AIS TRAINING GUIDANCE MANUAL - Icao.int
AIS TRAINING GUIDANCE MANUALUSING A COMPETENCY-BASED APPROACH
AIS TRAINING GUIDANCE MANUALPREFACEOVERVIEWThis manual has been created to provide guidance in developing competency basedtraining for Aeronautical Information Services (AIS) personnel at various levels yet begeneric enough to address the diversity in AIS delivery across the world. As AISorganization delivery and individual personnel responsibilities vary among the States,it was decided to use a competency based approach in order to be flexible enough toaddress this diversity.The development of competency based training and assessment is based on asystematic approach whereby knowledge, skills, and abilities and their standards aredefined; performance is measured against the standards; training is based on the gapsbetween the competency standards and performance; and assessment tools for thesecompetencies are developed to determine whether these competencies have beenachieved after the training is conducted. This method had already been introduced inother fields of aviation activities such as flight crew training and licensing. Theunderlying principle for this approach uses performance as the measurement foridentifying the need for training and how the training can address gaps in performanceto ensure a fully competent workforce is developed and maintained.While this manual provides guidance on how to develop a competency-based trainingcurriculum specifically for AIS personnel, it should not be used or considered as atextbook on course development. It is assumed that experienced and qualified coursedevelopers will participate in the development of AIS personnel training.GOALS OF THE MANUALThe primary and main goal of the manual is to provide guidance to organizations thatare developing, implementing and validating training.A secondary goal of the manual is to provide guidance to regulators who certify and/orapprove training courses/programs, as well as organizations that dispatch trainees totraining providers and who have to evaluate training courses/programs. Since trainingwill be gap specific, certifying training will be based on whether the training followsthe competency-based approach.TARGET AUDIENCE OF THE MANUALAIS personnel or staff generally means anyone who is responsible for any, or all, of thefunctions required by the AIS provider as a general part of his or her employment.This may include: threat and error management, managing static and dynamic data, charting, publishing, operational control, andCompetency Approach Training Guidance Draft 7 March 2011 Page 2
AIS TRAINING GUIDANCE MANUAL complex coordination functions.To ensure quality it is essential to provide competency-based training and assessmentto all contributors to AIS. While this training manual focuses on the methodology fordeveloping training to address in gaps in competency requirements that AIS staffshould achieve, it should be understood that the AIS staff member’s work depends onother personnel also meeting competency standards. This manual is designed to assista training developer in identifying the gap between the competencies required andwork performance, in order to develop training to meet that gap in knowledge, skillsor abilities. While attitudes are also important for job performance, it is understoodthat training cannot generally address attitude changes.The activities of the AIS staff are considered critical to the safety of aviation. Theprovision of erroneous or incomplete data and associated publishing has directconsequences for the users.Recently, AIS data management has become more critical as part of the delivery of AISproducts as a result of: increasing complexity; increased importance of data integrity, especially for modern area navigation(RNAV) and satellite based navigation; introduction of new avionics; and the gradual transition from being product centric to focusing as a higherpriority on the data those products require.As AIS is dependent on other organizations outside itself, the audience for trainingshould be broad enough to include not only the staff of the AIS provider, but alsomembers of any of the following organizations: Regulatory authorities that approve training courses/programs, conducted byAIS providers, training providers, etc., where applicable1; and Organizations/institutes that provide training course/program for AI.REGULATORSAs a regulator, a State authority can: utilize the manual as a guideline to establish approval/certification criteria ofa training course/program conducted by training providers, use this manual as a guideline to establish its own training course/program, use the manual as a guideline to evaluate potential courses, or for the approval/ certification criteria of AIS providers.At the present, ICAO regulations do not include provisions for certification criteria orguidelines. Therefore, it is beyond the scope of this manual to provide guidance forthese systems.Regulators that intend to approve/certify a training course/program can use thismanual as a part of their approval/certification of the training process. For instance,they can establish standards which state that: “The proposed training shall bedeveloped, implemented and evaluated in accordance with a competency-basedCompetency Approach Training Guidance Draft 7 March 2011 Page 3
