Multi-Crew Pilot Licence Training Program Guide Program Guide v1.pdf · Multi-Crew Pilot Licence Training Program Guide - Flight Training - Version 1. Issued 30 March 2009

Multi-Crew Pilot Licence Training Program Guide

- Flight Training -

Version 1Issued 30 March 2009

MPL Training Program Guide – Flight Training

Version 1 Issued 30 March 2009 Page 2 of 49

©Her Majesty the Queen in Right of Canada, as represented by the Minister of Transport (2009).

Permission is granted by the Department of Transport, Canada, to copy and/or reproduce the contents of this publication in

whole or in part provided that full acknowledgment is given to the Department of Transport, Canada, and that the material be

accurately reproduced. While use of this material has been authorized, the Department of Transport, Canada, shall not be

responsible for the manner in which the information is presented, nor for any interpretations thereof.

The information in this publication is to be considered solely as a guide and should not be quoted as or considered to be a legal

authority. It may become obsolete in whole or in part at any time without notice.

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Foreword This guide is intended for use by an Approved Training Organization (ATO), certificated pursuant to Subpart 7 of Part IV of the Canadian Aviation Regulations (CARs), which intends to conduct Multi-crew Pilot Licence (MPL) training. The document outlines the processes, policies, and procedures by which companies can develop and deliver MPL training programs. With the assistance of the MPL Advisory Board of Canada, this guide will undergo periodic revision designed to improve the depth and the clarity of the information provided. Approved training organizations are, therefore, encouraged to include this guide in their company’s documentation control procedures.

Transport Canada Locator RDIMS # 4838800



Intentionally left blank.



TABLE OF CONTENTS 1.0 REVISION HISTORY ........................................................................................................6 2.0 CHANGE SUMMARY .......................................................................................................6 3.0 GLOSSARY OF ABBREVIATIONS .................................................................................7 4.0 INTRODUCTION...............................................................................................................8 5.0 CANADA’S MULTI-CREW PILOT LICENCE...................................................................9 6.0 TRANSPORT CANADA MPL TRAINING OVERSIGHT ..................................................9 7.0 MULTI-CREW PILOT LICENCE ADVISORY BOARD OF CANADA ..............................9 8.0 MPL TRAINING - OVERVIEW........................................................................................10 9.0 INSTRUCTIONAL SYSTEMS DESIGN (ISD).................................................................11 10.0 THE COMPETENCY-BASED TRAINING ENVIRONMENT...........................................12 11.0 BETA TEST OVERSIGHT ..............................................................................................13 12.0 CANDIDATE SCREENING AND SELECTION ..............................................................14 13.0 STUDENT CERTIFICATES AND IDENTIFICATION......................................................14 14.0 AVIATION ENGLISH ......................................................................................................15 15.0 MPL PHASES.................................................................................................................15 16.0 TRAINEE ASSESSMENT...............................................................................................17 17.0 PROGRAM DATA COLLECTION, ANALYSIS AND REPORTING...............................18 18.0 REGULATION EXTRACTS ............................................................................................21 APPENDIX A - TC MPL PROGRAM DATA COLLECTION FORM...........................................27 APPENDIX B - TC MPL TRAINEE STUDENT NUMBER TO TC FILE NUMBER FORM.........29 APPENDIX C - TC MPL COURSE DATA COLLECTION FORM (PHASE 1) ...........................31 APPENDIX D - TC MPL COURSE DATA COLLECTION FORM (PHASE 2) ...........................33 APPENDIX E - TC MPL COURSE DATA COLLECTION FORM (PHASE 3)............................35 APPENDIX F - TC MPL TRAINEE DATA COLLECTION FORM ..............................................37 APPENDIX G - TC MPL GRADUATE DATA COLLECTION FORM (PHASE 4) ......................39 APPENDIX H - TC MPL LINE CHECK EVALUATION FORM...................................................41 APPENDIX I - TRAINING EVENT ASSESSMENT REPORT ....................................................43 APPENDIX J - MPL CONVERSION PROCESS ........................................................................45



1.0 REVISION HISTORY

Changes to this document will be made as necessary and no specific revision cycle exists. All changes will be indicated by the appearance of a black bar in the left margin with major changes also summarized in the “Change Summary” section below. When changes are made, the document will be re-issued in its entirety using a new version number and issue date. Amendment suggestions or comments should be sent to:

ATO-MPL Implementation Team / Équipe d'exécution ATO-MPL Transport Canada / Transports Canada 330 Sparks Street / 330 Rue Sparks Ottawa, ON CANADA K1A 0N8 Routing: AARTG

Edition Number Issue Date

Version 1 (Original) 30 March 2009

2.0 CHANGE SUMMARY

The following is a summary of major changes from Version 0: (a) NIL.


3.0 GLOSSARY OF ABBREVIATIONS

1.0 The following abbreviations are used in this document: (a) ATO: Approved Training Organization; (b) ATPL: Airline Transport Pilot Licence; (c) AQP: Advanced Qualification Program; (d) CAR: Canadian Aviation Regulation; (e) CPL: Commercial Pilot Licence; (f) CRM: Crew Resource Management; (g) ETOP: Extended–range, Twin-engine Operations; (h) FCLTP: Flight Crew Licensing and Training Panel, established by ICAO; (i) FSTD: Flight Simulation Training Device; (j) ICAO: International Civil Aviation Organization; (k) IF: Instrument Flight; (l) IFR: Instrument Flight Rules; (m) IOE: Initial Operating Experience; (n) ISD: Instructional Systems Design; (o) KSA: Knowledge, Skill, Attitudinal; (p) LMS: Learning Management System; (q) LOFT: Line Oriented Flight Training; (r) MPL: Multi-crew Pilot Licence; (s) NAA: National Aviation Authority; (t) PIC: Pilot In Command (u) PF: Pilot Flying; (v) PNF/PM: Pilot Not Flying/Pilot Monitoring; (w) PPC: Pilot Proficiency Check; (x) PPL: Private Pilot Licence; (y) RA: Resolution Advisory; (z) RVSM: Reduced Vertical Separation Minima; (aa) SOP: Standard Operating Procedures; (bb) TA: Traffic Advisory; (cc) TC: Transport Canada; (dd) TCAS: Traffic alert and Collision Avoidance System (ee) TEM: Threat & Error Management; and (ff) VFR: Visual Flight Rules.



4.0 INTRODUCTION

(1) At the request of the Air Navigation Commission, the International Civil Aviation Organization (ICAO) established a Flight Crew Licensing and Training Panel (FCLTP) to review ICAO's Annex 1 - Personnel Licensing. It consisted of sixty-four participants, including members and observers nominated by eighteen contracting states and five international organizations. This panel was to take into consideration the significant advances in technology and the increased complexities of pilot work environments since the previous review was conducted over thirty years earlier.

(2) Among the recommendations made by the panel was the need for directional changes with respect to current licensing practices. These involved the expanded use of simulation, determination of more relevant training standards, and creation of a new licensing structure. Those changes are now reflected in Annex 1 and also ICAO’s Procedures for Air Navigation Services - Training (PANS - TRG) document, which came into effect 23 November 2006. Of particular significance is the fact this publication provides guidance for the implementation of a new internationally recognized pilot licence ... the MPL.

