1

Knowledge Alliance in Air Transport

RECOGNITION OF PRIOR LEARNING AND WORK

EXPERIENCE IN AVIATION

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This project has been funded with support from the European Commission. This publication [communication]

reflects the views only of the author, and the Commission cannot be held responsible for any use which may

be made of the information contained therein. Project Nº 588060-EPP-1-2017-1-RO-EPPKA2-KA

Disclaimer

This resource was funded by the European Commission via the Erasmus + Programme of the European Union.

Further, the authors does not give warranty nor accept any liability in relation to the content of this work.

RECOGNITION OF PRIOR LEARNING AND WORK

EXPERIENCE IN AVIATION

Knowledge Alliance in Air Transport

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Authors

Coordinator: University Professor Sorin Eugen ZAHARIA, Ph.D., Politehnica University of Bucharest

University Professor Steliana TOMA, Ph.D., Politehnica University of Bucharest

Prof. Doris Novak, University of Zagreb

Assist. Prof. Tomislav Radišić, University of Zagreb

Lecturer Casandra PIETREANU, Ph.D., Politehnica University of Bucharest

Dan Potolea, Ph.D., University of Bucharest

Mariana Mocanu, Ph.D., Politehnica University of Bucharest

Adina-Roxana MUNTEANU, Ph.D., Politehnica University of Bucharest

Mira Pavlinović, PhD, University of Zagreb

Ruxandra – Elena BOC, Politehnica University of Bucharest

Anca GHITA, Romanian Civil Aeronautical Authority

Andreea RADA, Romanian Civil Aeronautical Authority

Eugenia MALEVANCIUC, Politehnica University of Bucharest

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1 Contents

2 Introduction ...................................................................................................................................... 9

2.1 Aim and context of the document ....................................................................................................................................... 9

2.2 Stakeholders and target of this document ........................................................................................................................ 10

2.3 Structure of the report ...................................................................................................................................................... 12

3 Recognition of Prior Learning and Work Experience in Aviation .....................................................13

3.1 The Role and Importance of Lifelong Learning and Recognition of Prior Learning .......................................................... 13

3.2 RPL – Conceptual framework .......................................................................................................................................... 15

3.2.1 RPL Concept ............................................................................................................................................................... 16

3.2.2 Recognition of Prior Learning (RPL) Matrix: A conceptual tool .................................................................................... 18

3.2.3 Principles regarding RPL ............................................................................................................................................. 20

3.2.4 Recognition of Formal Learning and Recognition of Prior Learning and Work Experience ......................................... 21

3.2.5 The Validation of Non-formal and Informal Learning and Work Experience: ............................................................... 22

3.2.6 Validation versus Recognition ...................................................................................................................................... 22

3.3 Recognition of Prior Learning and of Work Experience in Aviation Sector ....................................................................... 24

3.3.1 Competence Based Training in Aviation ...................................................................................................................... 24

3.3.2 Competence - Based Assessment ............................................................................................................................... 31

3.3.3 Methods of RPL ........................................................................................................................................................... 38

3.4 Recognition of prior learning when going to university ..................................................................................................... 46

3.5 Regulated trainings and recognitions ............................................................................................................................... 52

3.5.1 Technicians .................................................................................................................................................................. 52

3.5.2 Air Traffic Controllers (ATCO) – Basic ......................................................................................................................... 64

3.5.3 Pilot Licenses ............................................................................................................................................................... 66

3.6 Recognition of prior learning and work experience by a competent authority .................................................................. 72

3.6.1 Initiation steps for obtaining the License PART 66 ...................................................................................................... 73

3.6.2 Evaluation of the License File ...................................................................................................................................... 75

3.6.3 Examination process within RCAA .............................................................................................................................. 76

3.6.4 Recognition of studies by RCAA .................................................................................................................................. 82

Conclusions.............................................................................................................................................89

Resources for recognition .......................................................................................................................89

References ..............................................................................................................................................90

Appendix – Analysis and overview of NQF level descriptors (related to Ch. 2) .......................................93

ANNEX 1 - Definitions .............................................................................................................................97

ANNEX 2 – EASA FORM 19 .................................................................................................................100

ANNEX 3 - EASA Form 26 ....................................................................................................................102

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List of figures

Figure 1.1 Pathways for education and training in air transport ..............................................................11

Figure 3.1 Competency- based training components ..............................................................................30

Figure 3.2 The general process of validation of prior learning [35] ..........................................................49

Figure 3.3 Part 66 Aircraft Maintenance Licence (AML) – B1 and B2 categories with Group 1 Aircraft ..80

Figure 3.4 Part 66 Aircraft Maintenance Licence (AML) – B1 and B2 other than Group 1 Aircraft ..........81

Figure 3.5 PART 66 License, Category A, B1 - Mechanical, Non-Technical Studies ..............................84

Figure 3.6 PART 66 License, Category B2 - Avionics, Non-Technical Studies .......................................84

Figure 3.7 PART 66 License, Category A, B1 - Studies at Professional Aviation School ........................85

Figure 3.8 PART 66 License, Category B2 - Avionics, Studies at Professional Aviation School .............85

Figure 3.9 PART 66 License, Category A, B1 - Studies at High School Aviation ....................................86

Figure 3.10 PART 66 License, Category B2 - Avionics, Studies at High School Aviation .......................86

Figure 3.11 PART 66 License, Category A, B1 - Studies at Aeronautical University...............................87

Figure 3.12 PART 66 License, Category B2 - Avionics, Studies at Aeronautical University ....................87

Figure 3.13 The steps for applying for the aircraft license .......................................................................88

Figure 3.14 Application for PART-66 Aircraft Maintenance Licence (AML) page 1 ...............................100

Figure 3.15 Application for PART-66 Aircraft Maintenance Licence (AML) page 2 ...............................101

Figure 3.16 EASA Form 26 page 1 .......................................................................................................102

Figure 3.17 EASA Form 26 page 2 .......................................................................................................103

List of tables

Table 3.1 Synonyms for RPL ..................................................................................................................16

Table 3.2 Recognition of Prior Learning in aviation sector Matrix ...........................................................19

Table 3.3 Description of the Prior Learning Recognition in aviation sector .............................................19

Table 3.4 Some differences between Formal Learning and Work Experience Recognition ....................21

Table 3.5 Validation versus Recognition .................................................................................................23

Table 3.6 Principles of competence based assessment..........................................................................33

Table 3.7 Types of evidence required in the competence-based assessment ........................................35

Table 3.8 Competence-based assessment – Frequently asked questions .............................................36

Table 3.9 Matrix of qualification on basic subjects for each aircraft maintenance license category or

subcategory.............................................................................................................................................58

Table 3.10 Experience requirements for adding a new category or subcategory to an existing PART 66

licence .....................................................................................................................................................59

Table 3.11 Basic training course duration for Maintenance .....................................................................60

Table 3.12 Matrix preparations for the endorsement of an aircraft type on the license ...........................61

Table 3.13 Experience requirements in case of aeroplanes ....................................................................71

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List of abbreviations

APL Assessment of Prior Learning

APCL Accredited Prior Learning

APEL Accreditation of Prior Experimental Learning

ATCO Air Traffic Controller

ATOM Approved Testing Officer Manual

ATPL Airline Transport Pilot Licence

ATPL(A) Airline Transport Pilot Licence Aeroplane

ATPL(H) Airline Transport Pilot Licence Helicopter

BPL Balloon Pilot Licence

CASA Civil Aviation Safety Authority

CBT Competence-Based Training

CPL Commercial Pilot Licence

CPL(A) Commercial Pilot License Aeroplane

CROQF Croatian Qualifications Framework

CV Curriculum Vitae

CVET Continuing Vocational Education and Training

EASA European Aviation Safety Agency

ECTS European Credit Transfer and Accumulation System

ECVET European Credit System for Vocational Education and Training

EHEA European Area of Higher Education

EQF European Qualifications Framework

HE Higher Education

ICAO International Civil Aviation Organization

ICT Information and Communication Technology

IR Instrument Rating

KAAT Knowledge Alliance in Air Transport

LAPL Light Aircraft Pilot Licence

LAPL(A) Light Aircraft Pilot Licence for aeroplanes

LAPL(H) Light Aircraft Pilot Licence for helicopters

LAPL(S) Light Aircraft Pilot Licence for sailplanes

LAPL(B) Light Aircraft Pilot Licence for balloons

MPL Multi-Crew Pilot Licence

MTOM Maximum Take-Off Mass

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NQF National Qualifications Frameworks

OJT On-The-Job Training

PLA Prior Learning Assessment

PLAR Prior Learning Assessment and Recognition

PPL Private Pilot License

PPL(A) Private Pilot License Aeroplanes

PPL(As) Private Pilot License Airships

PPL(H) Private Pilot License Helicopters

QF Qualification Framework

QNQ Quadro Nacional de Qualificacoes (Portuguese Qualifications Framework)

RCAA Romanian Civil Aeronautical Authority

ROQF Romanian National Qualifications Framework

RPL Recognition of Prior Learning

RVA Recognition, Validation and Accreditation of Learning

SPL Sailplane Pilot Licence

SQF Sectoral Qualifications Framework

SQFAT Structure of the Sectoral Qualification Framework for the Air Transport

VET Vocational Education and Training

VFR Visual Flight Rules

VNFIL Validation of Non-Formal and Informal Learning

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2 Introduction

2.1 Aim and context of the document

This Report is a part of the research conducted on occupations and qualifications in air transport

under the Erasmus+ project ‘Knowledge Alliance in Air Transport’ (KAAT) with 15 partners from 5

countries and 11 associates under the coordination of University POLITEHNICA of Bucharest.

The main objective of this report is to:

1. Propose a methodology for recognition of prior learning and work experience in

aviation.

The document was elaborated by representative from:

University POLITEHNICA of Bucharest

Zagreb University

Romanian Civil Aviation Authority

The European Qualification Framework (EQF) is a common European reference framework

which links countries’ qualifications system together, acting as a translation device to make

qualifications more readable and understandable across different countries and systems in Europe.

EQF has three principal aims [1]:

• to promote citizens’ mobility between countries: EQF relate different countries’ national

qualifications systems and frameworks together around a common European reference – its

eight reference levels. The levels span the full scale of qualifications, from basic (Level 1, for

example school leaving certificates) to advanced (Level 8, for example Doctorates) levels;

• to facilitate their lifelong learning: as an instrument for the promotion of lifelong learning, the

EQF encompasses all levels of qualifications acquired in general, vocational as well as

academic education and training. Additionally, the framework addresses qualifications acquired

in initial and continuing education and training;

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• to facilitate the Recognition of the Prior Learning (RPL).

2.2 Stakeholders and target of this document

The Methodology for Sectoral Qualifications Framework and Recognition of Prior Learning and

Work Experience in Aviation helps the universities and training providers to describe their qualifications

in terms of learning outcomes, all stakeholders from aviation to understand or to create the links

between academic and vocational pathways, the links between regulated and non-regulated

qualifications.

In the same time, the Methodology helps employees to understand the connections between

different qualifications and to know how could acquire an international recognition of their study and

qualifications. Also, was described the tools for recognition, the link between different levels of

qualifications and the correlations between different countries in order to ensure a European recognition.

Recognition of competences and correlation of learning outcomes may provide support for

designing coherent professional pathways and complementarity of general training in the aviation field,

provided by high schools or universities and specific training for occupations in the sector.

When we refer to the air transportation, this subject does not follow the usual educational

pattern due to the strict requirements of the industry which is imposing the necessity of being licensed

and certified in order to be able to work in such an environment. The major question arising is to what

extent are universities capable of providing competent graduates ready for direct insertion in this highly

regulated field of work? Let see what the main pathways for education and training are.

There are two main pathways (Figure 1.1): the academic one, which consists in bachelor,

master and doctorate study programs, which can be followed by or can alternate with postgraduate

trainings; the vocational one, ensured by various training providers, such as airlines, handling

companies, regulatory bodies, private trainers, in compliance with European Aviation Safety Agency

(EASA) and International Civil Aviation Organization (ICAO) regulations. Our concern is to create as

many bridges as possible between the two pathways [2].

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Figure 2.1 Pathways for education and training in air transport

In order to enhance coherence of training in the air transport industry, dialogue among

universities, trainers, employers is crucial for the joint development of tools defining learning outcomes

for each training level, such as National Qualifications Framework (NQF), Sectoral Qualifications

Framework (SQF) or other specific systems such as those used by Eurocontrol, Competence Based

Assessment System (CBAS). The similarities of the two approaches, QF and CBAS consist in

similarities in structure and descriptors of competences and in ways of achieving progression through

qualifications levels. This theoretic attempt may be a first step towards highlighting the convergence

between the two components, education and training, and it might lead to significant harmonization for

the air transport field, a very interesting example due to the international standards and requirements

strictly supervised by the international aviation bodies [3].

The need for universities to become a part of the lifelong learning process is recognized in the

Charter of Lifelong Learning, which was presented by the European University Association in the

European Universities' Charter on Lifelong Learning in 2008 [4]. This document defines one of the basic

ways of actively involving the university in lifelong learning concept - specifically by introducing the

recognition of prior learning. In order to use all the potential and the benefits from higher education, it is

essential for universities to develop systems to assess and recognize all forms of prior learning. This is

particularly important in the context of lifelong learning in a global era where knowledge is acquired in

many different forms and places [4].

There are many challenges ahead of us in reforming the education and training system, so that

tomorrow’s working population has needed skills and competences to meet labour market demands in a

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better way and to reduce unemployment. When analysing the problems that employers encounter when

they look for an adequately educated workforce, it should be pinpointed that the possession of skills

represents the fourth factor/company growth risk and that 40% of employers in the EU do not find the

employees they need until 27% of jobs remain vacant due to inadequate availability of potential

employees on the labour market [5]. In a research conducted in the EU, knowledge-based learning

(vocational education) has resulted in a reduced unemployment rate. Individuals who have completed

vocational education find a job faster than those whose education is more general. Moreover, due to the

digital revolution that has been incorporated into the education process, the generation Z (between 1995

– 2010; Digital natives and Social networks) has changed the attitude towards education. They have

become the consumers of education who learn on the move (on the train, on the bus etc), outside the

classroom and out of their homes. They do not refer to learning as a commitment but as an experience.

2.3 Structure of the report

The report is organised around two main chapters:

• Chapter one gives a very generous description of the aim and context of this document;

• Chapter two is dedicated to the recognition of prior learning and work experience in

aviation.

The importance of Recognition of Prior Learning (RPL) and work experience (RPL) is highly

outlined by EU documents: ‘The validation of learning outcomes, namely knowledge, skills and

competences acquired through non-formal and informal learning, can play an important role in

enhancing employability and mobility, as well as increasing motivation for lifelong learning, particularly in

the case of the socio-economically disadvantaged or the low-qualified’ [6].

The report also presents the overall conclusions, the reference list and a list of further

resources.

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3 Recognition of Prior Learning and Work Experience in

Aviation

3.1 The Role and Importance of Lifelong Learning and Recognition of Prior Learning

Lifelong learning refers to all activities of acquiring knowledge, skills, attitudes and other values

throughout life with a purpose of their adoption or extension, within the personal, social or professional

development and work of an individual. In this context, lifelong learning is the basis for personal

development and for finding and constantly adapting to changing circumstances in personal life,

workplace and social life.

