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Revision of WMO No. 258 and its implications, with emphasis on Aeronautical Meteorology

Revision of WMO No. 258 and its implications, with emphasis on Aeronautical Meteorology. Jeff Wilson Director, WMO Education and Training Office. Revision of WMO No. 258 and its implications, with emphasis on Aeronautical Meteorology. Linked but separate issues.

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Revision of WMO No. 258 and its implications, with emphasis on Aeronautical Meteorology

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  1. Revision of WMO No. 258 and its implications, with emphasis on Aeronautical Meteorology Jeff Wilson Director, WMO Education and Training Office

  2. Revision of WMO No. 258 and its implications, with emphasis on Aeronautical Meteorology Linked but separate issues

  3. 1. Should the background knowledge, skills and behaviours of aviation meteorological forecasters be linked to: Classifications – ie Meteorologist Qualifications – successful completion of BIP-M Other / none 2. Should the Meteorologist definition explicitly specify degree / degree-level or not Key Issues for Congress

  4. EC-LXII. Paras 4.2.49 to 4.2.51 Replacement to 4th ed of WMO 258 Classifications & Qualifications Trainer competencies Domain specific Competencies – aviation Marine ….

  5. Congress –XVI will discuss two documents Revision of ETR Chapter in the Technical Regulations incorporating Revision of Meteorologist and Met. Tech definitions Revision of the Basic Instruction Packages “Guidelines to the implementation of the WMO ETR Standards”

  6. Key drivers for change Introduction of QMS Ambiguity of Standards referring to guidelines ICAO recognition that Aeronautical Meteorological Forecasters are specialist forecasters Update cycle of mandatory publications Recognition of need for education and training

  7. Underpinning foundations The preferred route for someone to become a Meteorologist is via a degree Role of Aeronautical Meteorological Forecasters (AMF) has changed and will continue to change AMFs are not second-class forecasters

  8. Underpinning foundations 4) Diversity of the WMO community requires a flexible global approach, allowing individual Members to set higher national/regional requirements 5) Focus is on the quality of the meteorological training, not the initial degree 6) Flexible education and training allows us to set “degree-level” requirements

  9. Benefits for NMHSs Flexibility in recruitment practices according to national needs and circumstances Clarification on minimum education and training requirements for staff More guidance to training institutes through focusing on outcomes

  10. Impacts on NMHSs (1) For Members using assistant forecasters this can be interpreted as requiring that the person who approves the forecast must be a Meteorologist.

  11. Time-lines QMS approved QMS compulsory 258 4th ed. introduced EC-LXII Approve competencies Meterologist qualification compulsory for AMFs Implementation date of 1 Jan 2005 Cg-XVI decision on Meteorologist definition Competencies Compulsory for AMF and AMO

  12. Classifications and qualifications in a nut-shell

  13. Comparison

  14. DesiredCongressoutcome

  15. Updated chapter in Technical Regulations • Clarifies the definition of ‘Meteorologist’ • Specifies the Basic Instruction Package for Meteorologists (BIP-M) in terms of learning outcomes • Recognises that the BIP-M requirements can be met in several ways • Removes links between jobs and the classification of personnel

  16. Degree-level – what does it mean? Demonstrate systematic understanding of their field of study; Accurately deploy established techniques of analysis and enquiry used in their field of study, and apply the learnt methods and techniques to review, consolidate, extend and apply their knowledge and understanding; Use conceptual understanding that allows arguments to be devised and sustained and apply the understanding to the solving of problems in their field of study; Critically evaluate arguments, assumptions, abstract concepts and data whilst taking into account the uncertainty, ambiguity and limits of knowledge of their field of study; Communicate information, ideas, problems and solutions about their field of study to both specialist and non-specialist audiences.  acquire transferrable skills :team-work, the management of their own learning, exercise of initiative and personal responsibility, and the ability to make decisions in complex and unpredictable contexts.

  17. Basic Instruction Package for Meteorologist – core requirements • Physical meteorology, including air quality and observing technology • Dynamic meteorology, including Numerical Weather Prediction (NWP) • Synoptic meteorology, including mesoscale meteorology and weather prediction • Climatology, including both the traditional statistical description and the modern dynamical study and interpretation of the climate, as well as climate prediction

  18. BIP-M, learning outcome example Weather analysis and forecasting To understand the way in which weather is analysed and forecast, with emphasis on the formation and use of an NWP system. Learning outcomes – able to: Synoptic analysis. Analyse and interpret synoptic charts (e.g. surface pressure, upper-air and thickness charts), soundings plotted on a thermodynamic diagram, and the main features in satellite and radar images, and describe the limitations of the observations used in the analyses. Local weather. Understand how orography and large bodies of water affect local weather (e.g. cloud and precipitation). Types of forecasting methods. Explain the advantages of disadvantages of preparing forecasts based on persistence, extrapolation, analogues, and numerical weather prediction (NWP), and describe the role of the forecaster. …….. …..