(3) The decision to introduce the MPL into the international aviation community was not precipitated by, nor intended to address, the shortages of qualified airline pilots experienced by some emerging air carriers. The principal architects of this alternative approach to training professional pilots actually developed their recommendations under post 9/11 clouds, when the aviation industry was experiencing a massive global downturn. Their driving objective was to create conditions that would lead to improvements in training efficiencies, piloting competencies, and operational safety levels.

(4) Canada supports the changes made to ICAO’s Standards and Recommended Practices and has adopted the new licence. Following an extensive review of the current regulatory environment it was determined that a truly competency-based licence, such as the MPL, needed to reside in a separate subpart of the CARs. Furthermore, in order to take full advantage of the continuous advancements in simulation and learning methodologies in achieving the highest levels of piloting competencies, it was necessary to create a more resilient performance-based set of rules and codes of conduct.

(5) Since ICAO had mandated that only nationally an ATO could train towards an MPL, Subpart 407, Approved Training Organizations, of the Canadian Aviation Regulations was created. In order to benefit by operating in a performance-based regulatory environment, this new Canadian training entity would be required to implement and maintain the highest governance standards ever imposed on a flight training entity by a national aviation authority. And, it is within this new performance-based subpart that the regulations governing MPL training resides.



5.0 CANADA’S MULTI-CREW PILOT LICENCE

(1) The Canadian MPL will signify that the bearer has successfully undergone a Transport Canada (TC) authorized MPL flight-training program and has demonstrated the Skill, Knowledge and Attitudinal (KSA) competencies to perform the duties of a co-pilot of a multi-engine, turbine-powered, pressurized aeroplane, which is certified to be operated by two or more pilots, flown under either Visual Flight Rules (VFR) or Instrument Flight Rules (IFR) conditions. In other words, an air carrier can employ the licence holder as a first-officer, second officer, or a cruise-relief pilot. That carrier will be one that has sponsored the training of the graduate pilot. There are some caveats and overriding principles governing the initial employment of an MPL holder, which are addressed elsewhere in this document.

(2) Since the construct of MPL training programs will involve variances from one training provider to another, TC has decided to apply a universal standard to Canada’s MPL and restrict the privileges of the holder to only those described in paragraph (1).

(3) MPL holders wishing to seek additional privileges will be required to acquire one of the traditional Canadian licences, and, when applicable, acquire the desired ratings. The pathway for an applicant holding an MPL to acquire a different licence and/or rating was determined through a detailed gap/bridge analysis (See Appendix J).

6.0 TRANSPORT CANADA MPL TRAINING OVERSIGHT

(1) Applicants wishing to become MPL training providers will be exposed to a substantial level of National Aviation Authority (NAA) oversight activity. It begins with meeting the requirements of becoming an ATO, which is a prerequisite for running such a training program. To help understand the rigorous ATO certification process, you are encouraged to consult TC’s Approved Training Organization Certification Guide.

(2) Regardless whether the proposed syllabus meets Canadian regulatory requirements, TC requires each submitted MPL training program to undergo beta testing. The beta test is, in essence, designed to validate the program’s ability to consistently produce a highly competent airline pilot that has been trained under varying conditions or complexities. Ideally, therefore, the beta test should involve candidates from different educational, cultural, and linguistic backgrounds. The success of this closely monitored effort is ultimately dependant upon the trainees’ reaction to the training process, the output of the training, as well as the outcome of the post-training evaluation process.

(3) Even though some authorities may not be intending on following a similar course of implementation, TC will require each individual ATO to undergo a beta testing process, of sorts, even if the proposed MPL syllabus has already proven to be effective in producing the desired results. The rationale for doing so is simple: although the program may have been proven capable of producing the desired results, a different ATO-applicant will not yet have demonstrated their ability to deliver such an exacting competency-based integrated program.

7.0 MULTI-CREW PILOT LICENCE ADVISORY BOARD OF CANADA

(1) In keeping with ICAO recommendations for the introduction of multi-crew pilot licence training, TC has announced its intention to continue to engage principal stakeholders in the on-going development of our MPL regulatory environment. The multi-crew pilot licence advisory board of Canada will review data and reports of current MPL activity and make recommendations to implement improvements to existing TC MPL policies promulgated through guidance material and departmental staff instructions.

(2) The board will be comprised of permanent voting members and non-voting observers. Permanent members will be limited to airlines, training providers, and those pilot



associations whose organizations or members are actively participating in either Canadian MPL training activity or flight operations involving holders of a Canadian MPL. Discussion is open to all in attendance, except when it has been determined the board’s position needs to be established for the purposes of making a recommendation to the Minister. At that time, only voting permanent members will be permitted to take part in the discussion for the purposes of reaching a decision. Determination of the board’s position on any specific issue will be achieved through consensus. Notwithstanding, dissents by permanent voting members to the board’s position will be recorded and appear in the record of proceedings, which will be forwarded along with the recommendations.

(3) It is expected that the guidance documentation and supporting departmental instructions will be under constant refinement for some time to come, until Canada’s MPL regulatory environment reaches full maturation. For that reason, ATOs must take great care to ensure they refer to the latest version of both the Approved Training Organization Certification Guide and this document.

8.0 MPL TRAINING - OVERVIEW

(1) Prior to commencing the program, the trainee should be subjected to a careful selection process to identify the existence of those attributes believed to optimize the chances of success. One area that must not be overlooked at this early stage is the determination of a candidate’s English language abilities in an aviation environment and providing training to bridge any shortcomings well before commencing MPL training. Experience has clearly shown the over-riding hurdle that consistently results in poor performance is the inability of the student to effectively function in the English language. In an integrated, intense, and professionally oriented flight program, such as MPL training, the need to address functional deficiencies in communication skills cannot be overstated.

(2) The issuance of a Canadian MPL will follow the successful completion of a rigorous and continuous integrated 4-phased training course designed specifically for the ab-initio (zero flight time) candidate. Throughout the training syllabus the focus will be on the student's ability to consistently achieve benchmarked performance levels of KSA competencies. A critical element in all this is the continuous development of desirable behaviours and management skills through the adaptation of the principles taught in Crew Resource Management (CRM) and Threat and Error Management (TEM) training. To accomplish all the desired outcomes will necessitate a robust quality system and an on-going evaluation process designed to immediately detect and effectively deal with student performance deficiencies.

(3) The development of a performance-oriented syllabus will require an Instructional Systems Design (ISD) approach with emphasis on defining progressive levels of individual KSA competencies. This will generate a learning environment focused on the outcomes of each training event and the continuous improvement of student performance. This type of program will need to be backed by an exacting validation process, which will be heavily dependent upon both real-time data analysis and follow-on airline feedback once the trainee enters the workforce. The guidance material that follows will detail TC’s expectations for MPL training program design and delivery.