Lifelong learning paradigm values all kinds of learning – formal, non-formal and informal.

Recognition of prior learning or work experience and validation of non-formal and informal learning form

a cornerstone in the lifelong learning strategy. The essential tools in recognition are the learning

outcomes and the description of qualifications by Grid 1. Learning outcomes should be recognised

and valued, regardless of where and how they are achieved. Such recognition of non-formal and

informal learning enables learners to identify their starting point, gain entry to a programme of learning

at a particular level, achieve credits towards a qualification and/or achieve a full qualification based on

competences. It serves to motivate reluctant participants, add value to prior learning and save time and

money by reducing or eliminating the need to relearn what has already been learned. Similarly, it

enables society to benefit from skills acquired at no public cost [18]. In aviation to non-formal learning

we associate work experience which is essential in professional pathway.

In a rapidly changing world, it is useful and important for individuals to acquire competencies

through some form of learning in order to remain employable and to face challenges they could not have

previously anticipated. Formal qualification systems not always support that possibility because NQFs

are mostly focused on formal learning acquired in educational institutions. The idea of formalizing

knowledge, skills and competencies acquired outside the formal education system or accumulated

achieved by work experience and making learning ‘visible’ is the key value of recognition (including

evaluation) of non-formal and informal learning, or RPL. This value is a part of a political program in the

European Union through a set of common principles for the evaluation of non-formal and informal

learning, adopted by the European Council in May 2004. Its implementation has been supported by the

Guidelines for the Recognition, Evaluation and Accreditation of Outcomes of Informal and Informal

Learning of UNESCO and the European Guidelines for the Evaluation of Non-formal and Informal

Learning, developed by CEDEFOP 2009 [19].

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Challenges that the EU countries are currently facing in terms of rising youth unemployment

rates, shortcomings of competences relevant to the labour market and increasingly elderly populations

bring about non-formal and informal learning as a means of unlocking significant reserves of

underdeveloped human capital. Along these lines, in December 2012, the Council of the European

Union issued a recommendation recognizing the importance of non-formal and informal learning

pathways to tackle the problems of specific target groups, including young people, the unemployed and

unskilled people [20]. RPL could play a key role for workers who have already become redundant or

may become redundant in the future. With the help of RPL, their competencies become visible through

certification, which would serve as a basis for building new career opportunities through further

education or even through specific job training.

Social Factors - In some countries, RPL is recognized as a tool to promote and strengthen the social

integration of excluded and marginalized groups such as immigrants, refugees, unemployed, senior

workers and others. Such socially excluded individuals could gain easier access to the labour market,

further education and training and / or social recognition.

Aging of the population and migration - most western labour markets suffer from demographic and

globalization impact such as increased labour migration and ageing of population. For better mobility of

immigrants, RPL can be used to help them gain recognition of their competencies that will be

recognized in the labour markets through meta-qualification frameworks such as EQF. Also, senior

workers may become endangered by more qualified and certified jobs in the labour market. Through

RPL they could certify existing competencies and be more quickly promoted and get new and / or higher

qualifications.

Fast technological development – there are a few of economic sectors (e.g. ICT) where professionals

are constantly educated through non-formal and even more informal learning methods, such as on-the-

job training (OJT), to continue using the technology they use at work. Such workers could use RPL to

certify knowledge and skills that cannot be acquired by formal programs of education due to an ever-

increasing technological development rate.

Stakeholder awareness on recognition possibilities - as a result of policy development and

implementation of RPL pilot projects in some countries and sectors, stakeholders such as workers,

employers and professional associations have begun to appreciate the positive results that RPL offers.

Also in aviation, …authorities take in consideration the RPL for…. Increasing awareness has also been

accompanied by an increase in the number of motivated individuals and organizations that use them,

which has created a positive feedback effect and has led to increased use of RPL in several countries.

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In aviation, in some cases the work experience is a demand for some recognition and validation.

For technicians and pilots licences a master of months of work experience is necessary. This is

non-formal learning and work experience accumulation.

The RPL could be necessary when a person wants to change the professional pathway, for

example from academic to vocational. It is the case of a student who graduate aircraft engineering and

want to become pilot or aircraft technician.

3.2 RPL – Conceptual framework

The development of RPL began in the last century, firstly in France and the US where it was

used to obtain qualifications for former soldiers. Since then, it has been applied in other countries using

different methods and with some differences. RPL is supported by education institutions and employers,

and therefore has different effects on the society and the economy.

There are two main models: one is used for recognition of prior knowledge and skills to obtain

certification / full or partial qualifications and to exchange credits, and the other is used to facilitate the

continuing of education. There are various RPL definitions, depending on the literature. According to

the Organization for Economic Co-operation and Development (OECD) definition, Recognition of Prior

Learning (RPL) is the process of evaluating a non-formal and informal learning of an individual to

determine the level of gained learning outcomes, or the standard that an individual has achieved to

begin the qualification and / or to complete the qualification. Apart from this definition, there is other

definition according to European Guidelines for Validation of Learning outcomes achieved through

formal, non-formal and informal learning. It says: ‘The recognition of the Competent Authority shall

assess learning outcomes (knowledge, skills and / or other competencies) achieved by an individual

through formal, non-formal or informal learning, according to previously defined criteria and in

accordance with the evaluation standards. Evaluation usually leads to certification’ [21].

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3.2.1 RPL Concept

Several synonyms are used to refer to the same or similar terms. The table below synthetises the main

synonyms used for RPL.

Table 3.1 Synonyms for RPL

Abreviations Synonyms Used mostly in:

RPL Recognition of Prior Learning (RPL) South Africa, Australia, the United

States and some other countries

VNFIL Validation of Non-formal and Informal

Learning (VNFIL)

EU documents

RCC

Recognition of Current Competency New Zeeland

RVA Recognition, Validation and Accreditation

of Learning (RVA)

UNESCO

PLA Prior Learning Assessment (PLA) USA, Sweden

PLAR Prior Learning Assessment and

Recognition (PLAR)

Canada

APL Accreditation of Prior Learning UK

APEL Accreditation of Prior Experiential

Learning

UK

APLC Accreditation of Prior Certificated

Learning

UK

RNFIL Recognition of Non-Formal and Informal

Learning

OECD

VAE La Validation des Acquis de l’Experience

(VAE)

France

This is not a complete list because there are other names used in different countries for the

same concept. There is another tendency to define parts of the entire recognition process. For example,

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PLA includes three procedures: Assessment of Prior Learning (APL), Accredited Prior Learning (APCL)

and / or Accreditation of Prior Experimental Learning (APEL) [22].

This document, will use the concept ‘Recognition of Prior Learning and experience’

(RPL), because it is very frequently used in the air transport documents on that topic; by ‘prior

learning’ we will take into consideration the work experience, as well.

• Formal education or formal learning is defined as any institutional form of education,

including practical training or qualification programs prescribed by law, necessary for the proper

performance of a particular occupation. Tertiary education studies and programs are equally

integral to formal education. Upon the completion of such education, a public document shall be

issued stating that the holder has acquired certain qualification. Formal learning, which takes

place in the educational institutions, is recognized by the national authorities, and as a result,

diplomas, certificates and other form of public documents are issued. Formal learning

framework is in accordance with educational regulations regarding teaching and other

qualifications, or educational curricula.

• The definition of non-formal learning encompasses all forms of learning beyond the curriculum

of education and training after which qualifications are acquired. Non-formal learning takes

place outside formal learning environments but within some kind of organizational framework. It

arises from the learner’s conscious decision to master a particular activity, skill or area of

knowledge and is thus the result of intentional effort. But it does not need to follow a formal

syllabus or be governed by an external accreditation and assessment [23]. After such

programs, no special qualifications or professional licenses are awarded, but their participants

receive new information, deepen understanding of certain phenomena and shape their opinions

and significantly develop other skills and abilities. A sum of completed training programs can

result in the acquisition of new competencies. For this reason, it is necessary to adequately

formalize their recognition and evaluation. Non-formal learning is an addition to formal learning

or to its alternative.

• Informal learning refers to non-institutional learning, whether it takes place in a targeted or

unintentional (unconscious) way. In a high technical society, there are many available

information and knowledge resources that enable professional development for those

Recognition of Prior Learning (RPL) - includes evaluation of previously acquired learning outcomes

and competences gained previously acquired formal, non-formal and informal learning.

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interested. Informal learning takes place in everyday situations, social environment, in the

workplace, in the community, or through the interests and private activities of individuals. It

involves the acquisition of new competences beyond formal curricula conducted by an

educational institution (without the help of lecturers / instructors / trainers), independently, with

the aim of achieving specific learning outcomes and / or by involuntary (unconscious) learning.

In some cases, informal learning uses the term experiential learning (which can be understood

as practical, empirical learning), as it relates to acquiring knowledge through experience.

Typically, people acquire basic and permanent competences through formal education (e.g.

competences acquired in schools and at universities). The growing importance of non-formal and

informal learning stems from the fact that people learn everywhere and continuously. Furthermore, non-

formal and informal learning are much more important and relevant to individuals which are currently

outside the formal education system. These include early school leavers, unemployed, disabled groups,

adults and elderly people.

3.2.2 Recognition of Prior Learning (RPL) Matrix: A conceptual tool

Recognition of Prior Learning to obtain a certain qualification certification can be required in

many situations which can be differentiated by:

➢ The level of qualification required:

a. for an occupation of the same level of qualification;

b. for an occupation of a higher level of qualification;

c. for an occupation of a lower level of qualification;

➢ The context / space of recognition/:

A. Organizational

1. Unregulated;

2. Regulated

B. Geographic

1. National

2. European

3. International

The last one is recommended, as well, in the reference literature, regarding the validation

process: ‘Validation is considered on four different levels or perspectives: European, national,

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Name of qualification

Context space of recognition

organizational and personal. All four are considered equally important and should be taken into account

throughout the validation process1‘.

It results about 15 possible combinations / situations (Table 3-2) that can be of a

person/organization interest, each of them with its procedures.

Table 3.2 Recognition of Prior Learning in aviation sector Matrix

Levels of qualification recognised by RPL

a. A lower level of

qualification

b. The same

level of

qualification

c. A higher level

of qualification

A.

Organizational

1. Unregulated A1.a

A1.b

A1.c

2. Regulated A2.a A2.b A2.c

B. Geographic

1. National

B1.a

B1.b

B1.c

2. European B2.a

B2.b

B2.c

3. International B3.a

B3.b

B3.c

The situation of RPL for a certain qualification in aviation can then be in detail described in a

table like this (Table 3-3):

Table 3.3 Description of the Prior Learning Recognition in aviation sector

No. Description Obs.

A1.a

A1.b

A1.c

…

B3.c

The RPL Matrix can be used as a conceptual tool for, at least, two purposes:

1 https://upcommons.upc.edu/bitstream/handle/2117/85423/Supporting%2C%20Evaluating%20and%20Validating%20Inform

al%20Learning%20-%20Reviewed.pdf

20

a) the identification of the specific situations of PLR for the aviation sector; it is supposed

that not all the 15 situations are available in this sector, so it can become one task of

the research;

b) the differentiation between Recognition of Prior Formal Learning (RPFL), Recognition of

Prior non-formal and informal Learning (RPniFL).

Possible Questions?

In order to solve these, the RPL Matrix will be used to find answers for questions like these:

• Which are the frequent situations of RPL in the aviation sector?

• Are all of these regulated by formal documents?

• Is it oriented to the recognition of a part / full qualification?

• On what kind of standards is based: educational, occupational, qualification, assessment

standards?

• Under the responsibility of whom are RPL in aviation?

• Which are the situations in the aviation sector incompatible with RPL ?

• For what period of time is the RPL validated? (ex: France, VAE - 5 years; RO, accordingly to

the situation, see 3.6)

• In the aviation sector, prior learning and work experience are validated in an autonomous or

self-contained way or it links the assessment of any kind of learning to the validation

proposed in the formal education and training system? etc.

3.2.3 Principles regarding RPL

The following principles have been identified:

• Recognition of pre-acquired sets or units of learning outcomes is a process recognizing the

existence of units of learning outcomes in the register of national qualification’s framework.

This recognition is approved by a public document issued by an institution

authorized to implement a program for acquiring or by an institution approved for

evaluating sets of units of learning outcomes. Previously acquired unit of learning

outcomes is the smallest unit of learning outcomes acquired by formal, non-formal and / or

informal learning, and it is demonstrated in the evaluation process.

• Validation of competencies previously acquired by formal, non-formal and informal learning

(recognition of prior learning in a wider sense) is the process conducted according to the

predefined and accepted criteria and standards. Those criteria are defined by the relevant

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evaluation programs from the register that is a part of the national qualification framework. It

also includes the procedures for issuing certificates of an authorized institution or

organization which guarantee that they are able to perform the evaluation process and to

possess the needed learning outcomes. The recognition of previously achieved learning

outcomes can also be carried out for learning outcomes that are not in the register of the

national qualification framework and are acquired through formal education and are proved

by a public document issued by an authorized institution.

• The program of validation of units of learning outcomes is a description of a standardized

learning outcomes assessment process in relation to sets of learning outcomes and

qualification standards from a national register. It outlines the learning outcomes,

assessment methods, organization and duration of exams, the examiners, the insurance of

the credibility of the valuation, etc.

3.2.4 Recognition of Formal Learning and Recognition of Prior

Learning and Work Experience

Between the assessment of the formal learning and the assessment of the prior non-formal,

informal and work experience, there are some important differences (Table 3-4):

Table 3.4 Some differences between Formal Learning and Work Experience Recognition

No. Criteria Formal Learning

Recognition

Non-formal, informal

and Work Experience

Recognition

1 How is the person

evaluated?

Together with the

colleagues group /year

of study.

Individual.

2 Who is the

assessor?

The teacher. A different person then

the teacher.

3 When is evaluation

realised?

Periodically,

established by

institution according to

the requirements of

the documents.

Only at the person

request and decision.

4 What are

assessed?

It is supposed that all

the competences of a

given qualification.

Full qualification, or,

where applicable, part

qualification.

5 The preparation of

evaluation

A very general and

common information

offered by curricula,

and the teacher of a

The evaluation situation,

date, context, methods

are discussed in advance

together with the

22

No. Criteria Formal Learning

Recognition

Non-formal, informal

and Work Experience

Recognition

certain subject. evaluator.

6 Relation with the

professional

standards

Related to education

and training standards.

Related to occupational

and the assessment

standards.

3.2.5 The Validation of Non-formal and Informal Learning and Work

Experience:

According to Council Recommendation (2012) [20], RPL stages include, as appropriate, the

following elements in arrangements for the validation of non-formal and informal learning, whilst allowing

each individual to take advantage of any of these, either separately or in combination, in accordance

with his/her needs:

a) IDENTIFICATION of an individual's learning outcomes acquired through non-formal, informal

learning and work experience;

b) DOCUMENTATION of an individual's learning outcomes acquired through non-formal, informal

learning and work experience;

c) ASSESSMENT of an individual's learning outcomes acquired through non-formal, informal

learning and work experience;

d) CERTIFICATION of the results of the assessment of an individual's learning outcomes acquired

through non-formal and informal learning in the form of a qualification, or credits leading to a

qualification, or in another form, as appropriate;

3.2.6 Validation versus Recognition

Within the aviation sector of professional pathways, we add the situation to assess validated

and recognised prior learning. For clarification of the concept of recognition and validation, we have

done the comparation in Table 3-5.

