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of the phase one basic training to cover the operational and the technical environment related to the ATSEP
duties, and all the safety aspects of civil aviation. Phase one basic training is a pre-requisite to the phase two
qualification training.
1.2.4.3 Trainees who do not have previous aviation experience will have to undergo the complete training
programme as recommended in phase one basic training. Trainees who have had suitable aviation experience
may not need to undertake this complete programme. For example, a pilot, flight navigator, air traffic
controller, or a flight radio operator can be assumed to have at least partially completed phase one basic
training if they have been actively employed in these occupations within the past few years. In such cases,
training institute organizations, with the approval of the State authorities, are encouraged to apply the
necessary flexibility in arranging appropriate training courses, emphasising subjects of particular concern to
ATSEP duties. The same flexibility can also be applied during continuation or recurrent training. Table 1-1
provides a listing of the subjects contained in phase one basic training and Table 1-2 provides a listing of the
subjects contained in phase two qualification training.
1.2.4.4 In using the curriculum recommended in the following chapters, local considerations may dictate the
advisability of changing the sequence of the subjects. However, the relative importance accorded to each
subject should, as much as possible, remain unchanged. The multiplicity of types of CNS/ATM
systems/equipment and operational practices throughout the world makes it undesirable to define too rigidly
many of the headings of the syllabus, and it is necessary to leave some flexibility to those in charge of the
training course. Instructors must, however, ensure that all items in the training manual syllabus are
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adequately covered and any requirements relevant to individual authorities should be treated as additional
subjects, and not as substitutions for the syllabus recommended in this manual. Instructors must also ensure
that all items required in their State’s licensing or certification programme are adequately covered. Any
choices in the examination itself should be confined to the additional subjects dealing with those practices and
procedures which the trainee is most likely to use in the first period of his duties as an ATSEP.
1.2.5 Standard of accomplishment
1.2.5.1 Each training objective in this manual is described with reference to the establishment of
conditions, performance and a standard of accomplishment. The conditions describe the scenario where
trainee performance will be developed and tested while indicating whether actual equipment, mock-ups, or
simulators, etc., are to be used. The standard of accomplishment establishes the level of trainee performance
that must be attained, and may differ from school to school, depending on the training equipment available.
1.2.5.2 In measuring the standard of accomplishment, the use of only two grades, pass or fail, is
recommended. It must, however, be noted that many training establishments prefer to use a numerical
grading system, as trainees strive harder and learn more when rewards increase. If the same grade, pass, is
given for an 80 per cent score, trainees may strive for perfection.
1.2.5.3 Tests to assess the trainee achievement in performing the training objective should be valid and
reliable. Validity of a test refers to the extent to which a test is an appropriate measure of what it was
intended to measure. The validity of a test can be ascertained by checking that the conditions, performance
and standards of the test correspond to those described in the training objective. Reliability is the ability of a
test to consistently reproduce similar results when administered on similar groups of students under similar
conditions with different instructors/assessors. To ensure that the test is reliable, the score key, providing
model answers and specific instructions on how the test should be administered, is critical.
1.2.6 Examination data base
1.2.6.1 Where possible, States/ANSP should build an examination database, or at least a comprehensive
written list, of all need-to-know questions and performance exercises for each rating (charts may be
included), covering both general and critical objectives. Due to the quick evolution of technology and
systems, these questions and performance exercises must be kept up-to-date to ensure the currency of
ATSEPs’ knowledge and skills.
1.2.6.2 A model answer should give the instructor enough information to establish how closely the trainee
masters the tested performance. These three elements, score key, model answer and the conditions in which
　
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