  19. Frequently asked questions Is the proposed definition of Meteorologist less demanding than the current version? No. The proposed definition still requires completion of the Basic Instruction Package for Meteorologists (BIP-M), though this is now specified in terms of learning outcomes. The learning outcomes are at least as rigorous and demanding as those for many existing meteorology degree programmes of Members. In future, when individuals complete a meteorology degree, there will need to be evidence that the scope of the degree meets all of the BIP-M requirements if they are to be recognized as a Meteorologist.

  20. Frequently asked questions What role do Permanent Representatives have in defining the academic qualifications required by Meteorologists? Permanent Representatives are expected to take the lead in consulting with the appropriate national and regional bodies to define the academic qualifications required by Meteorologists in their country.

  21. Frequently asked questions If a programme of study covering the BIP-M requirements is not conducted at a university, how will the programme be endorsed? A programme of study will be endorsed by the educational institution or NMHS. Such a practice already commonly occurs for the education and training of Meteorological Technicians. Guidance is provided for Members on what to look for in such a programme and how they can undertake duty of care to see the description is correct.

  22. Wherecan I find the documents? • At http://www.wmo.int/pages/prog/dra/etrp/tech49/tech49.php • FAQs • Draft changes to Tech. Regs • Draft Guidelines • In all WMO languages

  23. Summary of proposed changes • Build upon the contents of the 4th edition of WMO publication 258 • Maintain quality • Provide more consistency in application • Allow PRs flexibility in selection of staff and entry requirements • Remove ambiguities of Standards referring to Guidelines

  24. Aeronuatical Meteorologyclassificationsqualificationsand competencies

  25. Aeronautical Meteorological Personnel Aeronautical Meteorological Forecasters Shall meet competency requirements by November 2013 (specified by CAeM) Shall meet BIP-M related requirements by November 2016 (CAeM-XIV 2010 endorsed by EC-LXII 2010) Aeronautical Meteorological Observers Shall meet competency requirements by November 2013 (specified by CAeM)

  26. Impact on AMF if WMO Technical Regulations ARE changed

  27. Impact on AMF if WMO Technical Regulations are NOT changed

  28. CompetencyHierachy Top-level Competencies WMO 49 Vol 1 Standards • Second-level Competencies • Describe and elaborate on the standards • National Competencies • Use examples of the second level to adapt the top-levelcompetencies to suit the national situation

  29. Blank slide

  30. Top-level competencies for Aeronautical Meteorological Personnel Apply to Aeronautical Meteorological Forecasters (AMFs) and Aeronautical Meteorological Observers (AMOs) Developed by the Commission for Aeronautical Meteorology (CAeM) Endorsed by CAeM-XIV (2010) Approved by the Executive Council in June 2010 To be included as Annex to WMO-No. 49, Volume 1 Technical Regulations

  31. Top-level competenciesConditions For the area and airspace of responsibility In consideration of the impact of meteorological phenomena on aviation operations In compliance with aviation user requirements, international regulations, local procedures and priorities

  32. Aeronautical Meteorological Forecaster An Aeronautical Meteorological Forecaster should1be a Meteorologist and shall: 1shall from December 2016

  33. Aeronautical Meteorological Forecaster Top Level Competencies Analyse and monitor continuously the weather situation Forecast aeronautical meteorological phenomena and parameters Warn of hazardous weather Ensure the quality of meteorological information and services Communicate meteorological information to internal and external users

  34. Second-level competence descriptions Developed by the CAeM Expert Team on Education and Training – http://www.caem.wmo.int/moodle To assist with mapping of local/national practices to the top level competence Standards Competence description and performance criteria Regional variations (e.g. range of weather phenomena, regional regulations and communications technology) Background knowledge and skills

  35. AMP Competence Standards - Assessment Challenges • Mapping of national practices to aeronautical MET personnel competence Standards • Consistent quality (and quantity) of assessment processes/methods • Assessors • Evidence • Auditors • Assessor Training • Ownership of process(es).

  36. Competence Assessment Toolkit (CAT) for Aeronautical Meteorological Personnel Being prepared by the CAeM Task Team on the Competency Assessment Toolkit http://forum.14.caem.wmo.int/post14web/ The toolkit contains guidance on: Experiential questions Test questions Direct observation Classroom or paper simulation Case study

  37. Who does the assessing? The assessment is performed primarily through self-regulation It is expected that service providers will be able to provide evidence that: Individuals satisfy the competency requirements Assessment is consistent and transparent Local/national competencies match to the second level competencies and then upward to the top level standards.

  38. What next for the CAT? Tested at the UK Aviation Seminar (Nairobi) in September 2010 Modified following the WMO Education and Training Symposium (Indonesia) in October Further workshops and pilot projects during 2011 and 2012 Available to all WMO Members in 2011 Used to ensure mandatory compliance WMO-No. 49 competence Standards by November 2013

  39. Replacement of WMO No. 258 EC Panel of Experts Classification and qualifications of meteorological personnel Guidance on the training process Technical Commissions Competencies and associated education and training requirements for particular tasks

  40. Over to you!!!

  41. Guess at feedback from RA III / IV TECO – majority view? Meteorologists MUST have a degree and have completed the BIP-M at the minimum of undergraduate level Aeronautical Meteorological Forecasters do NOT need to be classified as Meteorologists By 1 December 2016 all aeronautical meteorological forecasters MUST have completed the BIP-M

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