Figure 1: Basic ICAO Recommended MPL Training Program Design

ICAO MPL Training SchemeMinimum 240 hours of training including PF and PNF

•• CBTCBT•• EE--learninglearning•• Part Task Part Task

TrainerTrainer•• ClassroomClassroom

PF/ PNFFSTD Type IV

12 take-offsand landings as PF(*)

PF/ PNF

Aeroplane:TurbineMulti-engine Multi-crew certified

FSTD Type IV

CRMLanding training All WX scenariosLOFT Abnormal proceduresNormal procedures

AdvancedType Rating training within an airline orientated environment

PF/ PNFFSTDType III

CRMLOFTAbnormal proceduresNormal proceduresMulti-crewInstrument flight

IntermediateApplication of multi-crew operations in a high performance multi-engine turbine aeroplane

PF/ PNFAeroplane:Single or multi-engineFSTD Type II

CRMPF/PNF complement IFR Cross-countryUpset recoveryNight flightInstrument flight

BasicIntroduction of multi-crew operations and instrument flight

PFAeroplane:Single or multi-engine

FSTD Type I

CRMVFR Cross-countrySolo flightBasic instrument flightPrinciples of flightCockpit procedures

Core Flying SkillsSpecific basic single pilot training

GroundGroundTraining Training MediaMedia

Flight and simulated flight Flight and simulated flight training media training media -- Minimum level Minimum level

requirementrequirementTraining ItemsTraining ItemsPhase of TrainingPhase of Training

Integrated TEM principles

Integrated TEM principles

9.0 INSTRUCTIONAL SYSTEMS DESIGN (ISD)

(1) ISD is a term used to identify a structured process for the methodical analysis, development and evaluation of a training system. It is, simply stated, the process for sound decision making to determine the who, what, when, where, why, and how of a learning program.

(2) While there are variants of the basic ISD model, each with its own labels to describe the process, most learning design models follow a similar approach consisting of analysis, design, and evaluation. These three categories may be further subdivided into phases, with each phase identifying a specific output. Feedback loops are a critical element of any ISD model and are used to confirm assumptions or make adjustments when errors or omissions are discovered.

(3) When conducting the analysis, care must be taken to accurately identify the desired end state. In the case of an MPL trainee, defining the specific KSAs a graduate will require, in order to be able to perform the duties of a co-pilot in an airline environment. These KSAs are typically identified through tasks, sub-tasks and task elements. Once the desired end state has been determined, a study of the trainee population must be completed, so decisions regarding the type of training and delivery method can be made. The tendency to rush through this stage must be guarded against, as it forms the foundation all other training decisions will rest on.



(4) The design stage encompasses building the curriculum, training modules and creating production and developmental tests. It is during this stage where decisions regarding the “how” of a learning program are made. Each task identified in the analysis stage will now have a series of terminal objectives derived and the outline of a competency-based test for each terminal objective will be created, along with a list of relevant enabling objectives for each terminal objective. A check that each KSA identified as a job requirement has been covered will also be completed. Finally, similarities in enabling objectives will be determined; all objectives will be sequenced and then grouped into training modules. The training modules will then be sequenced to provide trainees with an effective, efficient and logical training program.

(5) The third stage focuses on evaluation. It is here where course validation and revision are conducted, followed by implementation and post training evaluation. To effectively validate the course, a representative sample of the target population is exposed to the training course and then tested. The results will confirm assumptions made in stage one and validate the training as developed in stage two. When required, based on the results, changes to courseware can be made to improve trainee performance or better satisfy training objectives.

(6) Upon successful validation the course can then be fully implemented with training delivered to the target population. Once a suitable number of trainees have completed the training, post-course evaluation is conducted to confirm the learning program has met the designed purpose and determine if any further corrective actions are required. In the case of an MPL training program, ICAO requires the NAA to collect data from the ATOs related to the training program and each trainee’s performance. This information will assist both ICAO and TC to monitor the implementation of the MPL by providing empirical data.

10.0 THE COMPETENCY-BASED TRAINING ENVIRONMENT

(1) Although competency-based training has been in use for several years, its application to civil flight training is relatively new. Most modern military flight training is competency-based.

(2) Competency-based training is defined as a means of training that places emphasis on achieving benchmarked standards of performance, or more simply put, training that focuses on what a person will do in the workplace after completing a program of training. In the context of MPL graduates, this means the provision of training and experience that will allow them to complete the duties of an airline co-pilot under the supervision of an aircraft captain. The successful introduction of a competency-based training program will only be possible if the principles of ISD are well understood and applied. The basic components of a competency-based training program are: (a) KSA competencies are carefully selected to meet job requirements; (b) theory is integrated with skill practice; (c) training materials are tied to the competencies required and support the

acquisition of knowledge and skills; (d) flexible training approaches and supporting materials are used; and (e) satisfactory completion of training is based only on achievement of all specified

competencies. (3) Despite seeming nebulous, a competency-based training program will, by design,

ensure trainees only move on to more advanced sequences after they have consistently demonstrated the KSA competencies of the material just taught. In fact competency-based training involves continuous trainee assessment against the established



benchmarked standards using a Learning Management System (LMS) to monitor trainee performance and provide alerts when performance deviations occur. By providing trainees with constant and immediate feedback, any divergence from the ideal is quickly captured and corrected. This approach differs significantly from traditional pilot training programs by removing the prescriptive experience levels (minimum required flight hours) that do little to confirm the trainee has obtained the knowledge and mastered the skills required.

(4) The binding of training to job requirements through ISD and the effective use of competency-based training will ensure the MPL course graduate is ready to successfully complete a line indoctrination program without any need for supplemental or bridge training.

11.0 BETA TEST OVERSIGHT

(1) TC has published a comprehensive guide (Approved Training Organization Certification Guide) for those seeking to become an ATO (a requirement to conduct MPL training). The guide should be consulted for those issues requiring greater detail or where clarification is necessary. The following paragraphs will provide a brief outline of the processes involved with obtaining approval to conduct MPL training and highlight process gates where regulator compliance validation inspections can be expected.

(2) While there are two distinct phases to ATO certification, those seeking approval to conduct MPL beta testing will, in effect, experience a third phase. The processes conducted during the pre-certification and final certification phases are fairly rigid but the degree and frequency of TC oversight during the MPL beta testing phase will vary depending on a number of factors.

(3) MPL beta testing is the process by which the MPL training plan developed by the ATO is conducted as a validation effort. Every new MPL training course must be validated through a beta test. An MPL course is considered new when it is being conducted for the first time by an ATO. This is true even in the case where an MPL training plan has been conducted successfully by Company A for several years but will now be conducted by Company B. Despite the success enjoyed by Company A, Company B must validate their ability to effectively deliver the training through a beta test before it will be provided final approval to conduct the course. As well, it must be understood that in all likelihood a single course serial will be insufficient to meet the beta test requirements.

(4) A number of factors will affect the degree and frequency of TC oversight during the MPL beta test. Primary among these is the confidence of TC in the ATO’s quality system. The applicant’s risk profile, completed during the pre-certification phase as part of the ATO application, will serve to establish risk indicators or oversight trigger points. These trigger points involve events or circumstances where regulatory overview would be prudent and may vary from one ATO to another.

(5) Another influencing factor is the type of LMS used. While there are different methods available, an LMS that allows remote access via an Internet connection would provide TC inspectors the ability to remotely observe trainee progress relative to the syllabus in near real time. This ability, while not required, may reduce the number of onsite evaluations required without reducing regulatory oversight.

(6) Lastly, the institutional maturity of the ATO, and the MPL program itself, will also influence the degree of regulatory oversight during beta testing. Regardless of TC’s confidence, risk profile, LMS system, or ATO/MPL program maturity, applicants should expect no fewer than six trigger point assessments. These assessments will typically involve TC inspectors being onsite to review documentation, interview ATO staff and observe as necessary.



