- Complies with the relevant Medical requirements (class 3 medical assessment)

Note: It is commonly admitted that recruitment shall be done in accordance with minimum and maximum age restrictions.

3.2.4 Operational training

Right after initial training completion, the students received a student licence and start the operational training which will give rise to the delivery of the ATCO Licence, the rating and the endorsement (Unit training).

� Objectives

The quality of the operational training provided for students posted to an operational unit in order to grant them an ATC license with rating and unit endorsement must be structurally and pedagogically quite well organized This organization must guaranty both the best knowledge and skills for these future air traffic controllers. We must keep in mind that the operational training is the last fence before the appointment of a student to a real control working position. It is why this training is so important!

Regarding the growth of the traffic, the new technical environment, the necessity to enhance air safety, it becomes obvious that the training can no longer be designed utterly by local training units. The training organization must now follow standardized procedures based on international training practises and recommendations which are set up by national air navigation authority

In this context the European organisation for the safety of air navigation has developed concept of training events and documentation used in the specification of training and in the supports to training design with the following main objective:

“To provide ANS providers for all ATM areas with training material, methods and tools, in order to enable a common minimum standard of training which will evolve to meet the future introduction of system changes and will enable the implementation of regulatory requirements for ATM services personnel licensing”

Theses methods and tools are summarised here after:

� Structural organisation

The recommendation for the structural organization is the following:

• Operational training

• Continuation training

• Development training


Operational training is devoted to the new comers and ATCO who apply for another air traffic working position located in the same operational unit.

Each module of operational training will be divided into three specific trainings:



Transitional training

Phase following initial training and during which site-specific theoretical knowledge and understanding will be transferred to the student air traffic controller using a variety of methods.

Pre-0n-Job training (Pre-OJT)

This phase will be taken into account only if a simulation mean is available.

Phase of locally based training during which extensive use of simulation using site-specific facilities will enhance the development of previously acquired routines and abilities to an exceptionally high level of achievement.

The lack of simulator (for ACC, approach and tower) may be detrimental to the training of air traffic controllers It means that the trainees have to jump directly from a theoretical training to a real traffic situation with the risk for them not to see the whole traffic situations that they need to meet in order to be considered as fully trained

On-Job training

Phase of integration in practice of previously acquired job related routines and skills under the supervision of a qualified on-job training instructor in a live traffic situation.

During this phase trainees will be providing an air traffic control service under the supervision of an on-job training instructor (OJTI) who must hold a valid rating appropriate to the service being provided.

Continuation training

Training given to licensed personnel designed to maintain existing knowledge and skills. It includes refresher and emergency training.

Refresher training:

Refresher training is designed to review, reinforce or upgrade existing knowledge and skills.

Emergency training:

Training that shall be given to all controllers on a regular basis. It includes training in emergencies, in unusual situations and in degraded systems.

OPERATIONAL TRAINING

TRANSITIONAL TRAINING

OJT

PRE-OJT



The competence assessment could be performed through the following trainings:

� Pedagogical organisation

Training programmes regarding the operational training needs must be described in a formal document called: Unit Training Plan (UTP). This document shall be approved by NSA. A unit training plan (UTP) is defined as a plan which specifies how an entity will provide training to fill an identified training gap between the knowledge and skills acquired on the initial training courses (basic and rating training) and those the learner needs in order to achieve an ATCO licence with a valid rating endorsement and/ or unit endorsement. The continuation and development training programmes have to be defined in a relevant document. The methodology for creation of syllabus, the selection of training objectives and the design of training courses detailed in a UTP and competence scheme must be done In accordance with national instructions as depicted below



� Infrastructures

Available infrastructures shall comply with training requirements and especially allow the practical training on simulator.

� Human Resources

The personnel in charge of training shall be qualified and well trained.

3.3. Standard Curricula Description / Objectives and syllabus

3.3.1. Basic training

Basic training course is defined as training designed to impart fundamental knowledge and skills to enable an ab-initio to progress to specialized ATC training.

It is defined as a prerequisite to any Rating training.

Eurocontrol’s Common Core Content has defined the syllabus for ATCO basic training. The composition and topics are based on the ICAO Annex 1 requirements for Controller licensing.

The syllabus is decomposed of the following subjects:

• Aviation Law (including Rules of the Air, National and International regulations and organisational structures),

• Air Traffic Control (ATC) Equipment (including modern systems and computers in general),

• Principles of Flight (including aircraft operations and functions, power plants and performance characteristics),

• Human Factors,

• Language,

• Meteorology,

• Navigation,

• Air Traffic Management,

• Professional Environment.