23

Table 3.5 Validation versus Recognition

Validation versus Recognition

Validation in Council Recommendation (2012)

of 20 December 2012 on the validation of non-

formal and informal learning (2012/C 398/01)

Recognition in air transport – ICAO

1. This document speaks about validation of non-

formal & informal learning.

1. In aviation we speak about recognition of formal

prior learning conducted within another

educational way: academic or Vocational

Education and Training (VET) or by experience,

eventually by on job training.

2. The definition of validation means a process of

confirmation by an authorised body that an

individual has acquired learning outcomes

measured against a relevant standard.

1. Identification

2. Documentation

3. Formal assessment

4. Certification

2. Annex 1 of ICAO refer to licence.

The expression ‘licence’ used throughout this

Annex has the same meaning as the expressions

‘certificate of competency and license’, ‘license or

certificate’ and ‘license’ used in the Convention.

Similarly the expression ‘flight crew member’ has

the same meaning as the expressions ‘member of

the operating crew of an aircraft’ and ‘operating

personnel’ used in the Convention while the

expression ‘personnel other than flight crew

members’ includes the expression ‘mechanical

personnel’ used in the Convention [37].

1. Identification – privies learning & experience

2. Documentation for the previous learning &

experience

3. Formal assessment and validation (see

Figures from subchapters: 3.6.4) done by licencing

authority could be another body different to

provider of training, referring To EASA on ICAO

documents and national regulations.

4. Licencing

24

Recognition of prior learning means the validation

of learning outcomes, whether from formal

education or non-formal or informal learning.

Recognition of prior learning achieved in university

within internships, job experience, not recognition

of non-formal learning.

Informal learning could be also considerate

accumulated during work experience.

Learning outcomes achieved during studies /

internship will be add by work outcomes (informal

learning, work experience).

3.3 Recognition of Prior Learning and of Work Experience in Aviation Sector

3.3.1 Competence Based Training in Aviation

Concept of the Competence-Based Training (CBT) has been applied in aviation for several

years. The concept and the methodology developed during the 1950s became a mainstream concept

sometime in the 1980s [24]. The reason for applying this concept lies in the fact that a person who

carries out certain tasks in aviation must meet strictly prescribed standards. Fulfilling these standards in

terms of theoretical knowledge and practical skills is a prerequisite for person’s licensing by a competent

regulatory body, which guarantees that the person is able to perform tasks prescribed by a specific job.

The traditional way of training was based on the criterion of satisfying the minimum

requirements for acquisition of certain knowledge, skills and attitudes, to achieve a certain qualification

required for a license. This qualification can be in line with a formal assessment and validation process

that is obtained when a competent body determines that the individual has achieved prescribed learning

outcomes. This is the formal definition of qualification according to the EQF (EQF for LLL) [25]. CBT

differs from the traditional way of training [26]. The CBT does not conceptually differ from the underlying

EQF principle where a learning outcome is defined as a statement of what a learner knows, understands

and is able to do upon the completion of a learning process. Learning outcomes are specified in three

categories - as knowledge, skills and autonomy & responsibility. This shows that qualifications - in

different combinations – encompass a wide range of learning outcomes, including theoretical

knowledge, practical and technical skills, attitudes and others (see Figure 2.3).

In Manual on Air Traffic Controller Competency-based Training and Assessment [24] ICAO

defines knowledge, skills and attitude as follows:

25

• Knowledge: specific information required enabling a learner to develop and apply the skills and

attitudes to recall facts, identify concepts, apply rules or principles, solve problems, and think

creatively in working environment. Knowledge is an outcome of the learning process.

• Skill: an ability to perform an activity or action. It is often divided into three types: motor,

cognitive and metacognitive skills. Skills are developed over time and with practice.

• Attitude: a continuous internal mental state or disposition that influences an individual’s choice

of personal action towards some object, person or event and that can be learned. Attitudes

have affective components, cognitive aspects and behavioural consequences. To demonstrate

the ‘right’ attitude, a learner needs to know how to behave in a given context.

In this context, competences are defined as a combination of skills, knowledge and attitudes

required to perform a task to the prescribed standard. It can be observed that it is the EQF approach

(see Chapter 2).

Standardization in aviation is of great importance because it has a positive impact on the

establishment and maintenance of a high-level uniform civil aviation safety. CBT enables the training

and assessment of a person during a certain period (depending on the job he/she is trained for) in

accordance with standards that define the levels of knowledge, skills and autonomy. The CBT and the

assessment provide a clear picture of what an individual can do (outcome of training), ensure that the

prescribed standards are achieved and, what is very important for aviation, train people to know what

should be done in their workplace.

Prior to the assessment, a candidate for CBT must undergo structured training to ensure that

occupational standards are achieved. These standards are defined as licences, ratings or

endorsements. Accordingly, training should be planned in such a way that the skills, knowledge and

behaviours that are to be taught are elaborated in detail. In addition, the training plan should be

structured in such a way to logically follow the training segments, explain the used methods and explain

the way in which records will be kept. It is also necessary to elaborate how and when assessments

should be performed. CBT Implementation Plans, that are structured in this way, should be supported

by appropriate documentation and made available to training staff. Finally, the implementation of the

plan must be monitored and controlled by responsible persons.

A person cannot be awarded an endorsement, a licence or a qualification unless the person is

assessed in accordance with appropriate standards. In order to ensure the quality of the assessment,

the set standards must be measurable, objective, valid, authentic, sufficient and current. Therefore, CBT

and assessment procedures are the most important, rigorous and objective way of individual

assessment in relation to the prescribed standard. Teaching methods may differ in different training

26

organizations, but the final outcome must be that a trainee meets a consistent and appropriate

standards and requirements.

Assessment is a process of comparing evidence of individual achievements with respect to the

standard. According to [27], assessment means the evaluation of practical skills leading to the issue of

the license, rating and / or endorsement (s) and their revalidation and / or renewal, including behaviour,

and practical application of knowledge and understanding, being demonstrated by the person being

evaluated.

Collecting evidence should be carried out according to established principles. This means that

the evidence must cover all the performance criteria and knowledge of the standard being validated, that

the evidence should be collected by the assessor (authenticity), sufficient evidence should be collected

for establishing the competence of an individual and based on performance criteria and all aspects of

competence (sufficiency).

Assessment can be demonstrated on an example of a multi-pilot license (MPL) [7]. The

applicant for the MPL should demonstrate performance in all 9 competency units. These are the

competency units: apply human performance principles including principles of threat and error

management, perform aeroplane ground operations, perform take-off, climb, cruise, descent, approach,

landing and after landing and aeroplane post-flight operations. The demonstration of the performance

should be at the advanced level of competency required to operate and interact as a co-pilot in a turbo-

jet multi-crew aeroplane, under visual and instrument conditions. The assessment should confirm that

control of the aeroplane or situation is always maintained, in order to ensure the successful outcome of

a procedure or manoeuvre. The applicant should consistently demonstrate the knowledge, skills and

attitudes required for the safe operation of a certain aeroplane type, in accordance with the MPL

performance criteria.

The assessment should be based on clear performance criteria, multiple observations should be

done, and the assessment should be valid and reliable. Performance criteria are simple statements of

necessary learning outcomes that meet the criteria for achieving the required level of performance.

Thus, the performance criteria are simple, evaluative statements on the achieved learning outcomes

and their elements a description of the criteria used to assess whether the required level of performance

is achieved [12].

Measurability in the assessment is achieved by setting different levels within a standard. They

ensure that the required skill, knowledge and attitude are achieved at a clear and defined level.

In order to acquire aircraft maintenance licenses for category A, B1, B2, B3 and C, knowledge

levels are prescribed by the basic knowledge requirements. The knowledge level indicators are defined

at 3 levels as follows [12]:

27

• LEVEL 1: Familiarisation with the principal elements of the subject. An applicant should be

familiar with the basic elements of the subject and should be able to give a simple description of

the whole subject, using common words and examples, and should be able to use standard

terms.

• LEVEL 2: General knowledge of the theoretical and practical aspects of the subject and an

ability to apply that knowledge. An applicant should be able to understand the theoretical

fundamentals of the subject, should be able to give a general description of the subject using,

appropriate, typical example. The applicant should be able to use mathematical formulae in

conjunction with physical laws describing the subject, should be able to read and understand

sketches, drawings and schematics describing the subject, and should be able to apply

knowledge in a practical manner using detailed procedures.

• LEVEL 3: A detailed knowledge of the theoretical and practical aspects of the subject and a

capacity to combine and apply the separate elements of knowledge in a logical and

comprehensive manner. The applicant should know the theory of the subject and

interrelationships with other subjects, should be able to give a detailed description of the subject

using theoretical fundamentals and specific examples. The applicant should understand and be

able to use mathematical formulae related to the subject, should be able to read, understand

and prepare sketches, simple drawings and schematics describing the subject. The applicant

should be able to apply his knowledge in a practical manner using manufacturer's instructions,

and should be able to interpret results from various sources and measurements and apply

corrective actions where appropriate.

For each category of aircraft maintenance licence, different levels apply to subjects that define

basic knowledge needed. For example, in module 1. Mathematics (subject 1.1. Arithmetic), required

level of knowledge for category A licence will be 1, and for category B1, B2, and B3 will be 2 [22].

In Specifications for the ATCO Common Core Content Initial Training [28], which is in

accordance with the Commission Regulation (EU) 2015/340 [27] on air traffic controllers’ licences and

certificates, syllabi structure is defined in the way that each syllabus is divided into subjects, which are

divided into topics that are again divided into sub-topics. This structure is used to create and classify the

objectives: one objective of one subject is linked to all other subjects and one or several objectives are

linked to each sub-topic. The number of objectives contained within a sub-topic does not necessarily

indicate how long it should take to acquire that sub-topic. In addition, there are 5 levels for classifying

training objectives [28]:

28

• Level 1: Basic knowledge of the subject. It is an ability to remember essential parts, to

memorise data and retrieve it.

• Level 2: An ability to understand and to discuss the subject matter intelligently in order to

represent and act upon certain objects and events.

• Level 3: A thorough knowledge of the subject and the ability to apply it with accuracy. The ability

to use knowledge to develop plans and activate them.

• Level 4: The ability to establish a line of action within known applications following the correct

chronology and using an adequate method to resolve a problem situation. This involves the

integration of known applications in a familiar situation

• Level 5: The ability to analyse new situations in order to elaborate and apply one or another

relevant strategy to solve a complex problem. The main characteristic is that the situation is

qualitatively different to all previous situations, and therefore requires judgement and evaluation

of options.

In the Commission Regulation (EU) 2015/340 [27] which regulates ATCO training, the

performance objective is defined as a clear and unambiguous statement of the performance expected

by the learner, the conditions under which the performance takes place and the standards that learner

should meet.

In order to achieve objectivity, standards must not be burdened with personal feelings and

prejudices, so that the assessor can act in accordance with the measurability of the activity. Accurate

assessment of an individual's competence is possible only with the evidence gathered in an objective

and professional manner.

Evaluation of competencies requires a broader view of assessors' evaluation of individual’s

performance, or an integrated and holistic approach to the assessment. Approaches to assessment do

not differ much from those used in RPL. CBT can use formative assessments and summative

assessments.

Formative assessment is a part of the learning process enabling the trainee to progressively

build on competencies already acquired and should aid learning by identifying gaps as learning

opportunities. At the formative assessment, instructors provide feedback to the trainees about the

progress, they have achieved, towards achieving the final competence standard.

Summative assessment is an approach in which an individual demonstrates the appropriate

competences during training. In this way, it is possible to evaluate the work of an individual and collect

the appropriate evidence. Summative assessment is carried out at certain stages of training, and the

decision after evaluation is either ‘competent’ or ‘not competent’. Additionally, it is possible to conduct

29

oral assessments, examinations (to evaluate theoretical knowledge), and other methods (projects, group

assignments).

The ICAO ATCO competency framework [24] provides a set of generic

competencies that are necessary to perform a job of an air traffic controller. The

competency framework provides a comprehensive list of observable behaviours

associated with each of the competencies. Competency standards apply to all observable

behaviours and relate to compliance with the standards and procedures, rules and

regulations as described in the relevant documents. One of the tools used to establish a

person’s competence and to gain a qualification is competency element or standard. It is

an action that clearly defines the task, the triggering event and the finishing event. It

clearly defines task’s limits and the outcome. It is applicable to all observable behaviours

and is related to compliance with the standards and procedures, rules and regulations as

described in the relevant documents [24]. A competency standard is comprised of five

components which are: units, elements, performance criteria, range of variables and basic

knowledge. All these components must be understood and applied during an assessment.

Flight instructors and assessors must be familiar with and comfortable with using

competency standards. The flight standards developed and promoted by Civil Aviation

Safety Authority (CASA) are unique. They differ from national industry standards

controlled and administered by the Department of Education, Employment and Workplace

Relations (DEEWR) which are applicable to many industries (including aviation) in

Australia. The CASA standards are designed to complement the aviation flight training

regime and have been simplified to accommodate the training that flight instructors

undergo. Tools are devices used to assist and simplify the completion of a task. In the

CASA competency-based training assessment system some examples of tools that can be

used to assist and simplify the task of assessment are:

• Flight standards;

• Achievement records;

• Training records;

• Pilot’s log books;

• Examination results;

30

• Instructions for assessors and candidates;

• CASA flight test forms; and

• Approved Testing Officer Manual (ATOM)

Competency – based training components (CBT) Figure 3-1 can be used for RPL

in higher education. In addition, the qualification awarded by a higher education institution

can be used to acquire the appropriate license or authority. Furthermore, an example of

the university study program of Aeronautics is the programme at the Faculty of Transport

and Traffic Sciences of the University of Zagreb, where undergraduate study module for

professional (commercial) pilots is structured in a way to follow the theoretical knowledge

prescribed by the Acceptable Means of Compliances and Guidance Material to PART-FCL

[7]. All the subjects prescribed by this document are included in the study program, with

additional courses in which engineering skills and knowledge are developed. The program

is Level 5 according to EQF and carries 180 ECTS. Upon student’s request, the CAA may

verify the frozen ATPL endorsement in a way to recognise faculty’s exams in terms of the

required level of theoretical knowledge. This is allowed only if the institution (the faculty/the

programme) is approved by the Agency. It is important to emphasize that the subjects of

the study program are carried out in a much larger extent than prescribed by the

regulation. The same methodology applies to the undergraduate study of Aeronautics for

the ATCO module.

Figure 3.1 Competency- based training components

Based on the RPL methodology, it is possible to grant certain endorsement or

licenses to persons who intend to enrol into the study program (modules for commercial

pilot or ATCO). Thus, the process of evaluating informal and non-formal learning for

31

enrolment and continuation of studies in the undergraduate study program of aeronautics

applies only to those candidates who have completed four-year high school education

before 2010 and who have or have had an air traffic controller license or appropriate

commercial pilot licences. Based on such license, it is considered that the candidate

successfully completed informal education that was organized and structured outside of

the higher education system and that he / she acquired the relevant informal education

with the work of the license as an air traffic controller.