12.0 CANDIDATE SCREENING AND SELECTION

(1) The importance of effective screening and selection can’t be overstated. The working environment of a modern civil airline cockpit is uniquely complex and unknown to all but those who have experienced it. The early determination that MPL candidates are suitable, capable and sufficiently motivated to overcome the challenges of the training will be crucial to the ATO fielding a successful program.

(2) There are several methods available for screening and selection but the process used must be capable of distinguishing between those undesirable attributes that can be trained away, and those considered un-trainable. Most sponsoring airlines will have pre-screened and selected trainees based on their overt and latent characteristics. Understanding the selection criteria the carrier used will provide the ATO with a better appreciation of the trainee’s aptitudes and the thoroughness of the process. It’s also possible the sponsoring airline will have selected its trainees based on suitability for employment with the company but engage the ATO to screen candidates for training. ATOs should also keep in mind the risks they assume if they are completely disengaged from their trainee’s screening and selection activity.

(3) Regardless of who conducts the final selection, an obvious benefit to effective screening will be a significantly increased success rate and near elimination of those candidates who might voluntarily withdraw from training. There are no absolutes when it comes to screening and selection, but depending on the sample population and criteria used, it’s possible a very small number of suitable candidates will be drawn from a given group of applicants. A final selection rate of 20-25% would not be alarming.

(4) A number of companies offer flight crew screening and selection services. TC does not endorse any specific company, but suggests prospective ATOs consider using the expertise and services they provide to maximize their program’s success rate. Every sponsoring airline will have it’s own unique needs, but the underpinning character traits of an effective and safe professional pilot are almost universal.

(5) It’s generally true that given enough time and training anyone can be taught to fly an aircraft, but the reality is that time is precious and training resources finite. Under a performance-based system, such as an MPL training course, progression is based on the mastery of required KSA competencies. A trainee, or an ATO for that matter, will not have the luxury of unlimited training time. A carefully selected MPL trainee is one who will meet or exceed training demands within the course timeline imperatives.

13.0 STUDENT CERTIFICATES AND IDENTIFICATION

(1) Sections 407.58 and 427.58 outline the requirement for an ATO to issue a course enrolment certificate. The certificate includes; the name of the ATO, the name of the trainee, date of enrolment and course duration, and the name of the training course. The name of the training course must be unique to permit differentiation from any other ATO and MPL course conducted. The certificate also requires an assigned student number. This student number needs to be sufficiently unique to allow for differentiation between the student and any other MPL student at any other ATO anywhere in Canada.

(2) Once assigned, the student number cannot change. Where an MPL program requires the student to move between ATOs, the individual ATO can assign whatever tracking system they desire to student records, but for the purposes of required reporting (discussed later) the student number appearing on the course enrolment certificate is required.

(3) When the trainee is issued a Canadian aviation document with a corresponding file number, the ATO needs to provide a list detailing which student number corresponds to which TC file number so the two file systems can be linked.



(4) Sections 407.59 and 427.59 provide guidance for the issue of a course completion certificate. This certificate includes; the name of the ATO and its certificate number, the name and TC file number of the graduate, the name of the MPL training course, the total number of flight training hours (when applicable), the number of hours the trainee spent acting as Pilot In Command (PIC) (when applicable), the date of course completion and the signature of a person authorized to attest to the accuracy of the information on the course completion certificate.

(5) Copies of the course enrolment certificate and the course completion certificate are to be submitted to:

ATO-MPL Implementation Team/Team / Équipe d'exécution ATO-MPL Transport Canada / Transports Canada 330 Sparks Street / 330 Rue Sparks Ottawa, ON CANADA K1A 0N8 Routing: AARTG

14.0 AVIATION ENGLISH

(1) ICAO has directed that pilots on international flights be required to demonstrate language proficiency in either English or the language used by the station on the ground. CARs have been aligned to reflect this requirement and all licenses now bear the annotation English, French, or English/French to indicate the minimum acceptable proficiency in the indicated language(s) has been validated. All new Canadian licence applicants must demonstrate proficiency in at least one, regardless of their mother tongue.

(2) The advantages of having flight crew and ATC agencies able to communicate effectively are well understood. To this end, ICAO has established six levels for the classification of language proficiency. Canadian regulations have combined some of the ICAO levels and created three distinct ratings, Below Operational (ICAO level 1,2 or 3), Operational (ICAO level 4 or 5) and Expert (ICAO level 6). A minimum rating of Operational is required before a Canadian licence can be issued. Operational level language proficiency must be re-tested every five years, whereas those who attain the Expert level require no further testing. The issued licence will bear no indication of proficiency level.

(3) While English may be the universal language of aviation, there are distinct differences between conversational English and aviation English. The unique technical aspects of aviation will necessitate specialized training for those non-native English speaking MPL trainees. Since the effective delivery of second language training is likely beyond the capability of most ATOs, the services of an external agency specializing in aviation English language training will probably be necessary. Since this training represents the foundation for all that follows, care must be taken to ensure a trainee meets the language proficiency levels necessary to achieve success throughout the program.

(4) Details related to aviation language proficiency testing can be found in Aviation Circular 400-002 or by visiting the flight crew-licensing page of TC’s web site.

15.0 MPL PHASES

(1) The basic framework set by ICAO for MPL training is contained in their Procedures for Air Navigation Services – Training (PANS - Training). To align with ICAO’s vision, TC has written a complete subpart of new air regulations that define who can provide MPL training and what training must be delivered. It’s interesting to note there is very little direction concerning how the training is to be delivered. What’s clear though, is an MPL training program shall be capable of providing a zero flight time candidate with the KSA competencies to safely and effectively complete the duties and responsibilities of a co-



pilot in a multi engine, turbine powered, pressurized, multi-crew, transport category aircraft.

(2) It’s important to remember that an MPL training program is performance based, and progression will not occur until all required competencies have been demonstrated. As such, the trainee is subject to, and benefits from, continuous assessment and feedback. Because the MPL is new, its associated training is not analogous to any traditional aviation licence-training program. MPL course developers must be mindful of this and not be tempted to try and modify existing programs to fit the MPL model. For example, the Core, or combination Core & Basic do not equate to a PPL. There will always be similar training objectives between traditional aviation licence training programs and the MPL, but the focus and delivery of MPL instruction precludes the use of existing practices and mindsets.

(3) This fact is highlighted in subsection 407.66(3), which states; “no person shall grant any accreditation for a student’s previous flight experience gained prior to enrolment towards the completion of any portions of an authorized multi-crew pilot licence training program”.

(4) With the exception of a few prescriptive benchmarks, how an ATO progresses the trainee from start to finish will depend on the program they develop (assuming the training institution has been authorized by TC to conduct the training). So, while there appears to be an infinite number of ways to accomplish the training to arrive at an acceptable end state, the ICAO four phase model lends itself well to MPL training and will form the basis of discussion for the paragraphs that follow. An ATO might select different titles, or move training objectives between phases, but the basic premise remains. Throughout the training, extensive use of Flight Simulation Training Devices (FSTD) is envisioned. The specifics of the FSTDs are tied to the authorized training program with associated fidelities appropriate to the training objectives.

(5) Phase 1 (Core) involves the acquisition of piloting competencies involving single pilot training in an aeroplane through dual flight instruction and solo flight time. The introduction of basic flight principles will be necessary but depending on the training program developed, an ATO may choose to include basic Instrument Flight (IF) and cross country flight.