AIS TRAINING GUIDANCE MANUALapproach.” However, it should be noted that this use of the manual is not its primarygoal.EXTERNAL TRAINING PROVIDERSAIS Providers who dispatch personnel to a training provider can utilize the manual as aguideline to evaluate potential courses, or to develop their own more specific trainingcourses/programs.TRAINING PROVIDERSTraining Providers can use the manual as a guideline to develop their trainingcourses/programs.STRUCTURE OF THE MANUALThe manual consists of the following four sections:Part One: Competency Based Training BasicsIntroductionCompetency BasicsTaxonomySteps to developing competenciesPart Two: Designing a Competency-Based CurriculumCurriculumCase Study #1 (More in-depth version of Example from Section One)Case Study #2Part Three: AppendicesAppendix 1: A collection of competencies specific to AIS (Competency Model)Appendix 2: Competency FrameworkAppendix 3: Abbreviations and DefinitionsAppendix 4: BibliographyAppendix 5: Feedback FormEd note: We seem to be missing enabling tasks for the terminal objectives?Competency Approach Training Guidance Draft 7 March 2011 Page 4
AIS TRAINING GUIDANCE MANUALEd notes: Shorten up preface Find home for orphan items in preface Insert Table of Contents HereCompetency Approach Training Guidance Draft 7 March 2011 Page 5
AIS TRAINING GUIDANCE MANUALPART ONE THE BASICS OF COMPETENCY BASED TRAININGINTRODUCTION(Need intro to this directive and source) “Each State is responsible for the provisionof AIS and shall take all necessary measures to ensure that the AeronauticalInformation (AI) data is adequate, of required quality and timely.”By inference, this directive should include arrangements for the timely provision ofacquired information/data to the AIS by each of the State services associated withaircraft operations. Annex 15 and Doc 8126 further indicates the need for each Stateto with quality assurance in data management, as provided in each States qualitymanagement procedures. Quality management should be applicable to the wholeaeronautical information/data chain from data origination to distribution to the nextintended user, taking into consideration the intended use of the data.2The guidance provided in this manual has been developed to be one component to aidan AIS organization to meet the stated objectives through training the workforce tobecome and remain, competent in the roles and responsibilities that they have beenassigned. The training should focus each workforce members’ knowledge, skills,abilities (KSA) and attitudes that allows for quality data in all functional areas of AIS.Since training is one of the most important elements of quality assurance, each Statemust establish standards for the required competency level for the workforce. Whenthe standards are identified, then training can be one effective component that has adirect result on the performance level of individual members of the workforce.Members of the AIS workforce may come from a variety of backgrounds such as airtraffic or commercial aviation and as a result bring different levels of knowledge,skills, abilities and attitudes to the organization. Others come with very specific skillssuch as charting or information technology where they will need to learn about AISmore generally in order to be most effective in their role. The skills of all members ofthe AIS need ongoing refresher and recurrent training as AIS organizations evolve andtechnology changes.COMPETENCIESWhat is a competency?Often people refer to an individuals’ knowledge, skills, abilities, and attitudes that arereflected in their behavior. Training generally focuses on obtaining a change in anindividual’s behavior.Competencies generally therefore are behaviors that can be observed as you go aboutyour work and they can be measured against your performance. These competenciesare applied skills, knowledge, abilities and attitudes that make you able to performyour job. Therefore, a person who has and uses the right competencies will havecompetence in the job as evidenced by his or her performance in that job.A competency statement should consist of the following:Competency Approach Training Guidance Draft 7 March 2011 Page 6
AIS TRAINING GUIDANCE MANUAL Action verb (observable or measurable activity related to the job)Content (subject matter, type of performance, specific task)Context (limitations or conditions)Several specific definitions of a competency are:A competency is “any underlying characteristic of a person which results in aneffective and/or superior performance in a job” (Boyzatis 1982.)A combination of observable and measurable skill, knowledge, performance behaviorand personal attributed that continued to enhanced employee performance andorganization success (World at Work.)Examples of AIS competencies would include “produce an AIP supplement”, “processforeign dynamic data”, etc.