AQM Training Experience Outside China

1. AQM Training Experience Outside China Air Pollution Training Institute USEPA

2. Purposes of Discussions • Introduce the Air Pollution Training Institute • Describe training activities and available courses • Discuss course development • Describe training delivery structure • Discuss audience and participants • Describe incentives for training • Discuss metrics of success

3. Air Pollution Training Institute (APTI) • Provides technical air pollution training • to state, • tribal, and • local air pollution professionals, • although others may benefit from this training.

4. Air Pollution Training Institute (APTI) • Goal • to facilitate professional development by enhancing the skills necessary to understand and implement environmental programs and policies.

5. Air Pollution Training Institute (APTI) • Curriculum is divided into subject areas • Engineering • Ambient monitoring • Inspections • Meteorology and modeling • Air toxics • Sampling and analysis • Compliance Assurance • Permitting • Statistical Analysis • Human Health • Miscellaneous

6. Air Pollution Training Institute (APTI) • Available delivery formats • Classroom (25 courses) • Satellite (topical, depends on need) • Self-instruction, and web-based (29 courses) • Course listings and descriptions can be viewed at: http://www.epa.gov/air/oaqps/eog/course_format.html

7. Air Pollution Training Institute (APTI) • Classroom courses are presented by recognized professionals, including consultants and university faculty. • Courses are taught at these universities and other locations as indicated in the APTI consolidated classroom schedule. 

8. Air Pollution Training Institute (APTI) Training Centers • California Polytechnic State University • Rutgers Air Compliance Center • Rutgers Air Pollution Training Program • University of Cincinnati • University of Illinois at Chicago • University of Texas at Arlington

9. Training Providers • California Air Resources Board • CenSARA • LADCO • MARAMA • Metro4/SESARM • NESCAUM • WESTAR

10. Air Pollution Training Institute (APTI) Annual calendar of APTI and other air pollution training courses available • 2007 calendar can be viewed at: http://www.epa.gov/air/oaqps/eog/catalog/ccs2.html

11. Air Pollution Training Institute (APTI) How many and what type of AQM training courses have been developed that are of relevance to AQM in China? • Classroom courses (relevant with no or minor changes) • Engineering – 3 courses • Ambient monitoring – 4 courses • Inspections – 4 courses • Meteorology and modeling – 2 courses • Air toxics – 1 course • Sampling and analysis – 3 courses • Compliance Assurance – 1 course • Miscellaneous – 2 courses

12. Air Pollution Training Institute (APTI) How many and what type of AQM training courses have been developed that are of relevance to AQM in China? • Self-Instruction courses (relevant with no or minor changes) • Engineering – 6 courses • Ambient monitoring – 2 courses • Inspections – 3 courses • Meteorology and modeling – 3 courses • Air toxics – 4 courses • Sampling and analysis – 3 courses • Compliance Assurance – 5 courses • Statistical Analysis – 2 courses • Miscellaneous – 3 courses • Archived material – 8 courses

13. Course development • Who develops the courses? • The courses are developed by EPA with Contractor support. • Course development is centralized. • APTI has a contract in place that provides course development and video production support. • We also contract outside consultant expertise to write, and/or review course material being developed. • EPA experts review materials before becoming finalized.

14. Course development • How is course development financed? • National training program is financed by the EPA and by State Agencies. • State Agencies fund the classroom course delivery and a small portion goes to training development and adaptation (regional, state or local needs). • EPA’s funding is primarily for course development, training infrastructure maintenance, and all aspects of distance learning

15. Course development Are training needs assessments conducted prior to course development? • A training needs assessment is conducted by the State and Local Agencies every two years • Courses are developed following instructional design principles which incorporate a kind of course specific need assessment.

16. What is the training delivery institutional structure? • The training infrastructure consists of: • Registration Function – primarily for classroom and satellite courses • Material Storage, Reproduction and Dissemination – for all courses • Training Development Infrastructure • product development and multimedia production contract that support all training delivery formats (distance and contact learning)

17. What is the training delivery institutional structure? • Distance learning • Satellite - transmission, access to rented studios, • Web - APTI website (on-demand applications), • Web broadcasting (Webex live and on-demand sessions) • Multimedia products - DVD/CD/Web/VHS stand alone products

18. What is the training delivery institutional structure? • Contact learning (classroom training) • Hosted at universities and on-site at state and local agencies. • Universities: California Polytechnic State University, Rutgers Air Compliance Center, Rutgers Air Pollution Training Program, University of Cincinnati, University of Illinois at Chicago, University of Texas at Arlington, University of Tennessee • Non-universities - CARB, CenSARA, LADCO, MARAMA, Metro4/SESARM, NESCAUM, WESTAR • Joint Training Committee administers the training needs assessment

19. Contact learning • Classroom training offered at selected universities in the United States and by Multi-jurisdictional organizations (MJO) • The Universities and MJO have grants awarded by EPA to deliver the training. • Pros and Cons: • Staff needs to travel to a specific location to take the course incurring in travel costs and days away from work. • Staff benefits from sharing experiences and knowledge, face to face learning promote networking opportunities, and • Staff can dedicate time to learn the information without interruptions.

20. Distance Learning (Satellite training) • Offered at around 100 downlink sites located across the nation (universities, state and local agencies). • Workshops, seminars, regulatory updates as well as technical training courses are offered in real time with opportunity for instructor/student interaction via telephone, e-mail or fax in questions.