(6) Phase 2 (Basic) builds on the lessons of Phase 1 and introduces increasingly complex flight training profiles. The honing of IF and cross-country navigation skills will likely occur here. Initial exposure to multi crew operations will probably take place in this phase.

(7) Phase 3 (Intermediate) provides trainees the opportunity to further develop multi-crew competencies while operating a multi-engine turbine aeroplane in a multi-crew environment.

(8) Phase 4 (Advanced) allows the trainee to acquire the competencies required to hold a type rating on a multi-engine, turbine powered, pressurized, transport category aeroplane and operate in accordance with a specific carrier’s Standard Operating Procedures (SOPs). The requirement for a correlation between training at phase 4 and line operations is evident.

(9) Through all four phases the MPL training program must provide a trainee with several key essentials. (a) Theoretical knowledge competencies as expected of an ATPL holder qualified to

operate a multi-engine, turbine powered, pressurized, transport category aeroplane in all phases of operation and under all possible flight conditions would be one. What’s important to understand is that the competencies addressed in the preceding sentence do not mean that the “candidate is only capable of just



passing an ATPL set of exams”. Be very careful to read the text in its entirety. To that end, TC has authored a new set of exams exclusively designed for the MPL candidate, which takes a much deeper approach to validating the existence of those knowledge competencies.

(b) In addition, practical training designed to provide the trainee with the same degree of skill competencies expected of an ATPL holder qualified to operate a multi-engine, turbine powered, pressurized, transport category aeroplane must be delivered. This includes, but is not necessarily limited to: (i) escape manoeuvre training involving windshear, Traffic alert and Collision

Avoidance System (TCAS) (Resolution Advisory (RA)/Traffic Advisory (TA) and terrain closure events, and

(ii) recovery from energy critical conditions (c) Lastly, CRM/TEM concepts must be taught and fostered throughout the syllabus

to instil the attitudinal competencies expected of a qualified first officer thus ensuring the successful completion of airline line indoctrination while consistently exhibiting sound judgement, synergistic behaviours and strong situational awareness.

(10) Although course design was discussed earlier in ISD, the specifics of course content weren’t addressed. The minimum theoretical course content is contained in subsection 427.66(2) and 427.66(3) of the CARs.

(11) The MPL provides a new and exciting opportunity to deliver the focused training needed for a new pilot to effectively and safely operate as a first officer in the multi-crew, airline transport environment. It is precisely for that reason that under no circumstances should a sponsoring airline consider the assignment of an MPL graduate to a second officer or cruise relief pilot position until the MPL holder has had sufficient first officer experience to eliminate any likelihood of overall KSA performance degradation.

(12) The absence of prescriptive requirements allows a prospective ATO to develop innovative new training programs and instructional delivery methods or take advantage of advancements in technology to provide better training. Furthermore, an advantage of ATO certification allows MPL training establishments to seek alternative means of compliance, where, deviation from prescribed regulatory requirements can be substantiated. More on the alternative means of compliance process can be found in the ATO Certification Guide.

16.0 TRAINEE ASSESSMENT

(1) Since competency-based training involves continuous assessment, an ATO must ensure their staffs are proficient in providing accurate, timely and well-documented assessments to trainees.

(2) Assessment methods generally fall into one of two recognized approaches; criterion referenced and norm referenced. Although the labels might seem foreign, the individual assessment methods are widely known and understood. Generally an assessment is designed to meet one of the two methods but it’s possible to use a single test or assessment event to subject data to both methodologies for analysis. (a) Criterion-referenced assessment is nothing more than comparing a trainee’s

response/performance to the specified subject. A criterion-referenced assessment will provide an indication of how well the trainee has understood or mastered a particular training objective measured against a quantifiable standard.



(b) On the other hand, norm referenced assessments compare the trainee’s result against the results produced when the assessment was first delivered to a suitable sample of the target population. Their results, once validated, become the benchmark or norm.

(3) The difference between the two approaches is obvious if we consider an individual who boasts at having graduated at the top of the class. Without knowing how well a particular class performed there is no way to ascertain whether the trainee actually possesses the KSAs necessary. We know only that the classmates were outperformed.

(4) Because competency-based training involves continuous trainee assessment against the established benchmarked standards, the benefit of using a criterion referenced assessment method is clear. In fact most, if not all, assessment in aviation is criterion referenced. Despite this, the common “error of narrow criterion” must be avoided (for a more complete explanation of common evaluation errors please see TP 14277 - Pilot Examiner Manual).

(5) During any long, complex and demanding training program individual performance will ebb and flow for any of a variety of reasons and an MPL training program will likely be no different. When an individual’s performance drops below established expectations a procedure must be available to training and management staff to determine why the trainee’s performance has failed to meet the specified level, and what, if any, remedial action or changes to the training program are necessary. Identifying problem areas early and ensuring the necessary corrections are carried out will permit trainees to attain the required performance levels and ensure they regain the ability to achieve the training program’s objectives.

17.0 PROGRAM DATA COLLECTION, ANALYSIS AND REPORTING

(1) As part of their ongoing monitoring effort, ICAO requires the NAA to collect data from ATOs related to each MPL trainee and the MPL training program. In part because of the newness of the MPL licensing environment, there are unique data collection and submission requirements that must be recognized by ATO operators to ensure compliance.

(2) The ATO shall, for the purposes of MPL training, maintain detailed records for each student to show that all regulatory and course-training requirements have been met. These records must be retained for five years following completion of training. Furthermore, the ATO will be required to submit to TC, data on MPL holders pertaining to training and assessments conducted by the applicable air carrier following graduation from the MPL course. This includes any base training; line indoctrination training and the subsequent two pilot proficiency check (PPC) evaluations (or advanced qualification program (AQP) equivalent).

(3) The relationship regarding the collection of this data must be fully understood by ATO operators since the air carrier sponsoring an MPL program must be bound to provide the necessary information to the ATO. ATO applicants are advised to familiarize themselves with the specific format and content of the required reports. Samples are attached at Appendix A through Appendix H.

(4) The ATO shall also maintain very specific and detailed records for each employee involved in instructional, evaluation or maintenance activities. These records will include, among other things, a description of their appointment with position details, qualification completion documentation, copies of the two most recent competency evaluation reports and a means of documenting any performance deficiencies (including the tracking of remedial training, with results). These records shall be retained for two years following the date the individual ceases direct involvement in one of the aforementioned activities or leaves the organization.



(5) Please see Section 427.60 for more detail concerning trainee and personnel records requirements as they relate to ATOs and MPL training.

(6) With data collection and reporting extending throughout the MPL course, and perhaps up to two years beyond course graduation, a consistent method of collecting, analyzing, reporting and tracking MPL related data is needed. MPL trainee and program data collection requirements are significant but need not be considered onerous. Appendices A to H provide copies of the forms necessary for the submission of reports to TC. Where necessary, each form has the instructions necessary for its completion imbedded. A brief description of each in the approximate order expected follows: (a) Transport Canada MPL Program Data Collection Form – this form is completed

by the applicable ATO or MPL program managing authority and outlines the MPL program. Information collected here will be de-identified then forwarded to ICAO (Appendix A).