Determination and documentation of evidence is carried out based on an ATCO

license. The licence, which is not valid at the time of submission, confirms that the

candidate has successfully completed non-formal education outside the institution of

higher education. It is also an evidence of the competences acquired by the candidate and

is treated as evidence from work or the physical evidence from work related to targeted or

specific outcomes. This is an evaluation method used to extract evidence. The ATCO

licence is the proof that the candidate has successfully completed basic training, rating

training, and unit training. Additional evidence suggests that the candidate has completed

continuation training and development training. For candidates who meet the requirements

for enrolment (having completed four-year high school education), an assessment is

carried out. The methodology and process of evaluating non-formal and informal learning

is based on the guidelines for the practical implementation of RPL, which include:

• Initial information, orientation and determination of evaluation purpose

• determination and brief documentation of evidence of prior learning

• Usage of an appropriate evaluation method

• Interpretation of evidence and assessment of achieved learning outcomes

Under certain conditions, the Faculty allows exemptions, as an ATCO candidate is

considered accredited by the evaluation process. The exception refers to a total of 19

subjects/courses. The methodology is also applicable to candidates with a professional

pilot license.

3.3.2 Competence - Based Assessment

3.3.2.1 Developing a culture of Competence - Based Education Assessment

Developing a culture of Competence – Based Education Assessment involves:

32

- Changing emphasis and weight from curricular content on contextually enabled skills and

capacities (content becomes illustrative, not determinant);

- Evaluation of professional qualifications / competences as public and transparent activity,

involving time, costs, special conditions;

- Developing a competence-based assessment system to inspire ‘trust and hope’ beneficiaries;

- Introduction of new methods, techniques, assessment tools, including alternative ones, to obtain

qualitative and qualitative data on student performance (see also: exam schedule, performance

level);

- Accreditation of several categories of institutions organizing professional competence

assessment;

- Increasing objectivity, transparency and accountability in assessing the competencies of

students / graduates / other beneficiaries.

3.3.2.2 The concept of ‘Competence-Based Assessment’

Competence-based assessment (CBA) is the assessment used to recognize a person's

qualification / skills.

• CBA - is a criterial, not a normative assessment - a person is evaluated by reporting to

standards / criteria, not to others;

• CBA - is based on records/evidence;

• CBA - is participatory, the evaluator negotiates with the evaluator the object, the date, the

place, the techniques evaluation, types of evidence requested;

• CBA - is achieved for all competencies associated with a qualification or occupation,

according to the occupational standard or just for one or more skills associated with a

qualification or occupation, according to the occupational standard;

• CBA - provides the individual with a variety of opportunities (occasions, contexts) to

demonstrate skills; no single evaluation method is used;

• CBA - the individual has to demonstrate in a number of ways that he is competent for longer

period;

• CBA - can be used for a variety of purposes: identification of learning needs (diagnostic

evaluation); getting feedback on progress in learning (formative assessment); recognition of

competences / qualifications (summative assessment); recognition of previous learning, no

33

matter where it was done (current assessment), the person evaluated not having to

complete the training program;

• CBA - assumes national standards of competence agreed by stakeholders in the field;

• CBA - is done by people who are specialized / authorized as assessors of competences (see:

Competence Assessor Standard);

• CBA - is centred on the individual; the rated person is the most important person in the CBA

process.

3.3.2.3 Principles of Competence-Based Assessment

Table 3.6 Principles of competence based assessment

Principles Defining Description Comments

Validity Evaluate what

needs to be

evaluated

The assessment of competencies is related to the professional standards / criteria established for that qualification;

There is full clarity on the content of competences to be assessed;

The required and obtained records are relevant to the qualification / competence and can demonstrate that the expected performance criteria have been met;

The required records are varied and enough to make evaluative assessments;

Evidence is obtained under conditions at least like those at the place (s) of work concerned;

‘Did I evaluate what I

proposed?’ -Validity

of the evaluation

system is related to

the evaluation

device, in particular

the construction of

samples, the

selection of criteria,

the correction of the

work / the

appreciation of all

records collected by

different methods.

Fidelity The evaluation is

consistent and

reproducible

The evaluator and the assessor determine, in advance, which competencies will be assessed;

Several evaluators participate;

It is based on evidence obtained in several situations / periods of time;

Multiple methods / techniques or assessment tools

Objectivity ... ....

Applicability The evaluation

system is

Required types of records are

obtained under acceptable conditions

34

realistically

conceived in terms

of sample

management,

processing and

presentation of the

results

of:

- time;

- pace;

- material resources;

- costs;

It is intended to avoid risks to the

health of those involved in the

assessment and the environment, the

equipment and the quality of the

products obtained.

Equitability The assessment is

non-discriminatory

and does not

detract from the one

evaluated against

other people from

the different actors

of the system.

The evaluated person:

- knows criteria based on to whom it will be evaluated;

- knows his / her assessor / evaluators;

- knows what is expected of him and what the assessment will be;

- is treated fairly, with no discrimination whatsoever;

- has the right to determine the entry into the assessment situation and to request, upon learning the outcome of the evaluation, the reassessment of certain competencies, possibly by other evaluators;

- the system is adapted to people with disabilities

To insure and verify

the authenticity of

the records: it refers

to the performance

of the evaluated

person, not to others.

Transparency Allows the various

actors of the system

to be informed.

Allows the various actors of the

system to be informed.

Allows the various

actors of the system

to be informed.

Flexibility Involves recognition

of competencies no

matter where they

were acquired,

negotiating the

situation in which

the evaluation will

be carried out,

resuming the

evaluation with

other evaluators.

Assessed access to assessment standards / criteria;

Negotiation of the methods, date and place of the evaluation in advance;

The evaluator's accessibility to several evaluation situations;

The right to challenge the outcome and to request reassessment by other assessors

Effectiveness It must allow for the Evaluation makes sense, allows for

35

improvement of the

decision

the establishment of links between effects and processes;

Allow differentiation of weaknesses and strengths;

Provide solutions, training / evaluation suggestions for further personal and professional development.

3.3.2.4. Types of evidence required in the competence-based assessment

Table 3.7 Types of evidence required in the competence-based assessment

Types of evidence Description Comments

Direct evidence They are obtained by observing performance at

work or under similar conditions. They are the

most desirable forms of evidence.

It is recommended to

supplement the direct records

obtained through observation

with indirect and additional

evidence obtained by other

methods.

Indirect records

Demanded in situations where performance

testing cannot be directly observed. In such

cases, there are required: the products of the

activity, the portfolios, the documents from the

place / jobs.

Additional

evidence

They contain assessments made by a third

party and can be in the form of: written

references, interviewing other people who can

provide additional information.

36

3.3.2.5. Competence-Based Assessment – FAQ

Table 3.8 Competence-based assessment – Frequently asked questions

No. Question Answers

1. Who seeks to identify, evaluate and

recognize learning outcomes achieved

in formal non-formal and informal

contexts?

Identifying, evaluating and recognizing learning

outcomes acquired in non-formal and informal contexts is

done individually and voluntarily, at the request of the

learner.

2 The diplomas and certificates awarded

by authorized / accredited institutions

following evaluation of learning

outcomes in non-formal and informal

contexts produce the same effects as

the other ways of assessment and

certification in the formal education and

training system for employment or

continuation education and training in

formal systems?

Yes

3 What is the scope of the process of

identifying, evaluating and recognizing

the learning outcomes achieved in

formal, non-formal and informal

contexts?

The process of identifying, evaluating and recognizing

the learning outcomes gained in formal, non-formal and

informal contexts is done for one competence, for more

competencies or for all competences associated with a

qualification.

4 How is a formal qualification /

professional competence formally

recognized?

Depending on the evaluation process carried out, the

following types of certificates with national recognition

are issued:

a) certificates of professional qualification - shall be

issued if the candidate has been declared competent for

all competences associated with a qualification or

occupation, according to the professional standard or the

occupational standard;

b) certificates of professional competence - shall be

issued if the candidate has been declared competent for

one or more competencies associated with a qualification

or occupation, according to the professional training

standard or the occupational standard;

c) Diplomas. The diplomas and certificates awarded by

authorized / accredited institutions following evaluation of

learning outcomes in non-formal and informal contexts

produce the same effects as the other ways of

assessment and certification in the formal education and

37

training system for employment or continuation education

and training in formal systems.

5. Who coordinates the process of

identifying, evaluating and recognizing

a professional qualification /

competency in a member state?

Coordination at national level

- Level is carried out by the Civil Aviation Authority from that country, according to the EU regulations.

6. What are the stages of the process of

identifying, evaluating and recognizing

a professional qualification /

competency?

1. The person wishing to be assessed for the recognition

of a professional/ vocational qualification/ qualification/

qualification standard/ other standards governing

qualifications shall appeal to an authorised/ accredited

assessment centre for that qualification, i.e. an

educational institution.

2. Prior to entering the evaluation process, the candidate

together with an evaluator (assessor) analyses the

professional performance against the contents of the

occupational standard/ vocational training standard /

other standards governing qualifications.

3. The assessor of the learning outcomes explains and

details upon request the content and provisions of the

occupational standard/ vocational training standard/ other

standards governing qualifications.

4. Depending on the outcome of the self-evaluation, the

assessor recommends that the candidate enter the

assessment process for the entire occupational standard/

professional training standard/ other qualification criteria

or for a part of it, or do not enter the evaluation process

until after having followed a certain training program.

5. The decision to enter into the evaluation process

belongs to the candidate who shall specify in to the

submitted application the competence units for which

he/she wishes to be evaluated from the list of

occupational standards/ professional training standards /

other criteria governing qualification, provided to him/her

on the assessor.

6. The assessor shall submit to the candidate the

evaluation methods to be used and shall established

schedule of the evaluation process in agreement with the

candidate.

7. The evaluation schedule is approved by the

management of the authorised / accredited institution for

38

the assessment of the respective qualification.

8. Each authorised/ accredited institution for the

assessment of qualifications/ professional skills

establishes the concrete assessment method so that the

applied methods lead consistently to the demonstration

of competences / qualification as a whole.

It is mandatory that a written test and a practical

demonstration method for the learning outcome/

qualification learning unit(s) is part of any

combination of the methods chosen by the assessor

of the learning outcomes acquired in non-formal and

informal contexts.

9. Proof/ evidences produced by the candidate during the

assessment are analysed and judged by the assessor in

relation to the requirements of the occupational standard/

vocational training standard/ other standards governing

qualifications.

10. The decision regarding the competence of the

candidate shall be established for each unit of

competence for which the candidate has been assessed.

11. Individuals designated via the assessment process to

own the learning outcomes for one or more learning

outcomes associated with a qualification according to the

occupational standard/ professional training standard /

other standards governing qualifications shall receive a

national recognition certificate / diploma, for the learning

outcomes units for which they were declared competent.

These types of certificates / diplomas of national

recognition are issued with an appendix to the certificate

/ diploma, called the ‘Diploma Supplement’, specifying

the competences / competence units / learning outcomes

for which the candidate has been declared competent.

3.3.3 Methods of RPL

Although there are formal and extensive EU guidelines [19], [20], [23] on setting up the

assessment process associated with the NQF, some countries in Europe and around the world have put

in place their practices and methods for supporting the evaluation. When analysing a broad spectrum of

existing practices, four common validation elements can be identified [20], [29]. These are:

39

identification, documentation and assessment of existing knowledge and skills and then

certification.

The identification process is most often supported by mentors / facilitators or other RPL

experts whose task is to inform participants about the evaluation process, standards and documents

that will be used within it. Through this process, the interested participant identifies the potential

competences he/she possesses as well as the relevant evidence (i.e. previous achievements which are

formally documented) if they exist. The process of identification is in most cases related to the desired

qualification or to a set of integrated units of learning outcomes as participants tend to confirm the

competences, they already possess in order to acquire specific qualification (either complete or partial)

or to facilitate access to further education for the purpose of acquiring certain qualifications.

During the process of documenting, which is often accompanied by portfolio, all relevant

formal and informal learning documents as well as relevant past achievements are gathered by a

participant using a set of pre-defined relevant third-party standards, i.e. RPL providers.

The assessment process is critical to the evaluation because it uses the same standards for

evaluating the competencies that an individual possesses according to a predefined learning outcomes

list that are most often defined by the qualification standard.

The recognition method can be divided into two groups: methods used to extract evidence

and methods used to present evidence.

The two groups of methods are not clearly separated. It is sometimes difficult to classify other

existing methods in one of these two groups. In order to get a better picture, the method of extracting

evidence can be used to make individual competences visible, while other methods are used as an

evidence of acquired competences.

CEDEFOP's Glossary [30] provides a definition of the assessment process. It is described as a

process that includes all available methods to assess achievements of an individual or group. Based on

the aforementioned definition, one should be aware that there are different methods for determining the

complexity and diversity of non-formal and informal learning. However, every available method should

guarantee reliability, validity, fairness, the range of cognitive and practical skills and the appropriateness

of purpose. To an RPL expert, the appropriateness of the purpose is the main factor when choosing

among a variety of available methods. It helps to adapt the assessment method to the specific needs of

the RPL candidate, while considering formal education requirements that could for example impose

necessary set of integrated units of learning outcomes for specific qualifications and the technical

limitations of such an approach.

For a better understanding of the difference between these two types of assessment methods,

the quality of the evidence used during the evaluation should be emphasized. According to CEDEFOP

40

guidelines [31] for evaluation of non-formal and informal learning, reliability, validity, authenticity and

sufficiency are key elements of evaluating evidence.

3.3.3.1 Evaluation Methods Used for Compiling Evidence

There is a clear distinction between the applied methods and the purpose of assessment. The

methods that usually involve different forms of examination and observation are used to award

qualifications. Formative methods are often applied to recognise specific competences (i.e. declarative

methods and proof extracted from the workplace). The most commonly used methods for extracting

evidence are: tests and examinations, methods of competency conversation, declarative method,

observation of performance, simulations and evidence from work or other activities, and are briefly

discussed below.

a. Tests and examinations. For testing and examination, written and oral exams are usually

used. The types of questions often correspond to the tests conducted within formal education

programs. This method is considered appropriate, reliable and objective and is used for the award of

qualifications or certificates, as well as for ensuring access to higher education or, in some cases, full or

partial exemptions from certain courses. The main advantages are a simple and quick process, and high

degree of compliance with the units of learning outcomes. However, it may include only a smaller unit of

learning outcomes. Tests cannot usually provide full insight into required skills and knowledge for many

qualifications, and therefore tests should be combined with other suitable methods.

b. Methods of competency conversation. They are divided into two main groups: interviews

and debates. In most cases, they are used as a support for obtaining additional information and

explanations related to collected documents and evidence of competences. This method can also be

used as a face-to-face test method for assessing both vocational and general competences as well as

tacit knowledge. The main advantage of this method is a high degree of validity, even higher than in a

written exam because any misunderstanding can easily be clarified. On the other hand, the major

disadvantage is a possibility that the candidate influences the assessor and make the evaluation less

objective. Competency conversation methods are, as well as tests, more suitable for assessing

candidate’s knowledge than skills and other competencies.

c. Declarative method. These methods are based on candidate’s self-identification and self-

evaluation, followed by the evaluation from a relevant third party. This method is used in most cases for

formative evaluation and / or identification of competencies before the summative assessment takes

place. This method is relatively inexpensive and is used at the beginning of the evaluation process to

determine whether the entire evaluation process is to be carried out at all. Although flexibility and low

costs are a key advantage, it is well known that the downside of this method is the lack of validity and

41

reliability due to the absence of external objective evaluation and the fact that not a single experience

has been verified by the relevant third party. If this method were supported by structured and high-

quality forms of self-assessment and guided by RPL consultants, it would be more realistic and valid.