For each subject, pedagogical objectives are defined; skills and knowledge are identified with reference to ICAO’s documentation and determination of a taxonomy level (level 1: to know, level 2: to understand, level 3: to apply).

The CCC layout is presented hereafter:



Subject and general

objectives

Taxonomy level

Topic and sub-topics



3.3.2. Rating training

The Rating Training covers the specialized ATC training that will provide knowledge and skills related to a job category and appropriate to the discipline to be pursued in the ATS environment. The Rating Training syllabi are:

• Aerodrome Control Visual Rating (ADV),

• Aerodrome Control Instrument Rating with TWR Endorsement (ADI/TWR),

• Approach Control Procedural Rating (APP),

• Area Control Procedural Rating (ACP),

• Approach Control Surveillance Rating with Radar Endorsement (APS/RAD),

• Area Control Surveillance Rating with Radar Endorsement (ACS / RAD).

The rating training phase shall cover all (or some of) the different ATC ratings, knowing the associated selection will come as a consequence of a “Job Analysis” performed in coordination between the ANSP and the Training institution. Example: should the ANSP need Approach (with surveillance) controllers, also able to provide aerodrome control, the rating plan could be described as: Duration & Chronology

Ratings ADV / ADI APP APS Part of the Plan Aerodrome Approach Approach

Control with Surveillance

Basic Training Basics Common

Knowledge Common Knowledge

Specific Knowledge

For each rating training phase, the syllabus will describe the learning curve and the associated training material.

3.3.3. Unit training

The syllabus is defined as a listing of subjects and topics showing the training that is necessary to fill the training gap between initial and operational training.

The key roles and topics of the syllabus must be defined by the Regulatory Authority. Service Providers develop, for each endorsement, the local performance objectives that students will be called upon to prove to reach unit endorsement.

As inputs, detailed training programmes shall be described in a formal document called: Unit Training Plan (UTP). This document shall be approved by NSA. The extract hereafter presents an example of the layout of a UTP:



EMUN

EMERGENCY AND UNUSUAL SITUATION

Performance Objectives

Training content

Type of

training event

Code and duration of training event

1 Local procedures : Students shall….

1.1 Explain the local procedures

for given unusual situations

SOPs e.g. Hijack; Weather avoidance; Unknown traffic confliction; Radio failure; Transponder failure; Weather/ technical Diversion; Bird strike

Lesson

EMUN Les 1 2.00 p

1.2 Explain the local procedures

for given emergency procedures

e.g. Engine failure; Hydraulic failure; Fire on board; Lack of fuel; Crash…

Lesson

EMUN Les 1 2.00 p

3.3.4. Continuation training

The continuation training is devoted to the renewal of the ATCO licence through emergency and refresher training.

The associated syllabus may be defined in a competence scheme by which controllers are monitored or regularly tested to ensure they maintain their competence.

Service Providers are responsible for syllabus development based on local needs and specificities.

In terms of conversion training, the syllabus is defined whenever necessary (for example, Conversion to RVSM operations).

3.3.5. Development training

The development training is optional and may address various subjects mainly to increase management and supervising skills (OJTI, Supervisor, Safety Manager etc…).



4. SWOT ANALYSIS OF TRAINING PROVIDERS

This section develops the SWOT analysis, mainly based on the criteria defined in the previous section.

The analysis will be conducted country by country and separately for initial and operational trainings.

For each country, a table summarises the context information on the basis of initial data collections and Deliverable 1 “ Evaluation Report”.

4.1. Armenia

4.1.1. Country overview

Table 1: Country overview - Armenia

Country details Comments

Regulatory body General Department of Civil Aviation -

ANSP ARMATS -

Surveillance body General Department of Civil Aviation -

IFR flights controlled 40 000 in 2006 -

Total number of ATCOs 90 ATCOs -

Training Institution in charge of initial training Yerevan Aviation Training Centre

Established in 1993 by Armenian Republic

Government Decision

Average number of students per year (ATC

only) 8 to 10 applicants are annually selected

Regulated by the Government recruitment

policy

Duration of training 2 years and a half

Type of training Theoretical training Practical training made

by ARMATS



4.1.2. SWOT Tables

A complementary data collection took place in Yerevan on March 2009 (2 days) in order to complete and validate the tables below.