21. Distance Learning (Satellite training) • Provide an opportunity for bringing together the State, local and industry perspectives. • (Television time is purchased and the events are transmitted via TV in a closed network)

22. Distance Learning (Satellite training) • Pros • Downlink sites are closer to work places • reducing time away from office and travel cost (if any). • Training can be recorded and offered at a later date for staff that couldn’t attend the course and new staff. • Delivery method ensures consistency • the same information is delivered across the entire country at once. • Cons • Because of the close proximity to work, the staff is more subject to interruptions. • Staff has fewer opportunities to network with peers and share knowledge and experiences.

23. Computer-based training • Correspondence courses has been replaced with Internet available training. • Correspondence courses now available on-line 24/7 • A certificate of completion can be printed after completing and passing an on-line test. • Example: • SI 431 Air Pollution Control Industry for Selected Industries • http://yosemite.epa.gov/oaqps/eogtrain.nsf/DisplayView/SI_431_0-5?OpenDocument • Special topic videos, CDs, and DVDs are available for downloading. • Example: • Understanding Air Toxics Streaming Video • http://www.epa.gov/air/oaqps/eog/broadcast.html

24. Computer-based training • True on-line courses are also available • include animations and reviews of concepts to enhance the learning experience. • Examples: • Air Pollution Control Orientation Course • http://www.epa.gov/air/oaqps/eog/course422/index.html • Chain of Custody Procedures for Samples and Data • http://www.epa.gov/air/oaqps/eog/coc/

25. Computer-based training • Real time computer-based training • This training is delivered live to the personal computer. • Format is ideal for short workshops and seminars. • For longer courses the material is divided into sections of 1- 2 hours long over a pre-determine period of time (1-4 weeks). • Format allows recording for later use as a self-paced course. • Format is used by Agency for specialized training sessions on software and tools usage • Example: • Introduction to Environmental Statistics Course (http://www.epa.gov/apti/envirostats/Module4Edited.html)

26. Training delivery structure Describe the system for delivery of training: structured or ad-hoc? • Classroom and satellite training courses are selected taking into account the results of the needs assessment and also training needs identified throughout the year by State and local agencies and their MJOs. • In addition to the scheduled training that is available on-line, the State and local agencies use their own funding to supplement the training available from APTI and bring on-site training providers to deliver training specific to their region or state. They also take advantage of other training available like CARB, A&WMA and others.

27. Does “training of trainers” actually work? • APTI requires trainers to have expertise in the environmental field to teach courses. • Instructors/Consultants are involved in the development of the training minimizing any need to do train the trainer sessions. • APTI courses include an instructor manual that provides information to the trainer that will enhance the teaching of the materials. • The instructor manual is not a substitute for the field experience needed to teach the course.

28. Does “training of trainers” actually work for international training support? • EPA prefers the train-the-trainer approach. • EPA does not have the staff nor the resources to offer on-going technical instructor support internationally. • The train-the-trainer approach works as long as there is a commitment from the receiving organization to fund and support the training. • It is imperative that • the right person is selected to be a trainer and • there are training plans and funding in place to adapt and deliver the training in-country.

29. Beneficiaries of the training or training participants Who are the beneficiaries of the training? • State, local and tribal agencies. • Available seats are limited for Federal agencies, international students, industry and others. • Internet training is available to anyone, anytime, anywhere

30. Beneficiaries of the training or training participants Are different types of courses delivered depending on the type of beneficiary or training participants? • Courses can be adapted to specific audiences and needs.

31. Incentives What incentives are in place to encourage people to undergo training (e.g., certification system, promotion requirements)? • APTI offers certificates of completion upon meeting course requirements (attendance, test score, homework, etc.). • Some States and local agencies have incorporated APTI training courses into their requirements for staff recognition and promotion. • APTI does not offer certification programs. • APTI courses are nationally and internationally recognized and accepted by several boards as training requirements to maintain engineering licenses and other certifications

32. Incentives What incentives are in place to motivate organizations to send their staff for training? • For the regulators, • State and local agencies are motivated to train their staff as funding for the States programs (highways, etc.) can be diminished if they do not meet the national standards set by the EPA. • It is to the State and local agencies advantage to have staff that understands the air pollution control programs that the Agency develops and implements. • For the regulated community, • industry is motivated to understand the programs that they need to comply with to avoid sanctions and other penalties.

33. Budget • Where does the budget for the course development, training delivery, and maintaining the training structure come from? • The annual budget is approximately $2.5 Million. Approximately 25 % goes to course development and 75 % to course delivery. • How much is the annual budget and how does this translate into number of courses delivered and number of people trained per year? • Statistics: • In 2004 APTI distance learning students totaled 3126. The total cost per student per course is around $50. • In 2005 APTI contact learning students totaled 3193. The total cost per student classroom day for contact learning was $275

34. Sustainability of Training System How does the training system become sustainable? • APTI is supported by the government (EPA, State and local agencies). • A training system can become sustainable by combining resources and opportunities from different organizations. • An approach will be to partner with Universities, technological institutions, and professional organizations for course development and delivery. • This model provides the government highly reduced or subsidized training and some of the cost can be offset by industry and other training participants.

35. Measures of Success What are the measures of success that the training system keeps track of? • Course attendance. • Certificates issued. • Days of training offered. • Cost per student. • Cost per student day.

36. Top do’s and don’ts What are the top do's and don'ts in setting up an AQM training system in China • Ensure that there is an organizational commitment to support a training program • Training is not the solution to all problems. A needs assessment should be completed • There needs to be a centralized location to keep course material files for future update. • Government needs to oversee the development of materials to minimize opinions that will have policy implications and that create confusion. • Design your training program taking into account the needs of the students and what the students need to learn. • Use a blend of training formats • Take into account who needs the material and the shelf life before investing in development