(b) Enrolment Certificate – no sample provided. (c) Transport Canada MPL Trainee Student Number To Transport Canada File

Number List – this form allows TC Headquarter staff to establish a link between the student and corresponding TC File number (Appendix B).

(d) Transport Canada MPL Course Data Collection Form (Phase 1) – this form reports the results of Phase 1. Information collected here will be de-identified then forwarded to ICAO (Appendix C).

(e) Transport Canada MPL Course Data Collection Form (Phase 2) – this form reports the results of Phase 2. Information collected here will be de-identified then forwarded to ICAO (Appendix D).

(f) Transport Canada MPL Course Data Collection Form (Phase 3) – this form reports the results of Phase 3. Information collected here will be de-identified then forwarded to ICAO (Appendix E).

(g) Transport Canada MPL Trainee Data Collection Form – this form reports the results of the final phase 4 check ride (trainee specific). Information collected here will be de-identified then forwarded to ICAO (Appendix F).

(h) Transport Canada MPL Course Graduate Data Collection Form (Phase 4) – this form reports the results of Phase 4. Information collected here will be de-identified then forwarded to ICAO (Appendix G).

(i) Graduation Certificate – no sample provided. (j) Transport Canada MPL Line Check Evaluation Form – this form reports the

results of the line check. IAW Subsection 407.66(6), the results of not less than two (2) pilot proficiency check-rides must be obtained. This form shall be used to collect the required data. Information collected here will be de-identified then forwarded to ICAO (Appendix H).

(7) The following grading scale and reason codes have been provided by ICAO as Attachment C to State Letter AN 12/50-07/37 and are intended to be used when conducting the final course competency assessment (Appendix F) and during the two subsequent line assessments (Appendix H):




GRADE CRITERIA

0 – Incomplete / Not Observed The manoeuvre or phase of flight has not been accomplished or is not required.

1 – Unsatisfactory

Major deviations from the prescribed qualification standards occur that are not recognized or corrected in a timely manner commensurate with safety. Individual or crew performance could result in hull loss or loss of life.

2 – Satisfactory With Debrief Deviations from the prescribed qualification standards occur and are corrected in a timely manner. Individual or crew performance is safe but would be unsatisfactory if diminished by any amount.

3 – Standard No deviations occur from the prescribed qualification standards. Individual or crew performance meets expectations.

4 - Excellent Performance remains well within the prescribed qualification standards. Individual or crew performance is exemplary.

(8) Reason codes explanation:

A Airspeed – occurrence of airspeed deviations exceeding the operator’s prescribed limits for the phase of flight and/or inability to maintain a stabilized airspeed within the operator’s prescribed tolerances when a stable airspeed should be maintained.

AC Aircraft Control – positive aircraft control is not maintained at all times to the operator’s standards and/or aircraft attitude excursion beyond prescribed limits

AL Altitude – occurrence of altitude deviations exceeding the operator’s prescribed limits for the phase of flight.

AM Automation – inability to use the automation systems to the level required in the operator manuals/automation anomalies are not effectively captured.

C Communications – failure to communicate and acknowledge plans and decisions; poor crosstalk or flow of information is not fluid. Includes radio communications where clearances are not understood or not accurately read back. Not using standard phraseology.

D Decision Making – decisions are not made, not analyzed or not openly verified. An example would be inappropriate continuation of an instrument approach below landing minimums.

E Execution – incorrect execution of a manoeuvre, exceeding prescribed limits or in contradiction with the instructions of the operator’s manuals.

H Heading – occurrence of heading deviations exceeding the operator’s prescribed limits for the phase of flight.

K Knowledge – lack of required aeronautical knowledge P Procedure – incorrect procedure applied (checklist, approach, SOP, etc.).


SA Situational Awareness – uses all resources available (including other crew members) to improve/increase SA.

T Teamwork – inability to ensure team coordination when executing required tasks. Example given: hesitation in making queries and in speaking up; automation setup not briefed to other crewmembers.

W

Workload Management/Planning Skills – inadequacy of workload management/planning skills. Examples include attempting to accomplish certain tasks while engaged as the pilot flying, failing to properly monitor an assigned task, poor approach planning or failure to plan for any contingency, such as a non-normal or emergency situation

(9) Appendix I is provided as a sample student progress card and the inclusion is not

intended to suggest its use is mandatory. (10) Subsection 407.66(6) outlines the requirement for ATOs to maintain and analyze

sufficient data on each MPL candidate during their training and initial employment in order to demonstrate to the Minister their data and employment feedback confirms the continued effectiveness and relevancy of the MPL training program.

(11) In addition to the obligation to submit data related to MPL trainees and graduates, paragraph 427.66(1)(c) details specific data collection, analysis and submission requirements that must be met during approved MPL beta testing. No specific format exists and ATOs may use whatever method best serves their purposes.

(12) For the Transport Canada MPL Trainee Data Collection Form (Appendix F) and Transport Canada MPL Line Check Evaluation Form (Appendix H) the guidance above amplifies the grading scale, reason codes and performance criteria. The grading scale is considered necessary for data analysis. Each manoeuvre is linked to one or more specific PANS-TRG MPL competency units but is precisely defined in order to harmonize the specific manoeuvre being evaluated to ensure the validity of data comparison.

(13) ATOs are free to reproduce the appendices as necessary to submit the required reports.

18.0 REGULATION EXTRACTS

(1) The following paragraphs contain relevant extracts from the new and yet unpublished regulations related to the MPL. Since the review process concerning them is not yet complete, changes and amendments are possible. Until such time as the new regulations are published any questions should be directed to the ATO-MPL Implementation Team at Transport Canada Headquarters:

ATO-MPL Implementation Team / Équipe d'exécution ATO-MPL Transport Canada / Transports Canada 330 Sparks Street / 330 Rue Sparks Ottawa, ON CANADA K1A 0N8 Routing: AARTG



407.66 Multi-crew Pilot Licence (MPL) Training

407.66(1) A multi-crew pilot licence training program shall provide an ab-initio (zero-time flight experience) student with the skills, knowledge, and attitudinal competencies to safely and effectively carry out the assigned duties and responsibilities of a co-pilot operating a multi-engine, turbine powered, pressurized, transport category aeroplane that is certificated for two or more pilots operating under visual flight rules (VFR) or instrument flight rules (IFR) in a commercial airline service. (2) No person or organization shall conduct multi-crew pilot licence training programs unless they are certificated under this Subpart and authorized to conduct such a training program in accordance with the Personal Licensing and Training Standards. (3) No person shall grant any accreditation for a student’s previous flight experience gained prior to enrolment towards the completion of any portion of an authorized multi-crew pilot licence-training program. (4) No approved training organization shall provide a multi-crew pilot licence training program that does not comprise of a minimum of 240 hours of combined flight training time acquired in a flight simulation training device and an aeroplane, which includes the time the student was performing the duties of both the Pilot-Flying (PF) and the Pilot-Not Flying (PNF), including: (a) At least seventy (70) flight training hours conducted in an aeroplane, which shall

include: (i) No less than ten (10) hours of solo flight time, which includes at least five

(5) hours of solo cross-country flight time with one cross-country flight totalling 150NM or more during which a landing at two different aerodromes shall be made;

(ii) Training in: (A) Upset recovery, which includes stalls and spins; (B) Flight during night conditions; and (C) Operating an aeroplane by reference solely to instruments; and

(iii) At least six (6) take offs and landings while operating a multi-engine, turbine-powered, pressurized, transport category aeroplane, which is certificated to be operated by two or more pilots, during the training program.