However, the declarative method is rarely used to award a qualification and it usually does not provide a

clear connection with the existing qualification standards. As all previously mentioned methods, this

method is better suited for assessing knowledge than skills and competences.

d. Observation of performance. The method is implemented in a real working environment for

the purpose of extracting evidence of competences relevant to the qualification in question. Observation

is commonly used for professional and similar learning outcomes based on qualifications. In

combination with tests and interviews, it can provide important information on candidate’s knowledge

(not solely on skills and competencies). This method is considered not to be too stressful for a person,

as observation is organized in a familiar work environment. It is considered to be a reliable method as it

can provide evidence of competences that are difficult to acquire by using other methods. The

disadvantage of this method is the inability of a candidate to demonstrate competences in a different

environment. Moreover, it might be difficult to apply this method due to several reasons such as the

required equipment, security provisions, durability, etc.

e. Simulations. Simulations are used in similar contexts as observations. Candidates are

placed in a simulated working environment and are required to perform standardized tasks relevant to

desired qualification. While performing tasks, evaluators / assessors evaluate their competencies. Due

to cost and complexity, sometimes simpler forms of simulation (e.g. computer simulation) are used at

the cost of reduced validity. Simulation is usually quite realistic, and results are more valid. This method

can be used when observation in the real working environment is too expensive or too dangerous. The

validity of this method is high, as well as in observation, and is mostly used to evaluate skills and

competences.

f. Evidence from work or other activities. The candidate collects physical evidence from work

related to targeted or specific outcomes, voluntary or other activities. The evidence can serve RPL

experts as the basis for evaluation. Evidence from work may be presented in the form of an essay,

review or other written papers. They are selected and prepared by a candidate, therefore they have a

significantly lower level of validity compared to observations for example. Even if they are completely

true (which is sometimes difficult to establish) since they are chosen by the candidate, it is safer to

assume that they represent the best and not the average candidate's performance. This kind of method

is used to evaluate vocational and professional skills rather than knowledge.

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3.3.3.2 Evaluation methods used to present evidence

The extracted evidence needs to be documented and collected during the evaluation process to

make portfolio for the candidate. Although the use of a portfolio is not mandatory, many countries use

this approach to present the evidence extracted by different assessment methods. The following

methods of presentation and documenting are used:

• Live proof – extracts from work or other achievements (e.g. video or audio interview,

designed part of a job, photographs of something, etc.) can be used as evidence of some

competencies as well as achieved qualifications and certifications; if a checklist of

competences is used, a CV in the Europass form, can be used.

• A list of learning outcomes already acquired in previous formal programs, which are

relevant to the qualification content and/or evidence of successful participation in other

structured assessment activities related to obtaining desired qualification in the formal

system.

• Third party reports such as recommendations, articles, reports, project materials,

correspondence, testimonies which represent potential evidence that the applicant for RPL

possesses competences relevant to learning outcomes within the scope of desired

qualification.

• Portfolio Method - a combination of methods and instruments to extract evidence of

knowledge and create a coherent set of relevant documents proving that an applicant

possesses competencies relevant to a desired qualification. Used in a number of countries,

this is one of the most widely used methods of presenting evidence.

Although very popular, portfolios are used in different ways in different national systems. While

portfolios are used solely for the presentation of evidence extracted using other methods, some other

portfolios may consist of existing documents and self-assessment checklists. Nevertheless, in most

countries, the portfolio usually contains the following: a CV, a self-assessment report, a copy of the

certificate, a copy of the qualification, a certificate on work experience, copies of employer’s

recommendations or educational institution recommendations, summative testing results and other used

extracting evidence. Digital portfolios are currently quite interesting because they give applicants the

ability to present all their competences in one place, and the portfolio along with competences are then

available to potential employers and / or to the public. Despite all the advantages, the preparation of a

portfolio is relatively long and demanding because it requires a high level of individual effort. Also,

preparation of a portfolio requires the support of qualified RPL experts, who help the candidate to focus

43

on relevant competencies. In most cases, the portfolio method begins by collecting documents and

evidence, and ends with summative assessment in order to identify what evidence misses.

When giving final assessment on validation, it is necessary to take into consideration the

context in which the competences are acquired and choose the most appropriate method to

support the candidate for RPL and at the same time and preserve the relevance and validity of the

process. Attention must be paid to the level of literacy, the cultural background and the experience of

the RPL candidate, so that the level of literacy does not have an effect on for example the outcome of

learning the desired qualification, unless the literacy itself is important.

3.3.3.3 Evaluation process

The evaluation process differs from country to country, but the illustration can be summarized in the

following six key steps [32].

1. Determining the purpose of the evaluation

2. Identify the necessary evidence

3. Using a suitable method

4. Interpretation of evidence and giving an opinion

5. Recording of outcome

6. Reporting to stakeholders (confirming the outcome)

Within the evaluation process, different countries use different sets of standards according to

which the process is organized. While some countries use the same standards of qualification

developed for formal qualifications (obtained within a formal education system), other countries have

developed a different set of benchmarking standards. If the second approach is used, significant

shortcomings should be taken into account. However, such standards could better be applied on the

competences acquired by informal learning or experience. Acquired competences are insufficiently

recognised in accessing further education and employment.

Additionally, the evaluation process does not measure the performance level (e.g. such

evaluation can be found in diploma supplement, which is issued as a part of the formal education

program). The evaluation focuses only on the achievement of learning outcomes. This fact does not

mean that such a process and the corresponding qualifications or certifications have a lower formal

value, but they provide less information to potential employers when a candidate applies for further

education.

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3.3.3.4 Recognition of Prior Learning and Formal Education System

There are various innovations in the formal education system associated with the introduction

and implementation of evaluation and recognition of prior learning. The most important are the

introduction of learning outcomes, the implementation of NQFs, the development of occupational

profiles and qualification standards, the introduction of qualifications based on credit systems and the

development of guidance and counselling in formal education.

The concept of learning outcomes stemmed from a widely-used approach of educational

methods developed in the United States in the 1980s and 1990s. The concept is widely accepted in

higher education. In the United States, this concept has been widely used since the 1980s as a

standardized assessment of academic competences for enrolment in higher education system. The

concept of learning outcomes is also a result of the Bologna Process in the European Area of Higher

Education (EHEA).

This concept of learning outcomes enables the implementation of RPL because it establishes a

link between evaluation / validation and formal education. The same occupation standards apply, and

the same definition of expected competencies can be used both in RPL and in higher education system.

In addition, the level of competency gained in any context can be measured, determined and compared.

Also, the evaluation is carried out in a controlled quality environment according to common standards

and procedures. In addition, the usage of credits (e.g. ECTS, ECVET) ensures the portability and

measurement of learning outcomes and student's workload. The correlation of credits and learning

outcomes developed in the formal system of education can be used to evaluate and greatly facilitate the

implementation of RPL.

ECTS was introduced in 1989, within the framework of Erasmus, it was set up initially for credit

transfer in order to facilitate the recognition of periods of study abroad [24]. Then ECTS was seen as an

accumulation system and became one of the key objectives of the Bologna process. Now ECTS is

considered as a learner-centred system for credit accumulation and transfer based on the transparency

of learning outcomes and learning processes. It aims to facilitate planning, delivery, evaluation,

recognition and validation of qualifications as well as student mobility.

The development of national qualifications frameworks is progressing in most countries around

the world, and evaluation is in most cases an integral part of this development. Nevertheless, NQF is not

necessarily a prerequisite for implementation of RPL (in Finland, Norway and Portugal, evaluation had

been introduced before the NQF was developed, ECTS User’s Guide (2015)) but can assist in its

implementation through defined units of learning outcomes, qualification standards and occupational

standards.

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Profiles of occupations and occupational standards may also be important elements of the

development of RPL system. Although they are in most cases part of the NCO, even in the case when

the corresponding qualification standards have not yet been developed, occupational standards can be

the basis for evaluation. An example of such an approach can be found in Greece, where occupational

standards are used as the basis for curriculum development and evaluation [33].

The main findings of the usage of learning outcomes and quality assurance presented in the

Study of International Sectoral Qualifications Framework and Systems [20] are:

• Learning outcomes are commonly used to describe international sectoral qualifications. They

are commonly used to describe course objectives and to define assessment.

• The learning outcomes approach is less commonly used to define level descriptors. However,

when organisations do not use level descriptors, they use learning outcomes to award

qualifications within the framework. This is an example of indirect usage of learning outcomes to

define qualification levels.

• Where examples are provided, the structure of the learning outcomes is relatively similar. They

are generally short, one sentence descriptors, that are precise and accurate.

• Most organisations stated that they carry out strictly defined quality assurance processes.

However, the review of the quality assurance identified considerable variations in the way of

determining the learning outcomes. Some organisations have had an extensive process for

determining learning outcomes, which included review of a course content, inspection of

premises, and examination of teachers’ experience and skills. Other organisations applied less

comprehensive approaches.

Organisations assessed in the Study regarding the Sectoral Qualifications reported that the

main reasons for using learning outcomes was to demonstrate learning achievements, define training

standards and define assessment. Also, organisations generally believed the learning outcomes

approach was the most effective measure for defining qualifications [34].

The problem of recognizing lower learning (pre-learning) is of interest to higher education

institutions, and for national institutions responsible for granting licenses (certificates) in accordance with

national regulations of the sector.

Certain recognitions can be total and can lead to the development of diplomas or licenses,

especially when it comes to recognition of equivalent licenses in each region of the world and partial

recognition when it comes to recognizing the completion and acquisition of modules and licenses

mandatory in obtaining a license.

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In the following we will present both the recognition in higher education institutions, as well as

the recognition of previous learning and an experience of creating national authority (the national civil

aviation authorities).

3.4 Recognition of prior learning when going to university

Higher education institutions conducting recognition of prior learning should establish special

organizational units that coordinate RPL process and ensure the quality and consistency of applied

procedures. Regardless of the different denominations of these units, which depend on the functions

performed within the university, all units aim at the successful implementation of the process of

recognition of prior learning. For the purposes of this study and the problems that we will consider, we

have used the term ‘recognition centre’.

Significant changes in the methods and practices of learning that characterize the knowledge

society have led to the process of learning being no longer equal with formal education as such. This is

a great challenge for formal education and education policies, as they now need to adapt to lifelong

learning policies. Most countries [1] around the world introduce a qualification framework that defines

learning processes through the learning outcomes gained during education and training. Universities

also need to adapt to changes in the fundamental understanding of educational processes and policies.

When the results of informal and non-formal learning are recognized as potential equivalents to formal

learning outcomes, this means that higher education institutions gain a new feature, and the recognition

of prior learning gives them the ability to help individuals obtain formal confirmation of learning outcomes

outside the formal education system.

A new feature is also the offer of a new type of educational service. These services are based

on establishing (through clear evidence and procedures) whether and to what degree an adult who has

not completed a formal education process has mastered the specific learning outcomes that can be

achieved through formal education. The results may relate to the different curricula, modules and study

groups available at a university. In order to properly coordinate the implementation of these specific

services in the area of lifelong learning, institutions usually establish special organizational units in

charge of recognition of prior learning (recognition centres) or for the entire lifelong learning activities of

the university. They are supervised at the university level.

The experience of other countries suggests that the recognition centres are established by the

decision of the university administration, or within other lifelong learning projects or the recognition of

previous learning undertaken at an institution of higher education. The main reason for setting up a

recognition centre is that it is easier to manage the procedures for recognition of prior learning

throughout the university if there is a unit in charge of coordinating them. It is also important to provide

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the appropriate conditions for managing the process of securing recognition quality within the university /

faculty itself.

The process of recognition of prior learning in any higher education institution can be broken

down into several basic roles. Terminology can be slightly different from institution to institution -

faculties and universities. Roles in the recognition process can be divided into administrative ones

(coordinator, committee), counselling (advisor for recognition) and academic-didactic nature (evaluator).

Depending on the regulations of the institution, the process of recognition may be more

centralized (when coordinators and advisors work in the recognition centre) or decentralized (when

consulting and evaluation itself take place at a faculty, department or institute). Depending on the

specific needs of an institution, it is necessary to decide where the organizational structure will

accommodate the unit for recognition of the previous learning. The unit can be located at the central

level of the university / faculty and answer (for example) the part of the department responsible for the

teaching process. The Recognition Centre can be a part of a larger structure, such as a unit responsible

for lifelong learning processes (Lifelong Learning Centre).

After deciding where the centre of recognition will be within the university structure, the following

roles for the effective implementation of the recognition process should be allocated and distributed:

• RPL Coordinator - an employee in the administration coordinating the implementation of

recognition procedures. The Coordinator is the first contact person for the Candidates and has

the duty to inform them about the possibilities of recognition and to contact appropriate

counsellors.

• RPL Advisor - an expert in the area where the candidate wishes to apply for recognition of prior

learning. The advisor may be from academic staff or administration, but it is necessary to have

a good knowledge of educational programs and conditions for enrolment on each subject of

study at a particular university. The counsellor helps the candidate to prepare the evaluation

application and submits the request to the appropriate assessor.

• RPL Assessor - An expert in the specific area and a member of the academic staff. This person

is usually not involved in preparing a candidate's application. The assessor evaluates the

application submitted by the candidate in the form of a written essay, practical test and oral

presentation, or any other form that can be used to prove a certain learning outcome.

• The Commission for the RPL - the body of the academic institution appointed by the Rector. Its

members are representatives of different departments where recognition procedures are

conducted, RPL coordinators and potentially other staff members are appointed by the

university. The Commission gives a formal confirmation of the evaluation results, ensures the

48

selection of a suitable assessor based on his or her expertise and adjusts existing procedures

to the quality system at the university. The commissions are appointed by the faculty councils.

Positively solved applications are submitted to the commission through the assessor.

Key knowledge and skills of advisors/counsellors:

• Thorough knowledge of the validation process.

• Thorough knowledge of the education system.

• Capacity to rephrase learning experience into learning outcomes that can be matched with

existing standards.

• Understanding of the labour market.

• A list of contacts (experts) to answer specific technical questions (social partners and other

sector experts).

Key knowledge and skills of assessors:

• Be familiar with the validation process (validity and reliability).

• Have experience in the specific field of work.

• Have no personal interest in the validation outcome (to guarantee impartiality and avoid

conflicts of interest).

• Be familiar with different assessment methodologies.

• Be able to inspire trust and to create a proper psychological setting for the candidates.

• Be committed to provide feedback on the match between learning outcomes and validation

standards/references (via support systems).

• Be trained in assessment and validation processes and be familiar with quality assurance

mechanisms.

• Act in accordance with the code of conduct.

Employees involved in the recognition process should be well informed about the curriculum,

learning outcomes, qualification frameworks, and specific features of various professional competencies

(coordinators, consultants) – and should expertise in the area (assessors). Furthermore, their

communication skills, teamwork skills and stakeholder cooperation are also significant.

It is also important that the Recognition Centre staff have adequate knowledge of quality

assurance systems, both in terms of educational processes and recognition of qualifications, and in the

area of support for individual candidates for the process of recognition of prior learning. Employees who

have an advisory role in the recognition process (coordinators, counsellors) must also be able to

adequately prepare candidates for the process, helping them understand how the results of informal and

non-formal learning can be translated into the results of formal learning in the field of tertiary education

49

institutions. Coordinators and counsellors should also have specific knowledge in the field of

professional counselling and guidance, as this will enable them to better identify what range of learning

outcomes can be achieved in a workplace or through other life experiences and accordingly develop

appropriate models and curricula at the university for individual candidates for recognition of prior

learning.

