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MPL Global Status Report EATS 10.11.09 Prague Capt. D.Harms

MPL Global Status Report EATS 10.11.09 Prague Capt. D.Harms. History of MPL. Status Threats MPL footprint and clarification The Competency Assessment System The principal KSAs The new EASA review board Outlook Mission. CONTENTS. 3. MPL Implementation Status.

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MPL Global Status Report EATS 10.11.09 Prague Capt. D.Harms

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  1. MPL Global Status Report EATS 10.11.09 Prague Capt. D.Harms

  2. EATS History of MPL

  3. EATS Status Threats MPL footprint and clarification The Competency Assessment System The principal KSAs The new EASA review board Outlook Mission CONTENTS 3

  4. FAA – IATA Meeting MPL Implementation Status 22 States adopted regulations to embrace MPL concept & introduction of training courses 47 pilots (Europe 35 and Asia 12) successfully graduated from MPL courses and flying 400 students have started MPL training and expect to be checked out over next 2 years

  5. MPL Implementation Status Armenia, Australia, Canada, Chile, China, Denmark, France, Germany, Ghana, Latvia, Maldives, Netherlands, Pakistan, Philippines, Singapore, Sweden, Switzerland, Syrian Arab Republic, Thailand, UAE, United Kingdom…have MPL Regulations in place Australia, China, Denmark, Germany, Philippines, Singapore, Sweden, Switzerland and United Kingdom… have completed, or have started, or will start MPL trial courses 400 + students see handout

  6. The MPL world map

  7. EATS Threats Misunderstanding about the rationale behind the concept Inaccurate statements in media reports Lack of comprehension Incompetence Ignorance

  8. MPL footprint • Best industry practice possible now… • Concentrates on core competencies…. • Considers advanced automation…. • Prioritizes interpersonal skills… • Is competency based….

  9. EATS the Competency Assessment System conisting of 4 engridients: the training task (in the lesson description/grade sheet) 9 KSA elements with performance criteria levels of performance (grades) the norm-level of performance (on the grade sheet) ……..Is the basis of the e-student monotoring system

  10. The pricipal KSA elements • Communication • Situational awareness • Leadership and teamwork • Workload managment • Problem solving and decision making • Transfer of knowledge • Application of procedures • Flight managment, guidance and automation • Manual aircraft control

  11. The pricipal KSA elements These 9 terminal KSAs and theirrespectiveperformancecriteriaarethecornerstonesfor: • theselectionprocess of futureairlinepilots, • forthecontinuousassessmentduring MPL, • duringtheperformanceassessment in EvidenceBased Training and checking, and • thedefinition of a global instructorqualification

  12. EATS CLARIFICATIONS Reaction on pilot shortage in Asia !!! WRONG Cost and time saving!!! WRONG but Contribution to enhance training quality =safety in view of further growth of global civil aviation. We can not afford the accident rate to stay the same The MPL is Quality driven

  13. Further CLARIFICATIONS • How many real airplane hours? • Single or twin engine? • Solo flying required? • Upset recovery training? • FSTD definition for phase 2 and phase 3? • Course duration? • Upgrade requirements? ……..all questions are answered in the FAQ hardcopy handout

  14. EASA MPL Review Board, reestablished continued JAR-FCL 1.535, to facilitate seemless communication and exchange of experience during the implementation phase of MPL Kick off meeting was on 20.10.09 at EASA in CGN Next official board meeting planed early 2010

  15. EATS OurMission toensure a globaly standardized & harmonized implementation of the MPL and to overcome the regional pilot licence patchwork

  16. Outlook In 2014 the majority of ab-initio airline pilots will be trained according to this new competency based training concept provided that the international airline training- and regulating community is able to facilitate a globally harmonized and standardized implementation ….and avoid misuse.

  17. EATS The “competency based“ approach (PANS TRG, Chapter. 2) By means of a task analysis the duties of a multi-crew in modern jet transport operation where defined according to a flight profile and broken down to nine competency units The units were further broken down to competency elements The elements have been further split up into performence criteria (as observable behaviour), each criteria provided with a condition statement, a standard statement and a action statement

  18. EATS The “competency based“ approach (PANS TRG, Chapter. 2) This leads to the curriculum by defining terminal training objectives, mastery tests, training modules and devices Same aeronautical knowledge requirements as ATPL All of this is summarized in the MPL Training Matrix (PANS TRG, Chapter 3-Appendix A)

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