(5) Notwithstanding meeting the requirements of Subparagraph (4)(a)(iii), if those six take offs and landings were not all performed in the aeroplane for which a type rating was being sought, then the MPL licence holder shall, immediately following course completion and prior to commencing line indoctrination training, complete airborne training on the aeroplane type for which their licence is endorsed and demonstrate competency in performing at least the following manoeuvres: (a) One (1) simulated engine failure after takeoff; (b) One (1) approach with a simulated engine failure to a full stop landing; (c) One (1) instrument approach resulting in a go-around; and (d) At least two additional take offs and landings.



(6) Approved training organizations shall maintain and analyze sufficient data on each multi-crew pilot licence candidate during their training and obtain feedback from the individual’s employer covering a period of at least one year following their successful completion of the multi-crew pilot licence training program, which shall include performance reports on no less than two pilot proficiency checks. Approved training organizations will be required to demonstrate to the Minister that their data and employment feedback confirms the continued effectiveness and relevancy of their multi-crew pilot licence-training program.

427.66 Multi-crew Pilot Licence (MPL) Training The following Subsections outline the standards for multi-crew pilot licence training programs referred to in Section 407.66. (1) Authorization – (a) Approved training organizations may make application to obtain authority to

conduct multi-crew pilot licence training by demonstrating to the Minister that their program meets all the applicable requirements specified in Subpart 407 of the Canadian Aviation Regulations.

(b) Beta-test(s) – Upon satisfying the requirements of Paragraph (a), provisional authority will be granted by the Minister to permit beta-test(s) to be conducted in order to refine and prove the functionality and effectiveness of the proposed curriculum.

(c) Data Analysis - Prior to gaining final authority to conduct such training, approved training organizations are required to submit quarterly reports during their beta-test program to the Minister summarizing the following: (i) Overall findings of the data analysis process, including feedback from the

student/graduate’s employer; (ii) Identification of student performance difficulties; (iii) Identification of required improvements to the curriculum; and (iv) Measures taken to improve program effectiveness and student

performance including expected results. (2) Program Requirements - (a) General – Multi-crew pilot licence training is conducted as one continuous course

of study broken down into four (4) distinct phases. Each phase is comprised of instruction in underpinning knowledge and practical training sessions designed to impart specific and measurable skill, knowledge, and attitudinal competencies. The breakdown of the program phases is as follows: (i) Phase 1 (Core) – acquiring piloting competencies involving single pilot

training in an aeroplane, which includes both dual flight instruction and solo flight time;

(ii) Phase 2 (Basic) – acquiring piloting competencies involving instrument flight, cross-country navigation, and an introductory level of exposure to multi-crew operations.

(iii) Phase 3 (Intermediate) – acquiring the piloting competencies of operating a multi-engine turbine aeroplane in a multi-crew environment; and

(iv) Phase 4 (Advanced) – acquiring the piloting competencies to successfully achieve a type rating on a multi-engine, turbine powered, pressurized



transport category aeroplane and operate in accordance with a specific carrier’s company standard operating procedures.

Note: Approved training organizations need to understand the training program approval processes imposed through regulation that are specific to their client airlines if they want the Phase 4 – Advance syllabus to meet the type rating requirements of that specific air operator. There may be several methods to achieve this. However, in all instances prior regulatory approval for the planned course of action, syllabus content, and intended courseware of the type-rating portion of the syllabus should be obtained by the airline through their regulatory reporting chain. (b) Theoretical Training - the content of the theoretical knowledge portion of a multi-

crew pilot licence training program provides the student with the same knowledge competencies as expected of a holder of an airline transport pilot licence (ATPL) qualified to operate a multi-engine, turbine powered, pressurized, transport category aeroplane in all phases of operation and under all possible flight conditions.

(c) Practical Training - The content of such training is designed to provide the student with the same degree of piloting skill competencies expected of a holder of an airline transport pilot licence operating a multi-engine, turbine powered, pressurized, transport category aeroplane. The program syllabus includes, but not necessarily limited to: (i) Escape manoeuvre training involving windshear, resolution advisories,

and terrain closure events; and (ii) Recovery training from energy-critical conditions including:

(A) Balked landing situations; and (B) Impending aerodynamic stall conditions at extreme operating

altitudes. (d) Crew Resource Management/Threat & Error Management – these operational

underpinning concepts are taught throughout the multi-crew pilot licence training program in order to instil those attitudinal competencies expected of a qualified first officer who is capable of successfully completing airline line indoctrination or initial operating experience (IOE) while consistently exhibiting sound judgement, synergistic behaviours, and strong situational awareness.

(e) English Language Proficiency Requirements – the multi-crew pilot licence training program provides the student with the ability to meet a minimum language proficiency standard of “ICAO Operational Level (Level 4)”, pursuant to paragraph 1.2.9.1 of Article 42 of the Convention on International Civil Aviation and Section 421.96 of the Canadian Aviation Regulations.

(3) Theoretical Course Content - (a) Theoretical instruction covers a least the following subjects:

(i) Principles of Flight/Aerodynamics; (ii) Air Law; (iii) Specific Aircraft Knowledge, including the use of, but not necessarily

limited to, the following modern-day equipment/technology; (A) Electronic Flight Information Systems



(B) Flight Management Systems (C) Automated Flight Control Systems (D) Terrain Awareness and Warning Systems (E) Traffic Collision Avoidance Systems

(iv) Flight Performance, Planning and Loading; (v) Human Performance, including Crew Resource Management, Decision-

Making, and Threat and Error Management; (vi) Navigation; (vii) Meteorology; (viii) Operational Procedures, including the following topics;

(A) Use of Minimum Equipment Lists and Dispatch Deviation Guides (B) Operations in Reduced Vertical Separation Minima (RVSM)

airspace (C) Operations in Oceanic Airspace (D) Extended-range, Twin-engine Operations (ETOPS) (E) Precision Radar Monitored Approach Procedures (F) Departure and Arrival Criteria using reduced weather minima

(ix) Radiotelephony (4) Examinations and Flight Checks - (a) Unless using an electronic learning management system (LMS) that continuously

tracks checking and testing activities designed to ensure a student is consistently meeting the training objectives, the approved training organization administers a theoretical examination and a practical flight check upon completion of each of the first 3 phases confirming the student’s suitability to progress to the next program phase of training;

(b) Prior to conducting the Phase 4 (Advanced) flight check for the issuance of a type rating, the student is expected to: (i) Ensure the requirements of CAR 421.13 are met: and (ii) Successfully complete all the Transport Canada MPL Examinations.

(c) The flight check ride administered for the purposes of issuing a type rating is conducted in accordance with: (i) Schedule I or Schedule II of Subpart 725; or (ii) Another Transport Canada-approved method of accomplishing a flight

check, which satisfies the requirements for the issuance of the applicable aeroplane type rating.

(5) MPL Flight Instructor Competencies and Experience - (a) In addition to the requirements of Section 427.18, flight instructors engaged in

providing multi-crew pilot licence curriculum are expected to: (i) Meet the same language proficiency requirements as those detailed in

Paragraph 427.66(2)(e);



(ii) Have received specialized training in delivering ab-initio competency-based training programs; and

(iii) Possess a valid medical certificate or an appropriate medical category if the instructor’s activities involve flight duties in an actual aircraft.