� Initial Training

Table 2: SWOT table / Initial Training /Armenia

Strengths

1. Links with ATC stakeholders (Armats, CAA)

2. Selection process which includes several “filters”

3. Training Programs certified by CAA

4. Specialised lectures are delivered in English (about 360 hours)

5. Student License delivered by CAA

Weaknesses

1. Selection level in English is low (ICAO level 2)

2. Facilities (renovation in progress)

3. APP and ACC computer based training only

Opportunities

1. To develop dedicated training simulation means

2. To develop regional cooperation for ATC training

Threats

1. Demand in terms of ATC trainees is low

During missions on site, the visit of Yerevan Training Centre was not possible.

Based on the discussions with the Training Centre Representatives (held in CAA headquarters), this centre is an heritage of the Soviet time and needs modernisation (a renovation is under process).

Nevertheless, it seems that the links with Armats is efficient.

Training programs are developed by the centre (driven by ICAO and Common Core Content, at least for the choice of specialities taught).

The major weakness stands in the fact that no modern ATC simulator is available to train the controllers. Even though facilities from Armats may be used (as today), these facilities shall be modernised in order to benefit from most advanced training tools.

The requirements in terms of English level for applicants shall be more constraining.

� Operational training

Table 3: SWOT table / Operational training / Armenia

Strengths

1. New ATC facilities

Weaknesses

1. APP and ACC simulators

2. Not yet certified by NSA (under



2. Membership in Eurocontrol

3. Cooperation with CAA

4. Training Program Certification

5. New surveillance technology (MLAT)

6. Organisation of training complies with European Standards

7. ATCO license delivered by CAA after a final test

8. Part of the refresher/development training is done abroad (UK, UAE, Czech Republic, IANS Lux)

process)

Opportunities

1. To develop simulation means

2. To keep on benefiting from IANS training courses

Threats

1. Traffic level may limit the development potential

In terms of training, Armats has implemented a structural and pedagogical organisation complying, in the overall, to European Standards (operational, continuation and development training).

Unit Training Plan are developed by Armats and approved by CAA.

Eurocontrol membership provides a lot of development opportunities for Armats in terms of training (Instructors and Supervisor training are done at IANS), conferences, documentation and support. It is strongly recommended to keep on benefiting from this membership.

An opportunity for development is the modernisation of training facilities (especially for APP and ACC) to develop further pre-OJT.

4.1.3. Recommendations for Armenia

The main orientations for training development in Armenia shall be driven by the following action plan:

• To complete the modernisation of the Training Centre,

• To develop advanced simulation training means which could be (as today) commonly used by Armats and the training centre,

• To explore opportunities to develop regional cooperation in terms of training (due to the small number to trainees needed each year).



4.2. Azerbaijan


Table 4: Country overview - Azerbaijan


Regulatory body AZAL State Concern / Civil Aviation Creation of CAA is

under process

ANSP AZANS – Azeraeronavigatsia -

Surveillance body Civil Aviation Authority -


Total number of ATCOs 95 ATCOs -

Training Institution in charge of initial training National Academy of Civil Aviation

2000 students / 23 specialities


only)

Between 0 and 20 depending on State regulation

A total of 55 students ATCOs is currently in

the Academy

Duration of training 5 years -

Type of training Academic -

4.2.2. SWOT table


Table 5: SWOT table / Initial Training /Azerbaijan

Strengths

1. Wide range of Aviation expertise

2. Building facilities

Weaknesses

1. Training duration

2. English Language Proficiency

3. No formal ATC Student licence (?)

4. Limited SMS Culture

5. No ATC Simulator available

Opportunities

1. English language trainer training abroad

2. Training Materials development

3. ICAO SMS promotion campaigns

Threats

1. Compliance with international standards

2. Demand in terms of ATC trainees is low



The major strength of the National Academy is the important potential for development made possible by the campus. The scope of expertise and training covered is also an advantage as the Academy developed a complete “Aviation Culture”.

Nevertheless, the training for ATC needs modernisation. The theoretical training seems to be too long, no minimum entry level in English is required, no ATC simulator was available at the beginning of 2008 (time of data collection).

The major threat stands in the fact that only few controllers are needed by AZANS each year (5 on average during the last years). This makes it difficult to invest and develop training facilities and means.

Some indicators are positive for the future; on the one hand, the process of purchasing a tower simulator was initiated, this will enable the Academy to perform its own simulation program for Tower without any dependency on the ANSP. On the other hand, and in order to prepare the ICAO Level 4 requirement in English, 6 teachers were trained abroad and were preparing the test for evaluation.