One of the biggest challenges in launching a recognition centre on a higher education institution

is to design effective recognition procedures - tailored to the needs of the institution and the candidate. It

can be said that the process of recognition of prior learning, in line with the national standards, always

begins with a phase in which a candidate can obtain a piece of advice on preparing a request for

recognition of prior learning. It is followed by the process of submitting the request and the evaluation

phase before reaching the final decision. The process is shown in Figure 3-2.

Figure 3.2 The general process of validation of prior learning [35]

We need to change the Figure 3-2 so that we can see how the Competent Authority can modify

or accept the previous studies, not the University.

Once they realise that they have achieved valuable learning outcomes for which they a want

formal recognition and certification, candidates should contact the Centre for Recognition of the Prior

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Learning, personally via email or telephone. A convenient and an adequate way of providing information

on recognition is essential for effective communication with the candidates. A well-structured website

with explanations or a box of questions and answers can be of great help in informing about forms and

other documentation and details of the recognition process at the university. Candidates can thus get

acquainted with the challenges that follow and thus better prepare for the process. For this reason,

special attention should be paid to the appropriate preparation and provision of information through

Internet sites when opening the Higher Education Institution's Recognition Centre.

Depending on the needs of the institution or the number of candidates, each university or

college may decide for a different approach to organize candidate’s preparation for recognition

procedures. Bearing in mind that recognition is as a formative experience, i.e. candidates should learn

something during the process, candidates should be given a support during the process.

Before applying for Recognition of Prior Learning, candidates may (depending on the

regulations of an individual institution) attend an individual counselling session or a course for

preparation of the procedure. The first option usually consists of individual meetings with an RPL

Advisor, allowing candidates to personally contact and focus on their specific applications. This method,

however, is very expensive and takes a lot of time. For this reason, many universities and faculties

advise candidates to attend special courses or workshops before starting the process; these preparatory

courses are usually organized as joint lectures where candidates learn how to apply for recognition.

Such an approach reduces the costs of recognition procedures yet allows candidates to interact with

counsellors who usually carry out workshops. Candidates can choose how they want to start the

process.

Candidates should be offered a list of study programs offered at the institution concerned. They

should help them to clearly define curricula whose learning outcomes (in the opinion of the candidate)

match the results the candidates achieved during previous learning. Candidates should evaluate their

expertise in the given field with the help of a Recognition Adviser who will then determine the courses /

modules for which candidates should apply. After the final selection of the specific courses / modules,

the counsellor must select the assessor (or assessors) in the academic area that will perform an

appropriate evaluation of the application. Counsellors are also required to contact assessors to find out

which evidence and accompanying documents the candidates should submit. In some cases, it is only a

document portfolio, while others may ask for a presentation, a written text or an oral exam. Applicants

for informal learning outcomes should adapt to the most appropriate curricula / modules offered by

specific institutions. The number of subjects for which a candidate can apply for recognition depends on

the scope of prior learning based on experience, work experience, completed training programs, etc. -

bearing in mind possible limitations of legal regulations or university regulations.

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Each higher education institution should use the forms for recognition of prior learning to adapt

according to its internal needs. This also applies to the candidate’s directory and guide, as well as the

guidelines and evaluation forms for the assessors. Documents can be assembled individually by each

university or faculty but can be unified at the state level. The application should be submitted by

candidates electronically. Application forms should be also available in the form of open files that

candidates can edit and thus demonstrate the learning outcomes achieved. Candidates then send

submissions to counsellors. The form in which the application for recognition (printed document,

electronic version) is submitted should be adapted to the institution's regulations. The preparation of

requests and collection of relevant and needed evidence can take some time, so candidates should be

allowed to adjust the duration of the process to their professional activities and family duties. There

should not be a strict formal time limit for application preparation and collection of required supporting

materials.

The basic principle of the recognition process is that the initiative for preparation and

submission of requests for recognition always lies within candidates themselves. It is up to them,

whether the process is to be discontinued. Responsibility for completion of the recognition process (e.g.

submission of evidence of prior learning, writing an essay in which a candidate represents learning

outcomes that has come out of the formal education system, as well as participation in a conversational

evaluation / oral exam) is solely on the candidate. Given the differences in legal regulations, the process

of recognition of prior learning in different countries may be subject to time limits for some stages of the

procedure or the cost. If a candidate submits an application or recognition of one part of a study he/she

wishes to enrol, the recognition process must be completed before the beginning of the study - in such a

case the procedure and schedule must be adapted to the existing conditions. In addition, it is necessary

to adapt to the overall functioning of a university or faculty, such as the academic year agenda or the

schedule of individual study programs.

There are various methods for assessors to evaluate recognition. The assessor must not be

involved in the preparation of the request. Also, there must be no conflict of interests between the

candidate and the assessor (e.g. the assessor must not be an employer, a family member, a former

mentor or a proposer of the assessment at the same time). Assessors should be members of teaching

staff who are well acquainted with the curriculum or the course to which the application is related and

who understand the level of knowledge and understanding, and the type of skills required in a particular

module when assessing students in a conventional way. In that way, candidates can be sure that each

recognized ECTS level corresponds to the level and status of all other students within the curriculum.

In order to ensure the objectivity of the procedure and compliance with the institutional quality

assurance requirements, advisors and assessors should not cooperate in the implementation of

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procedures for the application assessment. It is a custom that the evaluation of one application is

assigned to only one assessor, but if the application relates to multiple areas of expertise, more

assessors may be involved in the process. As with other types of didactic practices at

universities/faculties where students' achievements are evaluated, assessors should have a certain

additional requirement. They may ask for additional supporting materials, such as a written essay or an

oral exam. After evaluating the applicant's request, the assessor submits the decision to the RPL

Coordinator responsible for the formal part of the recognition process of learning outcomes outside the

formal education system.

If the application is rejected due to unsatisfactory or insufficient documentation, the candidate

must receive a clear feedback why the documents are not accepted or what the candidate must learn /

additionally provide in order to obtain the certificate on the learning outcomes. After the evaluation of the

request, the RPL assessor notifies the RPL coordinator. The Coordinator forwards the request to the

Commission for approval and the candidate receives a written notification of the outcome of the request.

Once approved by the Commission, the recognition of previous learning outcomes related to individual

study programs may be included in the candidate's graduation process. In the case of a positive

outcome of the request, candidates receive an official document that confirms the recognition of learning

outcomes achieved outside of formal education in each course / module maintained at a given institution

of higher education and which contains information on the number of ECTS credits acquired and

awarded to them in the national qualification framework.

3.5 Regulated trainings and recognitions

There are opportunities for the recognition of prior learning (RPL) of previous studies,

qualifications and experience assessed for certification against the below courses.

• Technicians- PART 66 Maintenance

• Air Traffic Controllers (ATCO)

• Pilot Licenses (Airplane)

To better understand the specific terms about Technicians, Air Traffic Controllers and Pilots,

those are defined below in Annex 1.

3.5.1 Technicians

Aircraft technicians trainings and licenses for ensuring the maintenance are regulated by PART

66 elaborated by EASA.

53

Aircraft maintenance licenses include the following categories: category A, category B1,

category B2, category B3, and category C. Categories A and B1 are subdivided into subcategories

relative to combinations of aeroplanes, helicopters, turbine and piston engines. These subcategories

are:

• A1 and B1.1 Aeroplanes Turbine

• A2 and B1.2 Aeroplanes Piston

• A3 and B1.3 Helicopters Turbine

• A4 and B1.4 Helicopters Piston

Category B3 is applicable to piston-engine non-pressurized aeroplanes of 2 000 kg MTOM and

below.

For the purpose of ratings on aircraft maintenance licenses, aircraft are classified in the

following groups:

• Group 1: complex motor-powered aircraft as well as multiple engine helicopters, aeroplanes

with maximum certified operating altitude exceeding FL290, aircraft equipped with fly-by-wire

systems and other aircraft requiring an aircraft type rating when defined so by the Agency.

• Group 2: aircraft other than those in Group 1 belonging to the following subgroups:

o sub-group 2a: single turbo-propeller engine aeroplanes

o sub-group 2b: single turbine engine helicopters

o sub-group 2c: single piston engine helicopters.

• Group 3: piston engine aeroplanes other than those in Group 1.

An applicant for an aircraft maintenance license shall be at least 18 years old.

A category A aircraft maintenance license permits the holder to issue certificates of release to

service following minor scheduled line maintenance and simple defect rectification within the limits of

tasks specifically endorsed on the certification authorization referred to in point 145.A.35 of Annex II

(Part-145). The certification privileges shall be restricted to work that the license holder has personally

performed in the maintenance organization that issued the certification authorization.

A category B1 aircraft maintenance license shall permit the holder to issue certificates of

release to service and to act as B1 support staff following maintenance performed on aircraft structure,

powerplant and mechanical and electrical systems, and work on avionic systems requiring only simple

tests to prove their serviceability and not requiring troubleshooting. Category B1 includes the

corresponding A subcategory.

54

A category B2 aircraft maintenance license shall permit the holder:

• to issue certificates of release to service and to act as B2 support staff for maintenance

performed on avionic and electrical systems, and electrical and avionics tasks within

powerplant and mechanical systems, requiring only simple tests to prove their serviceability;

and

• to issue certificates of release to service following minor scheduled line maintenance and

simple defect rectification within the limits of tasks specifically endorsed on the certification

authorization referred to in point 145.A.35 of Annex II (Part-145). This certification privilege

shall be restricted to work that the license holder has personally performed in the

maintenance organization which issued the certification authorization and limited to the

ratings already endorsed in the B2 license.

The category B2 license does not include any A subcategory.

A category B3 aircraft maintenance license shall permit the holder to issue certificates of

release to service and to act as B3 support staff for maintenance performed on aeroplane structure,

powerplant and mechanical and electrical systems, and work on avionic systems requiring only simple

tests to prove their serviceability and not requiring troubleshooting.

A category C aircraft maintenance license shall permit the holder to issue certificates of release

to service following base maintenance on aircraft. The privileges apply to the aircraft in its entirety.

The holder of an aircraft maintenance license may not exercise its privileges unless:

1. in compliance with the applicable requirements of Annex I (Part- M) and Annex II (Part-145);

and

2. in the preceding 2-year period he/she has, either had 6 months of maintenance experience in

accordance with the privileges granted by the aircraft maintenance license or, met the provision

for the issue of the appropriate privileges; and

3. he/she has the adequate competence to certify maintenance on the corresponding aircraft; and

4. he/she is able to read, write and communicate to an understandable level in the language(s) in

which the technical documentation and procedures necessary to support the issue of the

certificate of release to service are written.

Basic knowledge requirements

An applicant for an aircraft maintenance license, or the addition of a category or subcategory to

such a license, shall demonstrate by examination a level of knowledge in the appropriate subject

modules in accordance with the Appendix I to Annex III (Part- 66). The examination shall be conducted

55

either by a training organization appropriately approved in accordance with Annex IV (Part- 147) or by

the competent authority.

The training courses and examinations shall be passed within 10 years prior to the application

for an aircraft maintenance license or the addition of a category or subcategory to such aircraft

maintenance license. The applicant may apply to the competent authority for full or partial examination

credit to the basic knowledge requirements for:

• basic knowledge examinations that do not meet the requirement described in point (b) above;

and

• any other technical qualification considered by the competent authority to be equivalent to the

knowledge standard of Annex III (PART 66).

Credits expire 10 years after they were granted to the applicant by the competent authority. The

applicant may apply for new credits after expiration.

Basic experience requirements An applicant for an aircraft maintenance license shall have acquired:

1. For category A, subcategories B1.2 and B1.4 and category B3:

- 3 years of practical maintenance experience on operating aircraft, if the applicant has no

previous relevant technical training; or

- 2 years of practical maintenance experience on operating aircraft and completion of training

considered relevant by the competent authority as a skilled worker, in a technical trade; or

- 1 year of practical maintenance experience on operating aircraft and completion of a basic

training course approved in accordance with Annex IV (Part-147);

2. For category B2 and subcategories B1.1 and B1.3:

- 5 years of practical maintenance experience on operating aircraft if the applicant has no

previous relevant technical training; or

- 3 years of practical maintenance experience on operating aircraft and completion of training

considered relevant by the competent authority as a skilled worker, in a technical trade; or

- 2 years of practical maintenance experience on operating aircraft and completion of a basic

training course approved in accordance with Annex IV (Part-147);

3. For category C with respect to complex motor-powered aircraft:

56

- 3 years of experience exercising category B1.1, B1.3 or B2 privileges on complex motor-

powered aircraft or as support staff according to point 145.A.35, or, a combination of both;

or

- 5 years of experience exercising category B1.2 or B1.4 privileges on complex motor-powered

aircraft or as support staff according to point 145.A.35, or a combination of both;

4. For category C with respect to other than complex motor- powered aircraft: 3 years of

experience exercising category B1 or B2 privileges on other than complex motor-powered

aircraft or as support staff according to point 145.A.35, or a combination of both;

5. For category C obtained through the academic route: an applicant holding an academic degree

in a technical discipline, from a university or other higher educational institution recognized by

the competent authority, 3 years of experience working in a civil aircraft maintenance

environment on a representative selection of tasks directly associated with aircraft maintenance

including 6 months of observation of base maintenance tasks.

The experience shall be practical and involve a representative cross section of maintenance

tasks on aircraft. At least 1 year of the required experience shall be recent maintenance experience on

aircraft of the category/subcategory for which the initial aircraft maintenance license is sought. For

subsequent category/subcategory additions to an existing aircraft maintenance license, the additional

recent maintenance experience required may be less than 1 year but shall be at least 3 months. The

required experience shall be dependent upon the difference between the license category/subcategory

held and applied for. Such additional experience shall be typical of the new license category/

subcategory sought.

Basic Knowledge Requirements

Basic knowledge for categories A, B1, B2 and B3 are indicated by knowledge levels (1, 2 or 3)

against each applicable subject. Category C applicants shall meet either the category B1 or the category

B2 basic knowledge levels.

The knowledge level indicators are defined on 3 levels as follows:

LEVEL 1: A familiarization with the principal elements of the subject.

Objectives:

✓ The applicant should be familiar with the basic elements of the subject.

✓ The applicant should be able to give a simple description of the whole subject, using common

words and examples.

57

✓ The applicant should be able to use typical terms.

LEVEL 2: A general knowledge of the theoretical and practical aspects of the subject and an ability to

apply that knowledge.

Objectives:

✓ The applicant should be able to understand the theoretical fundamentals of the subject.

✓ The applicant should be able to give a general description of the subject using, as

appropriate, typical examples.

✓ The applicant should be able to use mathematical formulae in conjunction with physical laws

describing the subject.

✓ The applicant should be able to read and understand sketches, drawings and schematics

describing the subject.

✓ The applicant should be able to apply his knowledge in a practical manner using detailed

procedures.

LEVEL 3: A detailed knowledge of the theoretical and practical aspects of the subject and a capacity to

combine and apply the separate elements of knowledge in a logical and comprehensive manner.

Objectives:

✓ The applicant should know the theory of the subject and interrelationships with other subjects.

