CASE STUDY 4: ATCO/ PILOT ENGLISH TRAINING PROGRAMME

1. CASE STUDY 4:ATCO/ PILOT ENGLISH TRAINING PROGRAMME William Aranda – Aeronautical Training Expert CORPAC S.A. – PERU waranda@corpac.gob.pe waranda59@hotmail.com An Implementation experience in Latin America

2. OBJECTIVES OF THE PRESENTATION • To present the main steps for implementing a Language Training Program for aeronautical personnel • To motivate training organizations and CAA to implement their Language/ Examination Programs with due anticipation • To present the TOEFA (Test of English for Aviation) Exam

3. BACKGROUND • The first examinations for approximately 100 Peruvian ATCO started in 1995 (diagnosis process) • 80% of the examinees were in the basic level • 10% in the intermediate level • 10% in the advanced level

4. Feedback External Audit MODEL FOR THE PROCESS OF STRATEGIC MANAGEMENT OF TRAINING (VIII GLOBAL TRAINAIR CONFERENCE – MADRID 2000) Establish Annual Policies and Objectives Develop Mission Statement Generate, Evaluate and Select Strategies Establish Long Term Objectives Measure and Evaluate Performance Allocate Resources Internal Audit Formulation Implementation Evaluation

5. THE TRAINING PLAN • A training plan was prepared and implemented in order to improve the personnel´s competences in English language • The plan was executed at the CATC and also through classes with local private English language institutions

6. THE TRAINING PLAN • The training was completely financed by the company • The main training objective was that by the year 2000, all ATCO would be able to speak and understand the English language, at an advanced level.

7. THE PERIODICAL EVALUATIONS • Periodical evaluations were performed once a year • Periodical evaluations demonstrated to be an excellent tool for follow up of the training plan and for motivation of ATCO through the reach of achievable goals • The periodical evaluations results permitted to identify specific training needs of personnel

8. THE OPERATIONAL SUPPORT • The support of the operational area was a critical factor of success to achieve the training objectives

9. THE OPERATIONAL SUPPORT • The achievement of previously established English language competence levels was a requisite for promotions, scholarships, specialized training, etc.

10. MAIN PROBLEMS • Schedule of ATCO • Lack of personnel/ Vacations • Lack of English teaching institutions around the country • Lack of English for Aviation contents and teachers • Financial constraints

11. THE SOLUTIONS • Repetitive classes • Contracts with English language institutions to deliver the program around the country • Preparation of Aeronautical English Phraseology Manuals and delivery of Aviation English Materials

13. THE RESULTS • After 5 years (1995-2000) ALL ATCO reached at least LEVEL 4 (intermediate level) • Some of them reached level 6 and plan to become English Teachers • The “maintenance program” requires less investment of money and time

14. THE “MAINTENANCE” PROGRAM • Conversation courses are delivered at the CATC in order to maintain the language production competences of ATCO (speaking and listening) • The periodical examinations are maintained, once a year, around the country (good for checking training objectives achievement)

15. MODEL OF A QUALITY MANAGEMENT SYSTEM ISO9001:2000 STANDARD “QUALITY MANAGEMENT SYSTEMS:REQUISITES” (IX GLOBAL TRAINAIR CONFERENCE – MARRAKECH 2003) C L I E N T S C L I E N T S S A T I S F A C T I O N MANAGEMENT RESPONSIBILITY R E Q U I S I T E S MEASUREMENT, ANALYSIS AND IMPROVEMENT RESOURCES MANAGEMENT REALIZATION OF PRODUCT PRODUCT INPUTS OUTPUTS

16. WHAT ABOUT PILOTS? • An “operational level 4” is required at selection/promotion processes • Phraseology exams are also part of the examinations (theory and practice) • Phraseology courses are implemented as part of Pilots regular training

17. PARTS OF THE EXAMINATION • Interview for evaluation of oral production (Speaking) • Listeningthrough previously selected tapes • Reading of aviation topics • Written exam of Aeronautical English Phraseology (theory) • Practicein copying and read back of ATC clearances

18. TEST OF ENGLISH FOR AVIATION (TOEFA) • It has been designed according to the ICAO Linguistic Competence Rating Scale and its Holistic Descriptors • It measures the English Language speaking and understanding abilities (at an agreed minimum level 4 of ICAO Rating Scale) • The theory and practice of Aeronautical English Phraseology is also measured

19. TOEFA STRUCTURE • Interview for evaluation of oral production (pronunciation, use of grammar, vocabulary,fluency) • Listening through previously selected tapes • Interactions through unexpected situations presented by the examiner, related to the aviation scenario • Written exam of Aeronautical English Phraseology • Practice in copying and read back of ATC clearances (only for pilots)

20. PRELIMINARY RESULTS • It has been satisfactorily used in pilot´s examinations during the year 2004 • It has proved to be a workable tool, appropiate to measure the requirements of the ICAO Linguistic Competence Rating Scale • It has proved its validity and reliability • Examinees, examiners and airline managers felt comfortable with its use and results

21. CONCLUSIONS • It takes a considerable time to implement a Language Training Program for ATCO or Pilots; • There are many constraints that should be taken into consideration when making the strategic planning of the Training Program; • The dynamic participation of the Operational Area (managers/ personnel) is very important to achieve the training objectives;

22. CONCLUSIONS • Enough time should be invested to choose training media,materials and instructors (with the right profile) to carry out the Language Training Program. • The appropiate use of the Aeronautical English Phraseology and Radiocommunications Procedures is crucial for safety of air operations

23. SUGGESTIONS • Diffusion of new ICAO language requirements is very important to standardize language competences, in a global basis; • To audit the correct implementation of the ICAO Rating Scale, its Holistic Descriptors and the way they are evaluated; • To give professional advice to Civil Aviation Authorities (CAA), airlines and ATS providers, in order to achieve a correct implementation process for licensing of aeronautical personnel, according to the new standards.

24. SUGGESTIONS • To adopt a Code of Ethics as part of the training for personnel in charge of Aviation English examinations • To follow up the implementation trough Regional Safety Operational Groups (with processes similar to GREPECAS) • To apply a standardized approach, like the ICAO TRAINAIR Program, for production of suitable training materials

25. OBJECTIVES OF THE PRESENTATION To present the main steps for implementing a Language Training Program for aeronautical personnel To motivate organizations to implement their Language/Examination Programs with due anticipation To present the TOEFA (Test of English for Aviation) Exam

26. FINAL REFLECTIONS “Thehuman factoris very important for the achievement of quality training objectives”

27. FINAL REFLECTIONS “It is in our hands to contribute to the safety of aeronautical radiocommunications,through the achievement of this new challenge of standardization of the aviation personnel linguistic competences”

28. FINALREFLECTIONS “The implementation of ICAO Rating Scale will be excellent to improve the OPERATIONAL SAFETY of aeronautical radiocommunications, so special care should be taken to do it, through best practices and quality processes”

29. THANK YOU VERY MUCH FOR YOUR KIND ATTENTION William Aranda – Aeronautical Training Expert CORPAC S.A. – PERU waranda@corpac.gob.pe waranda59@hotmail.com