� Operational Training

Table 6: SWOT table / Operational training /Azerbaijan

Strengths

1. English improvement program

Weaknesses

1. Lack of ATC Simulator

2. English Language Proficiency

3. Slow SMS implementation

Opportunities

1. Development of Training Facilities


Threats

1. Interactions between Regulator and Operator

At the time of data collection, a lot of improvements were made for ATCO’s English level improvement (workshop, refresher training etc..).

Even though the level of operations is satisfactory in Azerbaijan, the training of ATCOs may be improved though the procurement of advanced simulation means.

The local context for civil aviation in Azerbaijan can be seen as a threat as the Regulatory authorities is still under implementation. The interactions with AZANS are still to be defined.

4.2.3. Recommendations for Azerbaijan

The main orientations for training development in Azerbaijan shall be driven by the following action plan:

• To modernise the training curricula for ATC training within the Academy,

• To develop advanced simulation training means which could be commonly used by by AZANS and by the Academy,

• To explore opportunities to develop regional cooperation in terms of training (due to the small number to trainees needed each year).



4.3. Georgia


Table 7: Country overview - Georgia


Regulatory body United Transport Administration / Civil Aviation Department -

ANSP Sakaeronavigatsia -

Surveillance body United Transport Administration / Civil Aviation Department

-


Total number of ATCOs About 90 ATCOs -

Training Institution in charge of initial training -

SAKASTAC Centre is now closed / Training abroad if necessary


only) - -

Duration of training - -

Type of training - -

4.3.2. SWOT tables


By the time of data collection (2007), Georgia benefited from the SAKASTAC Centre, fully ATC-oriented.

In 2009, the decision of closing the centre was taken. It is assumed that no new ATCOs will be necessary in the short term period.


Table 8: SWOT table / Operational training / Georgia

Strengths

1. English Language Proficiency (young ATCos)

Weaknesses

1. Inadequate unusual / emergency training


3. No simulator available with the



SELEX System

Opportunities


2. HR Policy (ref Training)


Threats

1. New ATC System inoperative (Dec 2007) (-> need for re-training)

The new Air Traffic Services Centre has been operational since May 2009. It represents a vector of development for Georgian ANSP which also takes the opportunity to re-organise the services. The development of ATC simulation means is currently under study, based on the former Sakastac simulators.

4.3.3. Recommendations and proposed action plan for Georgia

The major recommendations for Georgia are as follows:

• To purchase a simulator for refresher training and pre-OJT,

• To define the mid-tem strategy to be applied for ATC training (what is going to happen in 5 years – training abroad or training facilities development)

• To explore opportunities to develop regional cooperation in terms of training.



4.4. Kazakhstan


Table 9: Country overview - Kazakhstan


Regulatory body Ministry of Transport

Committee of Civil Aviation

ANSP RSE Kazaeronavigatsia

Surveillance body Direction of Main Inspection on Aviation Supervision (DMIAS)

IFR flights controlled 151000 in 2007

Total number of ATCOs 693 with 575 operational

Training Institution in charge of initial training

• Civil Aviation Academy

• Air Navigation Training centre RSE “Kazaeronavigatsia

• Rudloe College in Almaty

• Rudloe College in UK

• Riga Institute of air navigation

Academy 20

RSE Kazaeronavigatsia 8 Average number of

students per year (ATC only for 2007)

Rudloe 14

Academy 3 years

RSE Kazaeronavigatsia – 10 months Duration of training

Rudloe 2 years

Type of training Multiple

Rudloe are on ICAO standards meanwhile

others are not



4.4.2. SWOT Tables


Table 10: SWOT table / Initial Training / Kazakhstan

Strengths

1. English Language Proficiency (total immersion and native speakers for teaching) for one of the two training institutions (Rudloe college)

2. Customized ATC simulator training

Weaknesses

1. No formal ATC Student Licence (or equivalent)

2. Ratio between classroom training and simulator training


4. Lack of ATC simulator training (CAA )

Opportunities

1. Open to the regional ATC Training market


3. Wide range of academic aviation specialisations (CAA)

4. International agreements with others countries (eg. Spain, Korea, etc) (CAA)

Threats

1. Different training institutions with the risk of heterogeneous content.

2. Dependence from a private training institution. (Rudloe)

Kazakhstan benefits from advanced and customised ATC simulators. The majority of new ATCOs are trained in English and important investments have been made for the last years focused on training. Kazakhstan continuously develops its infrastructures and methodology to rise a high level of operations.

The major threat for Kazakhstan is the fact that ATC training programs/duration are heterogeneous, ranging from 10 months mainly based on practice to 3 years of theoretical training. Entry levels are heterogeneous as well.