✓ The applicant should be able to give a detailed description of the subject using theoretical

fundamentals and specific examples.

✓ The applicant should understand and be able to use mathematical formulae related to the

subject.

✓ The applicant should be able to read, understand and prepare sketches, simple drawings and

schematics describing the subject.

✓ The applicant should be able to apply his knowledge in a practical manner using

manufacturer's instructions.

✓ The applicant should be able to interpret results from various sources and measurements and

apply corrective action where appropriate.

Qualification on basic subjects for each aircraft maintenance license category or subcategory

should be in accordance with the following matrix, where applicable subjects are indicated by an ‘X’:

58

Table 3.9 Matrix of qualification on basic subjects for each aircraft maintenance license category or subcategory

Module Description

A or B1 aeroplane with:

A or B1 helicopter with:

B3 B2

Turbine engine(s)

Piston engine(s)

Turbine engine(s)

Piston engine(s)

Piston engine non-pressurised

aeroplanes 2.000 kg MTOM

and below

1 Mathematics X X X X X X

2

Physics X X X X X X

3 Electrical Fundamentals

X X X X X X

4 Electronic Fundamentals

X X X X X X

5

Digital Techniques / Electronic Instrument Systems

X X X X X X

6 Materials and Hardware

X X X X X X

7A Maintenance Practices

X X X X X

7B Maintenance Practices

X

8 Basic Aerodynamics

X X X X X X

9A Human Factors

X X X X X

9B Human Factors

X

10 Aviation Legislation

X X X X X X

11A

Turbine Aeroplane Aerodynamics, Structures and Systems

X

11B

Piston Aeroplane Aerodynamics, Structures and Systems

X

11C

Piston Aeroplane Aerodynamics, Structures and Systems

X

59

Module Description

A or B1 aeroplane with:

A or B1 helicopter with:

B3 B2

Turbine engine(s)

Piston engine(s)

Turbine engine(s)

Piston engine(s)

Piston engine non-pressurised

aeroplanes 2.000 kg MTOM

and below

12

Helicopter Aerodynamics, Structures and Systems

X X

13

Aircraft Aerodynamics, Structures and Systems

X

14 Propulsion X

15 Gas Turbine Engine

X X

16 Piston Engine X X X

17A Propeller X X

17B Propeller X Source: EU 1321/2014, Annex III

The table below shows the experience requirements for adding a new category or subcategory

to an existing PART 66 licence.

The experience shall be practical maintenance experience in operating aircraft in the

subcategory relevant to the application.

The experience requirement will be reduced by 50 % if the applicant has completed an

approved Part-147 basic training course relevant to the subcategory.

Table 3.10 Experience requirements for adding a new category or subcategory to an existing PART 66 licence

To

From

A1 A2 A3 A4 B1.1 B1.2 B1.3 B1.4 B2 B3

A1 - 6

months 6

months 6

months 2 years

6 months

2 years 1 year 2 years 6

months

A2 6

months -

6 months

6 months

2 years 6

months 2 years 1 year 2 years

6 months

A3 6

months 6

months -

6 months

2 years 1 year 2 years 6

months 2 years 1 year

A4 6

months 6

months 6

months - 2 years 1 year 2 years

6 months

2 years 1 year

B1.1 None 6

months 6

months 6

months -

6 months

6 months

6 months

1 year 6

months

60

B1.2 6

months None

6 months

6 months

2 years - 2 years 6

months 2 years None

B1.3 6

months 6

months None

6 months

6 months

6 months

- 6

months 1 year

6 months

B1.4 6

months 6

months 6

months None 2 years

6 months

2 years - 2 years 6

months

B2 6

months 6

months 6

months 6

months 1 year 1 year 1 year 1 year - 1 year

B3 6

months None

6 months

6 months

2 years 6

months 2 years 1 year 2 years -

Source: EU 1321/2014, Annex III

As provided in Table 3-9, a candidate holding a Part 66, category B4 license who wants to add

category B2 needs to demonstrate 2 years of experience (and achievement of relevant theoretical

requirement). From B2 to B3, the candidate needs 1 year of experience in the field.

The minimum duration of a complete basic training course attended within a Part 147 basic

training school shall be as follows:

Table 3.11 Basic training course duration for Maintenance

Basic Course Duration (in hours) Theoretical training

ration (in %)

A1 800 30 to 35

A2 650 30 to 35

A3 800 30 to 35

A4 800 30 to 35

B1.1 2400 50 to 60

B1.2 2000 50 to 60

B1.3 2400 50 to 60

B1.4 2400 50 to 60

B2 2400 50 to 60

B3 1000 50 to 60

Source: EU 1321/2014, Annex III

In order to recognize these courses as the basis for issuing the Part 66 license, they can be performed only by the Part 147 authorized training organizations.

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Table 3.12 Matrix preparations for the endorsement of an aircraft type on the license

Aircraft rating requirements

Aircraft B1/B3 licence B2 licence C licence

Group 1 aircraft, except

airships

- Complex motor-powered aircraft.

- Multiple engine helicopters.

- Aeroplanes certified above FL290.

- Aircraft equipped with fly-by-wire.

- Other aircraft when defined by the Agency

(For B1)

Individual TYPE RATING

Type training:

- Theory +

examination

- Practical +

assessment

PLUS

- OJT (for first aircraft

in licence

subcategory)

Individual TYPE RATING

Type training:

- Theory +

examination

- Practical +

assessment

PLUS

- OJT (for first

aircraft in

licence

subcategory)

Individual TYPE RATING

Type training:

- Theory +

examination

Group 1 airships

Individual TYPE RATING

Type training:

- Theory +

examination

- Practical +

assessment

PLUS

Not applicable

62

OJT (for first aircraft in licence subcategory)

Group 2 aircraft

Subgroups:

2a: single turboprop aeroplanes (*)

2b: single turbine engine helicopters (*)

2c: single piston engine helicopters (*)

(*) Except those classified in Group 1.

(For B1.1, B1.3, B1.4)

Individual TYPE RATING

(type training + OJT) or (type examination + practical experience)

Full SUBGROUP RATING

(type training + OJT) or (type examination + practical experience) on at least 3 aircraft representative of that subgroup

Manufacturer SUBGROUP RATING

(type training + OJT) or (type examination + practical experience) on at least 2 aircraft representative of that subgroup

Individual TYPE RATING

(type training + OJT) or (type examination + practical experience)

Full SUBGROUP RATING

based on demonstration of practical experience

Manufacturer SUBGROUP RATING

based on demonstration of practical experience

Individual TYPE RATING

type training or type examination

Full SUBGROUP RATING

type training or type examination on at least 3 aircraft representative of that subgroup

Manufacturer SUBGROUP RATING

type training or type examination on at least 2 aircraft representative of

that subgroup

Group 3 aircraft

Piston engine

aeroplanes (except those

classified in Group 1)

(For B1.2)

Individual TYPE RATING

(type training + OJT) or (type examination + practical experience)

Full GROUP 3 RATING

based on demonstration of practical experience

Limitations:

- Pressurized

aeroplanes

- Metal aeroplanes

- Composite

aeroplanes

Individual TYPE RATING

(type training + OJT) or (type examination + practical experience)

Full GROUP 3 RATING

based on demonstration of practical experience

Individual TYPE RATING

type training or type examination

Full GROUP 3 RATING

based on demonstration of practical experience

63

- Wooden

aeroplanes

- Metal tubing &

fabric Aeroplanes

Piston-engine non-pressurised aeroplanes of 2 000 kg MTOM and

below

(For B3)

FULL RATING ‘Piston-engine non-pressurised aeroplanes of 2 000 kg

MTOM and below’

based on demonstration of practical experience

Limitations:

- Pressurized

aeroplanes

- Metal aeroplanes

- Composite

aeroplanes

- Wooden

aeroplanes

- Metal tubing &

fabric Aeroplanes

This rating cannot be endorsed on a B2

licence. These aircraft are already covered by

the endorsement of ratings for Group 3

aircraft (see box above)

This rating cannot be endorsed on a C

licence. These aircraft are already covered by

the endorsement of ratings for Group 3

aircraft (see box above)

Source: EU 1321/2014, Annex III

Aircraft type courses can only be registered after obtaining Part 66 licenses.

According to Part 66, they were distinguished for groups depending on the type of engine,

aircraft and weight. This table highlighted the type of training each candidate has to achieve, depending

on the category of license he / she applies and depending on one of the four groups.

As provided in Table 3-11, in order to endorse a Group 1 aircraft on a Part 66, B2 licence, type

training should mandatory contain:

• Theory + examination;

• Practical + assessment PLUS;

• OJT (for first aircraft in licence subcategory)

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3.5.2 Air Traffic Controllers (ATCO) – Basic

For training organizations providing ATCO training to meet the requirements laid down in the

Commission Regulation (EU) 2015/340 [27] laying down technical requirements and administrative

procedures relating to air traffic controllers’ licenses and certificates, and the acceptable means of

compliance (AMCs) associated with the regulation, this syllabus does not change any of the content in

the regulation, but rather provides a document that combines the relevant elements into a familiar user

format.

For European organizations not required to comply with EU legislation, it provides an ATC Basic

training syllabus that retains references to ICAO documentation.

Basic training is defined as theoretical and practical training designed to impart fundamental

knowledge and practical skills related to basic operational procedures. The composition and topics were

chosen based on the Commission Regulation (EU) 2015/340 Annex I — Basic training [7] and ICAO

Annex 1 requirements for an Air Traffic Control license.

The structure of the syllabus reflects a logical grouping of objectives into coherent subjects. The

order of subjects and objectives is neither intended to convey a pedagogical sequence nor to indicate a

relative level of importance. When teaching the objectives, it is envisaged that different training

methodologies will be used.

There are three types of air traffic controller training, leading towards the issue and

maintenance of an air traffic control license and associated unit endorsements. Initial training is the first

type. The following section briefly describes the types of training, so as to put Initial training into its

overall context.

Air traffic controller training begins with Initial training consisting of Basic training and Rating

training. Successful completion of the Initial training ensures trainees Student air traffic control license.

Unit training consisting of two or three phases, leads trainees towards air traffic control license, rating

endorsement or validation of rating endorsement. First phase is Transitional training phase which is, if

required due complex and dense traffic situations, followed by Pre-on-the-job phase. The last one is On-

the-job training phase. Continuation training is the last type of training, consisting of Refresher training

and Conversion training if necessary.

Basic training, as a first part of Initial training, can be integrated with Rating training by training

organization or provided separately. The distinction between examinations and assessments for each of

the training should be made.

65

Basic training course have theoretical examinations and assessments. In order to pass

theoretical examination, it is necessary to achieve a minimum of 75% of the examination marks for

subjects listed below:

• Subject 1: INTRODUCTION TO THE COURSE

• Subject 2: AVIATION LAW

• Subject 3: AIR TRAFFIC MANAGEMENT

• Subject 4: METEOROLOGY

• Subject 5: NAVIGATION

• Subject 6: AIRCRAFT

• Subject 7: HUMAN FACTORS

• Subject 8: EQUIPMENT AND SYSTEMS

• Subject 9: PROFESSIONAL ENVIRONMENT.

Duration of subject instruction is decided by training organization and approved by competent

authority.

For assessment evaluation, Basic training performance objectives are made:

• checking and using the working position equipment;

• developing and maintaining situational awareness by monitoring traffic and identifying aircraft

when applicable;

• monitoring and updating flight data display(s);

• maintaining a continuous listening watch on the appropriate frequency;

• issuing appropriate clearances, instructions and information to traffic;

• using approved phraseology;

• communicating effectively;

• applying separation;

• applying coordination as necessary;

• applying the prescribed procedures for the simulated airspace;

• detecting potential conflicts between aircraft;

• appreciating priority of actions;

• choosing appropriate separation methods.

66

Only if trainee consistently demonstrates required performance listed above and indicates the

appropriate behaviour for safe operations within the air traffic control service, a pass in assessment is

given. Assessments are conducted on a part-task trainer or a simulator.

3.5.3 Pilot Licenses

Pilot licensing requirements for ATO in EU member states are laid down in Commission

regulation (EU) 1178/2011 [7]. Technical requirements and administrative procedures are established in

order to maintain high safety levels of civil aviation. This document is intended to represent the essential

elements in training for all category of pilot licence (LAPL, LAPL(A), LAPL(H), LAPL(S), LAPL(B), PPL,

PPL(A), PPL(H), PPL(As), SPL, BPL, CPL, CPL(A), MPL, ATPL, ATPL(A), ATPL(H), IR) in accordance

with the regulation.

3.5.3.1. CPL

For European organization not required to comply with EU legislation but with ICAO documents,

it provides CPL (Commercial Pilot License) training syllabus.

CPL represents finished theoretical and practical training within ATO. Applicants shall apply for

training only with minimum age of 18 years and shall ensure to take examinations for license under

responsibility of one EU Member State. Only after recommendation of ATO, student pilot who has

satisfied theoretical knowledge instruction or completed appropriate elements of training, is able to take

the examination in period of 12 months.

Examinations are passed when student pilot has answered 75% of the marks correctly whilst

penalty marking is not applied. Required theoretical knowledge examination for pilot license is

completed if student pilot has passed all the required theoretical examination papers in period of 18

months counted from the end of the month in which first examination has been written. In the case of

failing one of examination papers in 4 attempts or all papers in 6 sittings (or 18 months), applicant will

repeat set of all examination papers. In case of repeating the examinations, student pilot shall continue

training with extent and scope evaluated by ATO.

Theoretical knowledge is required in the following subjects:

• Subject 1: Air Law

• Subject 2: Aircraft General Knowledge — Airframe/ Systems/ Powerplant

• Subject 3: Aircraft General Knowledge — Instrumentation

• Subject 4: Mass and Balance

• Subject 5: Performance

67

• Subject 6: Flight Planning and Monitoring

• Subject 7: Human Performance

• Subject 8: Meteorology

• Subject 9: General Navigation

• Subject 10: Radio Navigation

• Subject 11: Operational Procedures

• Subject 12: Principles of Flight

• Subject 13: Visual Flight Rules (VFR) Communications

If student pilot passes the theoretical knowledge examination, he/she is considered to have the

theoretical knowledge requirement for a private pilot license or a light aircraft pilot license in the same

category of aircraft. For CPL theoretical knowledge completion is valid in period of 36 months beginning

from the day of passing all required examination papers.

Practical skill test is performed after passing required theoretical knowledge examination. If

training course of student pilot is integrated, he/she can take the practical skill test before passing

examination but after completion of the theoretical knowledge instruction.

Skill test for issue of CPL shall be performed in training aeroplane with variable pitch propeller

and retractable landing gear certified for carriage of at least four persons. The applicant is responsible

for flight planning all equipment and documentation required. The flight route shall be chosen by the FE

whilst the destination is controlled aerodrome. Minimum flight duration is 90 minutes. During the flight

student pilot shall demonstrate the ability to:

• operate the aeroplane within its limitations;

• complete all manoeuvres with smoothness and accuracy;

• exercise good judgement and airmanship;

• apply aeronautical knowledge; and

• maintain control of the aeroplane at all times in such a manner that the successful outcome of a

procedure or manoeuvre is never seriously in doubt.

There are two types of training courses for CPL to be revised. First one is integrated training

course and second one is a modular course. For each of them, student pilot shall hold Class 1 medical

certificate. Flying in the same category of aircraft during training is required for crediting flight time.