(Ed note: Place in appendix – or here – or elsewhere - the competency chart from AIStraining manual and cross-check with Kathryn’s model before finalization)TRAINING PHASESTraining can be further defined into phases from beginner to advanced;however, since KSAs vary from individual to individual and job requirementsoften change, training may not always be delivered sequentially. For example,it is perfectly reasonable to expect that as a new technology is introduced toan AIS organization, the first training provided might be initial training forsome where for others it might be provided at an advanced phase.For purposes of this document, we are defining the training phases as follows:Ab Initio TrainingAb initio training may not cover any AIS criteria, but rather cover beginner level skillsand knowledge that need to be mastered prior to commencing initial training. Thepurpose of ab initio training is to harmonize trainees’ entry competencies, skills andknowledge before they start Initial training. The program for this phase of trainingshould not be developed from the competency framework.Initial/Basic trainingInitial training is the first phase of training where actual AIS or AIM topics and criteriaare covered. The purpose of initial training is to provide basic skills and knowledge toAI personnel who have been recently recruited or transferred from another non-AIS ornon-AIM position. The curriculum of initial training is derived from the competencyframework. The associated duration and mastery test are relevant to the program.On-the-job training (OJT) may be coincident with or follow initial training to ensurethat the acquired skills and knowledge from initial training are appropriately applied.Competency Approach Training Guidance Draft 7 March 2011 Page 7
AIS TRAINING GUIDANCE MANUALWhile on-the-job training cannot be considered a specific training course in the formalsense, it is an essential phase in a training program. Its purpose is to reinforce formaltraining and support the achievement of competency standards. Similar to initialtraining, the on-the-job training curriculum will be derived from the competencyframework and driven by training objectives. If appropriate, OJT phases can alsofollow advanced or refresher training.Advanced trainingThe purpose of advanced training is to augment the skills and knowledge of AISpersonnel in dealing with either more specific, complex problems or a wider breadthof issues. The curriculum of advanced training should be derived from the competencyframework.Recurrent trainingThe purpose of recurrent training is to address changes in the available criteria andregulations. It is essential that AIS personnel update his or her KSAs and competenciesin accordance with the latest legislative or regulatory requirements, technologies, andbenchmarks identified by their AIS organization and professional practices. Regularrecurrent training should therefore be planned accordingly.Refresher trainingThe purpose of refresher training is to strengthen skills and knowledge that haveweakened through disuse and the passage of time. Given the safety-critical nature ofAIS, it is strongly recommended that all staff be part of identifying KSAs that haveweakened with time or are rarely or seasonally used, and that refresher training isplanned accordingly. The refresher training curriculum should be derived from thecompetency framework.GETTING FROM COMPETENCIES TO CURRICULA TO TRAININGA high-level summary is as follows:Step One:Analyze/Identify the job responsibilities and associated performanceand measurement criteriaStep Two:Identify and document the competencies to meet the jobresponsibilities and performance expectations/standardsStep Three:Identify and document the gaps between actual and expectedcompetencies (performance) to the standardsStep Four:Design the training to address the gaps through the development ofthe learning objectives for each competency that needs to beaddressed (generally 4 – 5)Step Five:Conduct the TrainingStep Six:Evaluate the training and outcomes against performance on the jobCompetency Approach Training Guidance Draft 7 March 2011 Page 8
AIS TRAINING GUIDANCE MANUALCOMPETENCY-BASED TRAININGSimply, the goal of competency based training is to focus training to specificcompetencies that an individual has not yet attained, and to see evidence of a changein their behavior following that training. That change in behavior should be evidencedas a progression from the pre-training status to a post trained status and a moreadvanced competency level has been attained and reflected in job performance.Competency-based training provides specific training that is AIS organization specific,that neither over-trains or under-trains an individual, ensuring an effective use of timeand resources, and that the individual being trained stays motivated in the trainingperiod and subsequently on the job.Step One:Analyze/Identify the job responsibilities and associatedperformance and measurement criteriaThe first step in designing training is to determine what the competencies areof a fully competent staff member. Items that may be needed to perform thisanalysis could include: the specific job or position description or summary, specific AIS organization performance requirements or competencies, list of experience required as documented in a job advertisement, AIS performance evaluation form, and/or standard operating procedures from the QMS that apply to anindividual’s position or responsibilities.Step Two:Identify and document the competencies to meet the jobresponsibilities and performance expectations/standardsAfter thoroughly