As for Georgia (past situation), the major training centre depends on a private company, this represents a threat for future developments while it also provides opportunities (international cooperation etc…).


Table 11: SWOT table / Operational training / Kazakhstan

Strengths

1. English Language Proficiency (young ATCos)

2. ATC simulator ACC, APP & TWR

Weaknesses



3. Formal ATC Licence (or equivalent)

4. Focused on the two main centres

5. Unit Training plan definition accuracy



Opportunities


2. Increasing of the activities and investment possibilities

3. Improvement of airspace design


Threats

1. Difficulties to comply with international standards

2. Number of trainees

3. Growth of traffic

4. Difficulties to harmonise standards in between centres in the country

4.4.3. Recommendations and proposed action plan for Kazakhstan

The major recommendation is to ensure the harmonisation of the training programs delivered by the different training institutions.

It could also be interesting for Kazakhstan to study the opportunities to develop regional cooperation within Central Asia in terms of training (As Uzbekistan, Kazakhstan could be the host country).



4.5. Kyrgyzstan


Table 12: Country overview - Kyrgyzstan


Regulatory body Department of Civil Aviation

ANSP Kyrgyzaeronavigatsia

Surveillance body Inspectorate Safety and Security

IFR flights controlled 20 000

Total number of ATCOs 120 (incl 70 in Bishkek)


Kyrgyz Aviation College

Training Centre Kyrgyzaeronavigatsia

Kyrgyz Aviation College: 0 Average number of

students per year (ATC only) Training Centre Kyrgyzaeronavigatsia:Not

available

Kyrgyz Aviation College: 3 years

Duration of training Training Centre Kyrgyzaeronavigatsia: 9

months

- Type of training

-

4.5.2. SWOT tables


At the time of data collection, Kyrgyz Aviation College was no more in operations.

To cope with their needs, ANSP of Kyrgyzstan has developed its own training facilities.

Training curricula and programs are still based on former USSR Model. Improvements shall be made to modernised training means and programs.

A positive indicator for the future is the strong interest to cope with international standards shown by Kyrgyz Representatives and their motivation for development.




Table 13: SWOT table / Operational training / Kyrgyzstan

Strengths

1. New equipment deployment plan in progress.

2. CBT material available

3. English training

4. SMS expert proficiency

Weaknesses

1. Inappropriate ATC simulator for en route




Opportunities

1. International financing

2. Volunteer for development

3. Availability for regional get together

Threats

1. Not enough traffic to sustain development

4.5.3. Recommendations and proposed action plan for Kyrgyzstan

The main orientations for training development in Kyrgyzstan shall be driven by the following action plan:

• To define the strategy to be applied for ATC training (own facilities or training abroad),

• To explore opportunities to develop regional cooperation within Central Asia in terms of training,

• To complete the development of training means for Operational training in order to become fully independent for that particular training.



4.6. Moldova


Table 14: Country overview - Moldova


Regulatory body Civil Aviation Administration (CAA)

ANSP MOLDASTA

Surveillance body Civil Aviation Administration (CAA)

IFR flights controlled 35 000 in 2007

Total number of ATCOs 62

Training Institution in charge of initial training N/A

ATCOs Trained in Ukraine or Romania


only) N/A

Duration of training N/A

Type of training N/A

No ATC training is performed in Moldova, neither initial training nor operational one.

Taking into account the small number of controllers, Moldovan controllers are trained in Ukraine or Romania.

A development opportunity may be, for the ANSP, to purchase a simulator in order to develop operational training. With a small configuration only, the costs/benefits ratio could be interesting.

Being a member of Eurocontrol provides also a lot of development opportunities for Moldova in terms of training, conferences, documentation and support (SMS for instance.). It is strongly recommended to keep on benefiting from this membership.

4.6.2. Proposed action plan for Moldova

The main orientations for training development in Moldova shall be driven by the following action plan:

• To develop own ATC simulation means and train ATC Instructors in order to become autonomous in terms of Operational Training for ATCOs,

• To develop the cooperation with Eurocontrol, and benefit from the training courses provided.