(b) Phase 1 – Core: Flight instructors hold a Class 2 or Class 1 Flight Instructors Rating – Aeroplane, or its foreign equivalent, in accordance with Division XVII of Subpart 401 in order to provide practical flight instruction.

(c) Phase 2 – Basic: In addition to meeting the requirements of Paragraph (b), flight instructors providing practical flight instruction require: (i) An instrument rating; (ii) A multi-engine rating; and, (iii) Exposure to flight operations in a multi-crew environment sufficient to

meet the Phase 2 objectives as expressed in Subparagraph 427.66(2)(a)(ii).

(d) Phase 3 – Intermediate: Flight instructors providing practical flight instruction require: (i) A valid commercial or airline transport pilot licence, or its equivalent; (ii) An instrument rating; (iii) Flight experience operating a turbine powered, commuter or transport

category aeroplane in a multi-crew environment; and, (iv) A current type rating on the aeroplane that is being used for practical

training. (e) Phase 4 – Advanced: Flight instructors providing practical flight instruction

require: (i) An airline transport pilot licence, or its equivalent; (ii) Experience operating a multi-engine, turbine powered, transport category

aeroplane certificated to be operated by two or more pilots; and (iii) A current type rating on the aeroplane that is being used for practical

training.




APPENDIX A - TC MPL PROGRAM DATA COLLECTION FORM





APPENDIX B - TC MPL TRAINEE STUDENT NUMBER TO TC FILE NUMBER FORM






APPENDIX C - TC MPL COURSE DATA COLLECTION FORM (PHASE 1)






APPENDIX D - TC MPL COURSE DATA COLLECTION FORM (PHASE 2)






APPENDIX E - TC MPL COURSE DATA COLLECTION FORM (PHASE 3)






APPENDIX F - TC MPL TRAINEE DATA COLLECTION FORM





APPENDIX G - TC MPL GRADUATE DATA COLLECTION FORM (PHASE 4)






APPENDIX H - TC MPL LINE CHECK EVALUATION FORM






APPENDIX I - TRAINING EVENT ASSESSMENT REPORT





APPENDIX J - MPL CONVERSION PROCESS

(1) The following paragraphs are intended to provide basic information pertaining to those individuals who have been issued a Canadian MPL and are seeking the privileges associated with traditional Canadian pilot licenses. The following has been provided for information purposes only and may not cover every circumstance. Since personnel licensing regulations are being amended to include the MPL and subject to further change, it is strongly recommended individuals contact Transport Canada Headquarters – Personnel Licensing prior to making an application.

(2) Holder of a Canadian MPL seeking the issue of a Canadian PPL.

Minimum Age

Medical Category

The minimum age and medical category necessary for the issue of an MPL exceed those required for the issue of a PPL.

Knowledge Requirements

An applicant who has successfully completed a PPC within 24 months preceding the application date is considered to meet the knowledge requirements.

Experience Requirements

An applicant who holds an MPL is considered to meet the private pilot training requirements

Skill Requirements

The applicant must have successfully completed a flight test conducted to the standard outlined in Flight Test Standard Private and Commercial Pilot Licences - Aeroplanes (TP2655E) within12 months preceding the application date.

NOTE: An instrument rating will be issued with the licence. Reference: NPA 2008-159 – Section 421.26

(3) Holder of a Canadian MPL seeking the issue of a Canadian Commercial Pilot Licence (CPL).

Minimum Age

Medical Category

The minimum age and medical category necessary for the issue of an MPL meet those required for the issue of a CPL.


An applicant who has successfully completed a PPC within 24 months of the application date is considered to meet the knowledge requirements.


An applicant who holds an MPL and who has completed 42 hours of pilot-in-command flight experience of an aeroplane is considered to have satisfied the experience requirement for the CPL. The 42 hours shall include at least 5 hours of solo flight time by night, during which a minimum of 10 take-offs, circuits and landings were completed, and a solo cross country flight to a point of a minimum of 300 nautical mile radius from the point of departure and shall include a minimum of 3 landings at points other than that of departure.


Skill Requirements

The applicant must have successfully completed a flight test conducted to the standard outlined in Flight Test Guide Commercial Pilot Licence — Aeroplane (TP13462E) within12 months preceding the application date.


(4) Holder of a Canadian MPL seeking the issue of a Canadian Airline Transport Pilot Licence (ATPL). (a) When the applicant for an ATPL holds an MPL but does not hold either a PPL or

CPL, the issued ATPL will not bear the blanket type rating “All aeroplanes with a minimum flight crew requirement of one pilot excluding high performance”, but will be endorsed only with a type rating for each type already endorsed on the MPL.

Minimum Age Applicant must be at least 21 years of age.

Medical Category

The minimum medical category necessary for the issue of an MPL meets that required for the issue of an ATPL.


An applicant who holds an MPL and has within the 24 months preceding the application passed a pilot proficiency check in an aeroplane of a type endorsed on the MPL is considered to meet the knowledge requirements.


The applicant must have achieved a minimum of 1500 hours total flight time. This time shall include a minimum of 250 hours of PIC time unless the applicant has successfully completed a competency-based ATPL training program (see NPA 2008-157 – Section 421.11 for more information). Additionally, 200 hours of cross-country time of which 25 hours shall have been by night and 100 hours as PIC. Also 75 hours if instrument flight time of which a maximum of 25 hours may have been acquired in an approved FSTD is required. Instrument time acquired in the FSTD shall not be applied toward the 1500-hour total flight time requirement. An applicant who holds an MPL is considered to meet the requirement to have completed 65 hours of commercial pilot flight training.

Skill Requirements

Within the 12 months preceding the date of application for the licence, an applicant for an ATPL has successfully completed an IFR pilot proficiency check in an aeroplane of a type endorsed on the MPL and a Commercial Pilot Flight Test to the standard outlined in the Flight Test Guide Commercial Pilot Licence — Aeroplane (TP13462E). Note: An applicant who holds a Commercial Pilot Licence -Aeroplane Category is considered to have met the skill requirement of the Commercial Pilot Flight Test.





Figure 2: Airline Licensing Pathway

A ir lin e C a p ta in

A ir lin e C o -P ilo t

M u lt i-c re w &typ e ra t in g

tra in in g

C o m m e rc ia l P i lo tL ic e n c e

P r iv a te P i lo tL ic e n c e

S in g le p ilo ttra in in g

S tu d e n t P ilo t

M u lt i -c re w P ilo tL ic e n c e

M u lt i -c re wp ilo t tra in in g

& T yp eR a tin g

T ra in in g

B r id g in g tos in g le p i lo t

c o m p e te n c ie s

A ir l in e C o -P ilo t

M u s t s u c c e s s fu llyc o m p le te a

C P L (A ) f l ig h t te s tto h a v e re s tr ic t io n

lif te d

A ir lin e L ic e n s in g P a th w a y

A T P L A T P L(R e s tr ic te d )

M u lt i -e n g in era tin g &

in s tru m e n t ra t in g







Documents

Multi-Crew Pilot Licence Training Program Guide Program Guide v1.pdf · Multi-Crew Pilot Licence Training Program Guide - Flight Training - Version 1. Issued 30 March 2009