analyzing the job responsibilities and expected performance,it is important to identify the associated competencies and the type of trainingthe gap requires. AIS examples can be extracted from the sample competencyframework in Appendix A (Ed note: or wherever we place it). It is important toensure that the competency includes an action verb based on the type oftraining, the content and the context. A new hire training example is shownbelow:Background:Leonard is a new hire. He is a former air traffic controller and he has beenhired as an AIS SpecialistStep One: As a course developer, we analyze his job description and theteam performance evaluation form which outlines the standards andexpectations for a fully-competent AIS specialist in Leonard’s organization. WeCompetency Approach Training Guidance Draft 7 March 2011 Page 9
AIS TRAINING GUIDANCE MANUALcompare this to the AIS competency framework/model (Ed note: update thisreference) located in xxx to use a reference. Step Two:We identify all of the competencies needed for Leonard’s position.Step Three: Identify and document the gaps between actual and expectedcompetencies (performance) to the standardsNow that we know what competencies are required for a fully competentperformer for a specific position by completing steps one and two, we areready to identify and document the competency gaps. This step requires ameasurement of the difference between the performance of an existingemployee in each of the competencies, or, the assumed performance for a newhire.In the case of an existing employee, as a training developer you may need aconversation with his or her supervisor depending on the type of training. Ifyou have an employee identified as being ready to prepare for a promotion, hisor her supervisor will need to identify for you the new competencies that willbe required for the promotion to take place. The current competence of theindividual against current and future competencies needs to be identified byhis or her supervisor through the use of testing or previous performanceevaluations so that appropriate training can be provided.Background:Leonard is a new hire. He is a former air traffic controller and he has beenhired as an AIS SpecialistStep One: As a course developer, we analyze his job description and theteam performance evaluation form which outlines the standards andexpectations for a fully-competent AIS specialist in Leonard’s organization.Step Two:We identify all of the competencies needed for Leonard’s position. Step Three: Identify and document the gaps between actual and expectedcompetencies (performance) to the standardsIn our previous example of our new hire Leonard, in this step we wouldevaluate Leonard’s background on his resume (or previous performanceevaluations if available) against the competencies required. For illustrativepurposes, we see that he has already mastered some of the competenciesrequired such as the required level of English language ability because he wasan air traffic controller.Competency Approach Training Guidance Draft 7 March 2011 Page 10
AIS TRAINING GUIDANCE MANUALUpon completion of the analysis, one of the competencies we identify thatLeonard does not have, is the “produce the AIP supplement” competency anddecide to develop training for him for this competency.Step Four:Design the training to address the gaps through the development ofthe learning objectives for each competency that needs to beaddressed (generally 4 – 5)Each competency should include learning objectives that clearly outline theKSAs that are needed to master this competency. Examples are shown inAppendix A. It is at this step that the phase of training (initial vs. advanced forexample) and should be addressed.Step four is a two-fold process, first you need to identify the learningobjectives, and then you need to design the curriculum.In our example for Leonard, we have identified the competency “produce theAIP supplement” and need to identify the learning objectives associated withthis competency (curriculum and training methods will be discussed in Part 2 ofthis manual).Background:Leonard is a new hire. He is a former air traffic controller and he has beenhired as an AIS SpecialistStep One:As a course developer, we analyze his job description and the teamperformance evaluation form which outlines the standards and expectations fora fully-competent AIS specialist in Leonard’s organization.Step Two:We identify all of the competencies needed for Leonard’s position.Step Three: Identify and document the gaps between actual and expectedcompetencies (performance) to the standards Step Four: Design the training to address the gaps through the development of thelearning objectives for each competency that needs to be addressed (generally 4 – 5)Competency: Produce the AID SupplementLearning Objectives: At the end of the training, Leonard should be able to producethe AID Supplement by completing the following learning objectives: produce text in accordance with proceduresCompetency Approach Training Guidance Draft 7 March 2011 Page 11