4.7. Tajikistan


Table 15: Country overview - Tajikistan


Regulatory body Civil Aviation Department (CAD)

ANSP SUAE "Tajik Air" (before 2009) / SUE "Tajikaeronavigatsia" (since 2009)

Surveillance body Transport Supervisory Department

IFR flights controlled 28000 in 2006

Total number of ATCOs 140 ATCOs

Training Institution in charge of initial training None


only) N/A

Duration of training N/A

Type of training N/A

4.7.2. SWOT Tables

� Initial training

The Initial training has been unavailable in the country since the break-up of the Soviet Union and later drop of transit overflow air traffic. It has restarted since 2008 outside the country (in Minsk, Belarus)


Table 16: SWOT table / Operational training / Tajikistan

Strengths

1. Enough revenue to ensure training for operational people

2. Training Program Certification

3. English language

4. Basic training facilities, training means and programmes for AT controllers, instructors available

Weaknesses

1. Learning materials (obsolete ATC simulators, lack of computers and CBT)

2. No proficiency of Trainers in English (instead English Teachers, certainly)

3. No operational courses in English

4. Training facilities, training means



5. Basic English operational training facilities, training means and programmes for AT controllers available

6. Tajik ATS participates in regional multilateral cooperation within ATM CC "Eurasia"

and programmes for AT controllers, instructors and English operational training basically outdated (from ex-USSR period) and need to be improved and upgraded

Opportunities

1. Relationship between ANSP & Training Institutions

2. CAA Regulation

3. International cooperation in ATC operational training

Threats

1. Week links with other entities

2. No international certification

3. No new technology proficiency

4.7.3. Recommendations and proposed action plan for Tajikistan

The main orientations for training development in Tajikistan shall be driven by the following action plan:

• To define the strategy to be applied for ATC training (own facilities or training abroad),

• To explore opportunities to develop regional cooperation within Central Asia in terms of training,

• To develop training means for operational training in order to become fully independent for that particular training,

• To take the opportunity of the separation between ANSP and CAA in order to define the responsibilities in terms of training as well as certification requirements.



4.8. Turkmenistan


Table 17: Country overview - Turkmenistan


Regulatory body

State National Service "Turkmenhowayollary"

(of the Ministry of Transport and Telecommunications)

ANSP State National Service "Turkmenhowayollary"

Surveillance body Main Inspection of the State National Service "Turkmenhowayollary"




State Institute of Transport Telecommunications - SITT (of the Ministry

of Education)

Training Centre for Aviation Personnel - ShPAP (of the State National Service

"Turkmenhowayollary"


only) 12 to 20

Duration of training 5 years in SITT / 2,5 years in ShPAP

Type of training Academic in SITT / Secondary in ShPAP

4.8.2. SWOT tables

Note : The following tables have been fulfilled based on the information obtained from the representatives of the Turkmen ATC/ATM at the regional seminars the general concept and procedures of the initial ATC training remains unchanged since the ex-USSR period.


Table 18: SWOT table / Initial Training / Turkmenistan

Strengths

1. ATC profession being relatively

Weaknesses

1. Initial training in ATC is mainly



attractive on the local workforce market

based on ex-USSR concepts, programmes and procedures

Opportunities

1. To improve cooperation with other countries on initial training concepts, programmes and procedures

Threats

1. Limited educational and professional training staff in the country

2. Limited international and regional cooperation in various fields, including aviation training


Table 19: SWOT table / Operational training / Turkmenistan

Strengths

1. Basic training facilities, training means and programmes for AT controllers, instructors available

2. Basic English operational training facilities, training means and programmes for AT controllers available

Weaknesses

1. Training facilities, training means and programmes for AT controllers, instructors and English operational training basically outdated (from ex-USSR period) and need to be improved and upgraded \

2. Turkmen ATS doesn't participate in regional multilateral cooperation within ATM CC "Eurasia"

Opportunities

1. To improve cooperation with other countries on operational ATC/ATM training concepts, programmes and procedures

Threats

1. Limited professional ATC/ATM training staff in the country

2. Limited international and regional cooperation in various fields, including aviation training

4.8.3. Recommendations and proposed action plan for Turkmenistan

Not applicable, as no mission was possible in this country.



4.9. Uzbekistan


Table 20: Country overview - Uzbekistan


Regulatory body National Committee for Flight Safety Supervision

ANSP Uzaeronavigatsia

Surveillance body National Committee for Flight Safety Supervision



Training Institution in charge of initial training Tashkent State Aviation Institute

Uzaeronavigatsia centre provides additional training capabilities

(especially ATC simulators)


only) -

Duration of training 4 years for basic training

2 additional years for rating

Type of training Academic

4.9.2. SWOT tables


Table 21: SWOT table / Initial Training / Uzbekistan

Strengths

1. Facilities available

2. English training CBT material

Weaknesses

1. No formal ATC Student Licence (or equivalent)

2. Ratio between classroom training and simulator training


4. Lack of ATC simulator at the Institute



Opportunities

1. Open to the regional ATC Training market


3. Wide range of academic aviation specialisations (CAA)

Threats

1. Funding for development

2. Decreasing aviation manufacturing activities

The major strength of the State Aviation Institute is the important potential for development made possible by the campus. The scope of expertise and training covered is also an advantage as the Institute developed a complete “Aviation Culture”.

Nevertheless, the lack of funding in general and for ATC simulators in particular represent of the major weakness and threat for this Institution.

To cope with this weakness, Uzaeronavigation centre provides practical training for controllers and other aviation professional (pilots, technicians…).


Table 22: SWOT table / Operational training / Uzbekistan

Strengths

1. Customized ATC simulator training

2. New equipment deployment plan in progress.

3. CBT material available

4. English training

Weaknesses




Opportunities


2. Traffic & economic possibilities


Threats

1. Difficulties to comply with international standards

2. Difficulties to Harmonise standards in between centres in the country

4.9.3. Recommendations and proposed action plan for Uzbekistan

The main orientations for training development in Uzbekstan shall be driven by the following action plan:

• To modernise the initial training programs and converge towards European standards,

• To explore opportunities to develop regional cooperation within Central Asia in terms of training (Uzbekistan could be the host country),

• To develop ATC simulation means for operational training (only few positions are available).



5. TRAINING ACTIONS ORGANISED IN THE FRAME OF THE PROJECT

This section provides an overview of the activities related to the training subject which have been organised in the frame of the Project.

The detailed issues and analysis are provided in the Final report.

5.1. Workshops related to ATC Operational Training

It was proposed to dedicate two workshops to ATC Operational Training (i.e Training under the responsibility of ANSP).

For these workshops, two Representatives per country were invited, one from ANSP and one from Civil Aviation Authority in order to emphasize the links and sharing of tasks between these entities in terms of training.

The scope of these workshops was the following:

• Training organisation,

• Training management,

• Training requirements and practices,

• Training unit implementation within the operational centre,

• Training procedures definition.

The workshops took place:

• On 12th and 13th of May in Tbilisi for Moldova, and Caucasus countries,

• On 24th and 25th of June in Bishkek for Central Asia countries.

5.1.1. Work Program

The following table presents the work program:

Day 1

Item Time Work Program Who

1 9:00 – 12:00

European framework for ATC operational Training (history, actors, evolutions,

requirements…).

Focus on the interactions between ANSP and CAA in terms of training

Discussions related to the current situation in the beneficiary countries

Egis Avia

2 14:00 – 17:00

Operational organisation and pedagogical methods of a training unit

Discussions

Unit Training Plan (requirements, methods to create a UTP, examples…)

Egis Avia



Day 2


3

9:00 – 12:00

Unit Training Plan (requirements, methods to create a UTP, examples…)

Discussions

Egis Avia

4

14:00 – 17:00

Practical examples – Pre-OJT Exercises

Conclusions

Egis Avia

5.2. Study tour focused on training aspects (both initial and operational training)

As a complement of these workshops, it was proposed (in the Work Plan Amendment) to focus the 2nd study tour in ATC initial training (under the responsibility of Training Institutions).

The subject of the tour is the ATC training in general (both initial and operational) with a focus on the impact and implementation of Common Core Content in Europe (presentation of the framework, presentation of ATC Programmes and their evolutions, relationship between CAA, training Institutions and NSA).

This study tour was organised in July 2009, and also represented the opportunity to make the conclusion of the Project.

5.2.1. Work Program

Day 1


1 9:30 – 12:00

Introduction & Welcome

Single European Sky

Egis Avia / ENAC

Jean Jacques PATACCHINI (ENAC)

2 14:00 – 17:30

European Framework for ATC Training

Common Core Content

ATC License

Visit of ENAC Training Facilities

Jean Jacques PATACCHINI (ENAC)



Day 2


1 9:30 – 12:30

The French ATCos training program

Gregory HINDSON (ENAC)

2 14:00 – 17:00

Training Provider Certification

Frantz CHOUT (ENAC / DSAC – French NSA)

Day 3


1 9:30 – 12:30 Operational Training as organised in a French

ACC (Bordeaux ACC) Philippe BOUGNOUX

(ENAC / Bordeaux ACC)

2

14:00 – 15:30

16:00 – 18:00

Eurocontrol ‘s requirements for operational training

Visit of Airbus A380 assembly line

Jacques GENTEUR (Egis Avia)



Day 4


1 9:30 – 12:30 Evolutions of the French ATCos training

program: Human Factors

Fanny BENAIM & Sylvie FIGAROL

(ENAC)

2

Transfer to Paris

Day 5


1 9:30 – 12:30

Visit of Paris Area Control Centre:

− Visit of the operational room,

− Focus on Training Department,

− Focus on ATFM issues.