AIS TRAINING GUIDANCE MANUAL liaise with other authorities as necessaryverify text in accordance with procedurescompile text and charts in accordance with proceduresverify compiled product in accordance with proceduresmake compiled produce available in accordance with recognized distribution means*Note that curriculum development that is required for learning objectives is discussedin Part 2 of this manual.Step Five:Conduct the TrainingThe details of curriculum development and how the training should beconducted are discussed in Part 2 of this manual.Step Six:Evaluate the training and outcomes against performance on the jobThis last step in training determines whether the training was ultimatelysuccessful. There are two phases to training evaluation.First, did the trainee master the learning objectives? This can be tested forduring, and at the end of, the training period by a variety of methods includingverbal testing, quizzes, essays, or other evaluation methods. The type andmethod of testing is determined during curriculum development as described inPart 2 of this manual.The second phase of training evaluation occurs after the staff member returnsto their position and the supervisor or peers (or both), are able to discern achange in the staff members’ behavior as demonstrated through his or herKSAs. The staff member may return to a formal on-the-job training or returnto their regular work where a discernable difference is noted.In our example for our new hire Leonard, it is likely that he will return to aformal on-the-job training period where his knowledge will be put to the test ina real environment with a coach, mentor, or peer.TAXONOMY FOR TRAINING OBJECTIVESTaxonomy is a classification based on explicit principles. The purpose of taxonomies inthe training domain is to classify training objectives into different levels as describedas shown below.The reason for various levels of training include situations where competencies needto build over time from level 1 to level 5 as experience is gained. Therefore, limitingtraining to a specific level is appropriate. Another reason for various training levels isthat competency levels may be different based on the job responsibilities of theCompetency Approach Training Guidance Draft 7 March 2011 Page 12
AIS TRAINING GUIDANCE MANUALindividual. For example a Level 1 may be all that is required for one competency for anew hire, yet a Level 4 is required for someone who is a seasoned Practioner.Training Objective LevelsFive learning objective levels are identified, numbered 1 to 5, plus an initial level(named 0) of pure information. These levels are similar to the phases of training intheir progression of required ability. Each learning or training objective should haveand associated training level identified (more fully explored in Part 2 of this manual incurriculum development.)The training levels are defined as follows:Training LevelsDescriptionLevel 0'To be aware of'Level 1Requires a basic knowledge of the subject. It is the ability toremember essential points; the learner is expected to memorize andcall data.Level 2Requires an understanding of the subject sufficient to enable thelearner to discuss intelligently. The individual is able to represent forhimself certain objects and events, and to act upon these objectsand events.Level 3Requires a thorough knowledge of the subject and the ability toapply it with accuracy. The learner should be able to make use of hisrepertoire of knowledge to develop plans and activate them.Level 4The ability to establish a line within a unit of known applicationsfollowing the correct chronology and the adequate method to resolvea problem situation. This involves the integration of knownapplications in a familiar situation.Level 5The ability to analyze new situations in order to elaborate and applyone or other relevant strategy to solve a complex problem. Thedefining feature is that the situation is qualitatively different tothose previously met, requiring judgment and evaluation of options.Note: Action Verbs performance objectives contain an action verb to ensure thatthe outcome is observable and that the difficulty level is stated according to a definedtaxonomy.(Ed note: Retype graphic into word)Competency Approach Training Guidance Draft 7 March 2011 Page 13
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AIS TRAINING GUIDANCE MANUALAIS COMPETENCY ELEMENTS AND PERFORMANCE CRITERIA – THEFRAMEWORK (ED NOTE: IS THIS THE FRAMEWORK OR THE MODEL?SHOULD IT BE HERE OR IN THE APPENDIX?)Terminology is that used in Doc 9868, Appendix 2 to Chapter 3 and Doc 9906, 2.3.Terminology in brackets in the first three rows is to aid the development of the CFM andwill be removed.XCompetency Unit (Organizational Level)x.x Competency Element (Functional (Departmental)Objective)x.x.xPerformance Criteria (IndividualObjective – Terminal Task?)In accordancewith:1Manage Data1.1 Receive Data1.1.1 Evaluate whether the raw data is froman authorized source1.1.21.2Evaluate whether the data meets theprotection requirements1.1.3 Store raw data in accordance withprocedures1.1.4 Identify if there is a need for translationof the raw data1.1.5 Analyze the appropriateness of the data1.1.6 Verify the quality of the raw data inaccordance with procedures1.1.7 Analyze the data for completeness,coherence and ambiguity1.1.8 Analyze the data for possible duplication1.1.9 Take corrective action1.1.10 Coordinate with data sources inaccordance with formal arrangementsProcess Data1.2.1 Identify any discrepancies andmisinterpretations of the dataintroduced by translation1.2.2 Take corrective action1.2.3 Coordinate with other relevant parties1.2.4 Assess the impact of the data on existingpublications, the significance andcomplexity of the data and itstemporality.1.2.5 Select the means of publicationICAO Annex 15,Chap. 7 andAppendix 1;Localprocedures,Doc 8126LocalproceduresICAO Doc 9713ICAO Annex 15,Chap. 3;ICAO Annex 15,Chap. 4 to 7Competency Approach Training Guidance Draft 7 March 2011 Page 20Annexes