Fabrice CORBIERE (CRNA Nord)

2

14:00 – 16:30

16:30 – 17:00

Conclusion of the Project

Debriefing focused on the study tour itself

Project Team



6. CONCLUSION

In terms of ATC training for both initial and operational trainings, the situations are heterogeneous in the nine beneficiary countries. The beneficiary countries do not have the same historical background in the aviation fields and have some differences in terms of means and needs.

Based on the analysis performed in the frame of the Project, and more specifically on observation gathered during the training courses and working sessions organised in the frame of the Project, we may consider 3 groups of countries, with 3 different needs and objectives regarding ATC training and organisational aspects:

� Group 1: No initial ATC training is performed locally. The development of initial training facilities for ATC may not be interesting compared to the investments. This group includes Moldova, Kyrgyzstan and Tajikistan.

� Group 2: Initial ATC training is performed locally for a few new controllers each year. Group 2 comprises Azerbaijan, Armenia and Georgia.

� Group 3: Initial ATC training is performed locally. The demand in terms of new ATCos each year is important. Group 3 includes Kazakhstan and Uzbekistan.

Thus, 3 main recommendations can be proposed for consideration:

Group / country Group 1 -

Moldova / Kyrgyzstan / Tajikistan

Major Recommendation To focus the development and resources on operation al training only

Justification of choice The needs in terms of initial training are not important (i.e. number of new controllers each year).

To deliver a modern training curricula would require a lot of investment (buildings, human resources, training means etc..).

Becoming independent in terms of operational training represents a first step towards training facilities development. This training is under the responsibility of the ANSP which has more resources available than training institutions or Civil Aviation Authority.

Recommended actions to fulfil the objective

To modernise or develop Unit Training Plans (UTP) in accordance with local regulations.

To purchase modern simulation means (Tower, APP and/or En-route simulation means).

To review the EU's ATCO licence compliance requirements.

Other.. For initial training, Moldova already relies on foreign training institutions in Romania or Ukraine.

Kyrgyzstan and Tajikistan could rely on “more advanced” neighbouring countries for this part of the training (Kazakhstan and/or Uzbekistan).

Group / country Group 2 -

Azerbaijan, Armenia and Georgia

Major Recommendation To consolidate the operational training process

To modernise the initial training process and study the possibility of Regional coordination within the Caucasus area.

Justification of choice These countries have already developed Unit Training Plans (or



equivalent) for operational training.

These plans only need few adjustments to cope with European standards philosophy. Nevertheless, the means available for training require modernisation.

In terms of initial training, Armenia and Azerbaijan already perform this part of the training – but for few controllers each year only.

The best and most effective solution would be to combine the needs and means and to create a Regional training centre for ATC within the Caucasus area.


To modernise or develop Unit Training Plans (UTP) in accordance with local regulations.

To purchase modern simulation means (Tower, APP and/or En-route simulation means).

To launch a feasibility study for Regional cooperation in terms of training.

To strengthen or adopt the EU law concerning requirements for ATCO licensing.

Other.. -

Group / country Group 3

Kazakhstan and Uzbekistan

Major Recommendation To modernise and harmonise the training programs for both operational and initial trainings.

To develop the capabilities, after modernisation and harmonisation, to provide ATC initial training for neighbouring countries (Kyrgyzstan and Tajikistan for instance).

Justification of choice These two countries have important needs in terms of new controllers each year (more than 500 ATCos in operations in Kazakhstan).

These countries have more resources than neighbours and a greater aviation background (aircraft manufacturing in Uzbekistan).


To modernise the training Institutions and harmonise the training programs.

This modernisation could be done through the development of new curricula and/or purchase of advanced ATC simulation means. The curricula shall be based on European guidelines (Common Core Content) – a preliminary gap analysis shall be performed to determine the required modifications and amendments.

Other..

The subject of Regional cooperation in general and for training in particular was raised during a lot of training events organised in the frame of the Project. It is clear that, even if the ATC specialists appears like members of the same “community” , the cultural and political contexts make it difficult to plan supra national cooperation, especially in the Caucasus area, where the regional cooperation would be the most interesting and efficient.

That is the reason why, through the Deliverable 1, the Project team recommends to perform a “feasibility study” for a common ATC Training Centre within each reason. Such a study shall address not only the training programs and means but also the political context.

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