AIS TRAINING GUIDANCE MANUALXCompetency Unit (Organizational Level)x.x Competency Element (Functional (Departmental)Objective)x.x.xPerformance Criteria (IndividualObjective – Terminal Task?)1.2.6Schedule the publication process, takinginto consideration the main milestones,proposed publication/effective date andthe AIRAC cycle1.2.71.31.4Perform calculations e.g., dataconversions1.2.8 Apply appropriate data formatting rules1.2.9 Compile statistical data1.2.10 Identify the next actor in the data chainand distribute dataOperate Database1.3.1 Apply database maintenance operations.1.3.2 Identify faults in the operation of thedatabase and apply fault reportingprocedures1.3.3 Operate the database in accordance withproceduresProcess data for other databases1.4.1 Select the required data for otherinternal/external databases1.4.2 Provide data for other internal/externaldatabases in accordance with proceduresIn accordancewith:ICAO Annex 15and Localprocedures,Doc 81261.52Maintain Foreign AIS Publications1.5.1 Maintain foreign AIS publications inaccordance with procedures and takinginto consideration the media usedProduce Static Products2.1 Produce AIP / AIP Amendment2.1.1 Liaise with other authorities as necessary2.1.2 Produce text in accordance .1.42.1.52.1.62.1.7LocalproceduresICAO Annex 15,Doc 8126, LocalproceduresLiaise with other authorities as necessaryIdentify if there is a need for translationof the textVerify text in accordance withproceduresApprove text in accordance withproceduresCompile text, charts and other data setsCompetency Approach Training Guidance Draft 7 March 2011 Page 21Annexes
AIS TRAINING GUIDANCE MANUALXCompetency Unit (Organizational Level)x.x Competency Element (Functional (Departmental)Objective)x.x.xPerformance Criteria (IndividualObjective – Terminal Task?)In accordancewith:in accordance with proceduresVerify compiled product in accordancewith procedures2.1.9 Approve compiled product in accordancewith procedures2.1.10 Make compiled product available inaccordance with recognized distributionmeansProduce AIP Supplement2.2.1 Produce text in accordance withprocedures2.2.2 Liaise with other authorities as necessary2.2.3 Verify text in accordance withprocedures2.2.4 Approve text in accordance wi
AIS TRAINING GUIDANCE MANUAL Competency Approach Training Guidance Draft 7 March 2011 Page 8 While on-the-job training cannot be considered a specific training course in the formal sense, it is an essential phase in a training program. Its purpose is to reinforce formal training and support the achievement of competency standards.
ICAO Doc 9184, Airport Planning Manual, Parts 1 to 3; ICAO Doc 9261, Heliport Manual; ICAO Doc 9332, Manual on the ICAO Bird Strike Information System (IBIS); ICAO Doc 9365, Manual of All-Weather Operations; ICAO Doc 9426, Air Traffic Services Planning Manual; ICAO Doc 9476, Manual of Surface Movement Guidance and Control Systems (SMGCS); ICAO .
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ICAO Doc 9683, Human Factors Training Manual; ICAO Doc 9734, Establishment and Management of a State‘s Safety Oversight System; ICAO Doc 9760, Airworthiness Manual, Volumes I and II; ICAO Doc 9774, Manual on Certification of Aerodromes; ICAO Doc 9815, Manual on Laser Emitters and Flight Safety; ICAO
(a) ICAO Doc 8168 Volumes I and II - Procedures for Air Navigation Services – Aircraft Operations (PANS-OPS) (b) ICAO Doc 9368 – IFP Construction Manual (c) ICAO Doc 9371 – Template Manual (d) ICAO Doc 9724 – CRM Manual (e) ICAO Doc 9365 – All Weather Operations Manual
Condition Code) -ACI & ICAO joint symposium in 25-29 March 2019, Montreal. Wildlife -ACI leading ICAO group to re-write ICAO's guidance manual on wildlife hazard. Airport Master Planning -working with ICAO on Standards for master planning and revised edition of the ICAO Manual on Airport Master Planning.
UPRT - AC References: ICAO Doc 10011- Manual on Aeroplane UPRT. ICAO Doc 9868 Pans Training - Chapter 7. ICAO Annex 1. ICAO Annex 6. FAA-AC 120-109 –Stall & Stick Pusher Training. FAA-AC120-111 –UPRT. EASA Annex II to ED Decision 2015/12/R. Teaching UPRT - International Committee for Aviation Training in Extended Envelopes (ICATEE).
RM808 AIS User Manual 5 Version 1.0 2 RM808 AIS Keyboard The RM808 AIS is fitted with a full alphanumeric keyboard, with the following functions: By pressing any key on the keyboard the letters are addressed.
PK-2 Next Generation ELA Standards at a Glance . PK-2 Reading Standards (Literary and Informational Text) Review the . PK, K, 1. st, and 2 nd grade ELA introductions for information regarding: guidance and support, range of student reading experiences, text complexity, English language learners/multilingual learners, and students with disabilities. Key Ideas and Details PK K 1 2 PKR1 .