CPL(A) integrated training course objective is to provide applicants level of proficiency required

for CPL(A). Before taking the CPL(A) integrated course, student pilot shall complete all instructional

68

stages in one continuous course of training. Applicant can begin integrated course as ab-initio entrant or

as a holder of a PPL(A) or PPL(H) issued in compliance with Annex 1 to Chicago Convention. If

applicant is holder of PPL(A) or PPL(H) 50% hours flown to the course are approved, maximum 40

hours of flying experience, 45 hours if aeroplane night training of which 20 hours can be obtained for

dual instruction flight time.

Integrated course combines theoretical knowledge instruction to CPL(A) knowledge level

followed by visual and instrument flying training. If student pilot is unable to complete training course for

CPL(A), he/she can apply to the component authority for testing for license with lower privileges.

Instruction for theoretical knowledge course requires a minimum of 350 hours.

Flying training contains minimum of 150 hours including all progress tests of which up to 5

hours may be instrument ground time. Total time of 150 hours requires minimum:

• 80 hours of dual instruction, of which up to 5 hours may be instrument ground time;

• 70 hours as PIC;

• 20 hours of cross-country flight as PIC, including a VFR cross-country flight of at least 540 km

(300 NM), in the course of which full stop landings at two aerodromes different from the

aerodrome of departure shall be made;

• 5 hours flight time shall be completed at night, comprising 3 hours of dual instruction, which

shall include at least 1 hour of cross-country navigation and 5 solo take-offs and 5 solo full stop

landings;

• 10 hours of instrument flight instruction, of which up to 5 hours may be instrument ground time

in an FNPT I, FTD 2, FNPT II or FFS. An applicant holding a course completion certificate for

the Basic Instrument Flight Module shall be credited with up to 10 hours towards the required

instrument instruction time. Hours done in a BITD shall not be credited;

• 5 hours to be carried out in an aeroplane certificated for the carriage of at least four persons

that has a variable pitch propeller and retractable landing gear.

When all the above is satisfied, the applicant shall take CPL(A) skill test on a single-engine or a

multi-engine aeroplane.

CPL(A) modular course objective is to provide PPL(A) holders with level of proficiency required for

CPL(A).

Before taking the CPL(A) modular course the applicant shall:

69

• have completed 150 hours flight time;

• have complied with the prerequisites for the issue of a class or type rating for multi-engine

aeroplanes in accordance with Subpart H, if a multi-engine aeroplane is to be used on the skill

test

• complete all the flight instructional stages in one continuous course of training as arranged by

an ATO, the theoretical knowledge instruction may be given at an ATO conducting theoretical

knowledge instruction only.

Modular course combines theoretical knowledge instruction to CPL(A) knowledge level followed

by visual and instrument flying training. Instruction for theoretical knowledge course requires a minimum

of 250 hours.

During flying training requirements for applicants are divided considering IR, nigh rating and

general requirements:

• Applicants without an IR shall be given at least 25 hours dual flight instruction, including 10

hours of instrument instruction of which up to 5 hours may be instrument ground time in a BITD,

an FNPT I or II, an FTD 2 or an FFS.

• Applicants holding a valid IR(A) shall be fully credited towards the dual instrument instruction

time. Applicants holding a valid IR(H) shall be credited up to 5 hours of the dual instrument

instruction time, in which case at least 5 hours dual instrument instruction time shall be given in

an aeroplane. An applicant holding a Course Completion Certificate for the Basic Instrument

Flight Module shall be credited with up to 10 hours towards the required instrument instruction

time.

• Applicants with a valid IR shall be given at least 15 hours dual visual flight instruction.

• Applicants without a night rating aeroplane shall be given additionally at least 5 hours night

flight instruction, comprising 3 hours of dual instruction, which shall include at least 1 hour of

cross-country navigation and 5 solo take-offs and 5 solo full stop landings.

• At least 5 hours of the flight instruction shall be carried out in an aeroplane certificated for the

carriage of at least 4 persons and have a variable pitch propeller and retractable landing gear.

Experience of an applicant for a CPL(A) is minimum of 200 hours flight time including at least:

70

• 100 hours as PIC, of which 20 hours of cross-country flight as PIC, which shall include a VFR

cross-country flight of at least 540 km (300 NM), in the course of which full stop landings at two

aerodromes different from the aerodrome of departure shall be made;

• 5 hours of flight time shall be completed at night, comprising 3 hours of dual instruction, which

shall include at least 1 hour of cross-country navigation and 5 solo take-offs and 5 solo full stop

landings; and

• 10 hours of instrument flight instruction, of which up to 5 hours may be instrument ground time

in an FNPT I, or FNPT II or FFS. An applicant holding a course completion certificate for the

Basic Instrument Flight Module shall be credited with up to 10 hours towards the required

instrument instruction time. Hours done in a BITD shall not be credited;

• 6 hours of flight time shall be completed in a multi-engine aeroplane.

• Hours as PIC of other categories of aircraft may count towards the 200 hours flight time, in the

following cases:

o 30 hours in helicopter, if the applicant holds a PPL(H); or

o 100 hours in helicopters, if the applicant holds a CPL(H); or

o 30 hours in TMGs or sailplanes; or

o 30 hours in airships, if the applicant holds a PPL(As); or

o 60 hours in airships, if the applicant holds a CPL(As).

When all the above is satisfied, the applicant shall take CPL(A) skill test on a single-engine or a

multi-engine aeroplane.

The applicant who has passed the skill test is a holder of CPL with condition to have fulfilled the

requirements for the class or type rating of the aircraft used in the skill test and privileges to:

• exercise all the privileges of the holder of an LAPL and a PPL;

• act as PIC or co-pilot of any aircraft engaged in operations other than commercial air transport;

• act as PIC in commercial air transport of any single-pilot aircraft subject to the restrictions

specified in FCL.060 and in this Subpart;

• act as co-pilot in commercial air transport subject to the restrictions specified in FCL.060.

In document Commission Regulation (EU) No 1178/2011 [7] the emphasis is already on

recognition, as an example, we can talk about:

In the case of pilot licences for commercial air transport and other commercial activities, the

holder shall comply with the following requirements:

71

a) complete, as a skill test, the type or class rating revalidation requirements of Part-FCL

relevant to the privileges of the licence held;

b) demonstrate that he/she has acquired knowledge of the relevant parts of Part-OPS and

Part-FCL;

c) demonstrate that he/she has acquired knowledge of English in accordance with

FCL.055;

d) hold a valid Class 1 medical certificate, issued in accordance with Part-Medical;

e) in the case of aeroplanes, comply with the experience requirements set out in the

following table:

Table 3.13 Experience requirements in case of aeroplanes

Licence held Total flying hours experience Privileges

ATPL(A) >1 500 hours as PIC on multi-pilot aeroplanes

Commercial air transport in multi-pilot aeroplanes as PIC

ATPL(A) or CPL(A)/IR (*) >1 500 hours as PIC or co-pilot on multi-pilot aeroplanes according to operational requirements

Commercial air transport in multi-pilot aeroplanes as co-pilot

CPL(A)/IR >1 500 hours as PIC in commercial air transport since gaining an IR

Commercial air transport in single-pilot aeroplanes as PIC

CPL(A)/IR >1 500 hours as PIC or as co-pilot in single-pilot aeroplanes according to operational requirements

Commercial air transport in single-pilot aeroplanes as co-pilot according to Part-OPS

ATPL(A), CPL(A)/IR, CPL(A) >700 hours in aeroplanes other than TMGs, including 200 hours in the activity role for which acceptance is sought, and 50 hours in that role in the last 12 months

Exercise if privileges in aeroplanes in operations other than commercial air transport

CPL(A) >1 500 hours as PIC in commercial air transport including 500 hours on seaplane operations

Commercial air transport in single-pilot aeroplanes as PIC

(*) CPL(A)/IR holders on multi-pilot aeroplanes shall have demonstrated ICAO ATPL(A) level knowledge before acceptance.

Source: EU 1178/2011, Annex III

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3.6 Recognition of prior learning and work experience by a competent authority

This section is dedicated to the general description of how the Romanian Civil Aviation Authority

(CAA) deals with the recognition of prior learning and work experience.

In Romania, the basis for the PART 66 licensing requirements, the evaluation, the granting of

the license and its suspension / limitation / revocation is Annex III (Part 66) to EC 2042/2003 with

subsequent amendments and AMCs and GM associated ones.

CAA issues licenses for aeronautical technical staff involved in maintenance on civil aircraft as follows:

1) PART 66 license with limitations: not reviewed, Conversion of National Qualifications

Contained in Accordance with the National Aeronautical Technical Personnel License (LPTA

TYPE)

2) PART 66 license with no limitations:

a. through examination, in which case the applicant must complete all the modules / sub-

modules exams applicable to the required license category (in accordance with Part I of

Annex I) and under the requirements of Part 66 on experience;

b. by switching from a PART 66 license with limitations after:

i. performing the appropriate theoretical training within an approved PART 147

organization followed by examination, or

ii. examination at RCAA and / or in an approved organization PART 147,

• for the modules / submodules applicable for the purpose of removing the limitations of the

PART 66 license.

If conversion of national qualifications is required, the RCAA shall, for the purpose of

determining the privileges / limitations resulting from the conversion, consider for each applicant the

detailed curriculum to determine to what extent the knowledge set out in Annex I to the Part 66. Also, in

order to obtain PART 66 license by examination, RCAA grants credits for modules in Annex I to PART

66, based on the theoretical basic training.

The ‘Conversion Report and Credit Systems’ document issued by the RCAA following the

detailed analysis of the educational system in Romania compared to Part I of Annex I presents the

general credit system and the conditions under which RCAA converts a national LPTA license into

PART 66 license with limitations.

NOTE: The ‘Conversion Report and Credit Systems’ document, approved by the RCAA General

Manager's Decision no. DG 411 / 6.05.2010, was analysed and approved by EASA.

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3.6.1 Initiation steps for obtaining the License PART 66

Required documents:

1) In accordance with PART 66.A.10, an application for the PART 66 license must be made by the

applicant using the EASA Form 19 in force (see Annex 2 hereto). The duly completed

application must be accompanied by supporting documents, compiling the licensing file. The file

shall be submitted by the applicant to the RCAA Registry with the forwarding address.

2) Correspondence and documents submitted to RCAA as a support of the license application

must be in Romanian or English. Certificates / diplomas issued in other languages must be

translated into Romanian and legalized.

3) Incomplete or incorrectly completed applications are not taken into consideration and returned

to the applicant within ten [19] working days from the date of registration.

4) The application for the PART 66 license must be accompanied by the documents set out below,

stating that the documents relating to the aircraft maintenance experience are not a condition

for admission to the examination and may be submitted to the RCAA following the promotion of

the examination:

For Category A:

1) The EASA Form 19 of the applicable edition, duly completed and signed;

2) Documents signed and stamped by the employer (personnel nominated by management and

accepted by the RCAA - the maintenance or quality manager of the maintenance organization

PART 145 / PART M / F), from which the applicant's experience in aircraft maintenance, for the

time period specified in PART 66.A.30 (a)1.

• If the applicant has experience in the field of maintenance of military aircraft, the file must

also contain a document certifying that training, signed by the commander or technical

representative of the military unit where the applicant has carried out his activity. In this

case, the additional experience in civil aircraft maintenance is at least 6 months;

Notes:

1. The maintenance experience must be presented in such a way as to detail what it is, where and when it was acquired. A task-task detail is not required, but a ‘X-year experience’ wording is not acceptable.

2. At least 1 year of the acquired maintenance experience shall be recent, in accordance with PART 66.A.30 (d).

3) Copies of study diplomas (vocational school, high school, college);

4) Copy of all pages of LPTA Technical Patent Owned (only if conversion is desired);

74

5) Other documents considered relevant by the applicant or on the basis of which credits are

requested;

6) Curriculum vitae signed for confirmation by the applicant.

For categories B1, B2, B3 or C:

1) The EASA Form 19 of the applicable edition, duly completed and signed;

2) Documents signed and stamped by the employer (personnel nominated by management and

accepted by the RCAA maintenance or quality manager of the maintenance organization PART

145 / PART M / F), from which the applicant's experience in maintenance of the aircraft, for the

time period specified in PART 66.A.30 (a).

If the applicant has experience in the field of maintenance of military aircraft, the file must also

contain a document certifying that training, signed by the commander or technical

representative of the military unit where the applicant has carried out his activity. In this case,

additional experience in the field of civil aircraft maintenance is of at least 12 months;

Notes:

1. The maintenance experience must be presented in such a way as to detail what it is, where and when it was acquired. A task-task detail is not required, but a ‘X-year experience’ wording is not acceptable.

2. At least 1 year of the acquired maintenance experience shall be recent, in accordance with PART 66.A.30 (d).

3) Copies of study diplomas (vocational school, high school, college);

4) Copies of documents proving appropriate theoretical and practical training and / or examination,

OJT and / or practical experience on the type (s) of aircraft required, as required by Part 66.A

.45.

Note: Annex D to this PICC specifies the requirements for aircraft / group type training, depending on the required

category, and the aircraft grouping of the type of aircraft for which endorsement is requested.

5) Copy of all Aeronautical Technical Personnel License (ATPL) technical patent pages owned

(only if conversion is desired);

6) Other documents considered relevant by the applicant or on the basis of which credits are

requested;

7) Curriculum vitae signed for confirmation by the applicant.

Note: CAA reserves the right to request further additional documents, as appropriate.

75

3.6.2 Evaluation of the License File

1) The evaluation process shall be initiated upon submission by the applicant of the proof of

payment of the analysis file approved by the normative act in force which establishes the RCAA

tariffs and after the RCAA receives the supporting documents mentioned in document

Commission Regulation (EU) No 1321/2014 [11] at for categories B1, B2, B3 or C above.

2) Support documents submitted to the RCAA with the EASA Form 19 shall be analysed to

determine the eligibility of the applicant on the basis of the criteria set out in Annex III (PART

66) to EC 2042/2003 and related AMCs / GMs and ‘Conversion Report and Credit System’

edition in force.

3) Applicants requiring the reduction of the specified period for the total experience under PART

66.A.30, based on the completion of an approved basic training course specified by PART

147.A.200, shall include in the licensing the PART-147 certificate respectively.

4) Applicants requesting the recognition of the total experience referred to in PART.66.A.30 on the

basis of experience of non-civil aircraft maintenance pursuant to Part 66.A.30 (e), may be

granted this right only if following the analysis, the RCAA recognizes this experience. In this

situation, the applicant must include in the licensing file a detailed statement describing the non-

civil aircraft maintenance experience signed by the unit commander.

5) For the certification of an aircraft type on the PART 66 license, documents proving the training

as specified in Annex D of this PIAC are required (Endorsement of an aircraft type).

6) From the date of entry into force of EU Regulation 1149/2011, the date of the application shall

be deemed to be the date of fulfilment of all the conditions required for the endorsement of the

PART 66 license. If the application was made after the conditions for endorsement of the

license have been met, it is necessary to submit a new application on the date of fulfilment of all

the necessary conditions.

7) On-the-Job Training (OJT) by aircraft type required for endorsement of the first aircraft type for

a Part 66 license category / subcategory shall be approved by the RCAA and carried out in an

appropriately approved maintenance organization for that type of aircraft. OJT consists of

performing on a service aircraft a selection of works representative of the type of aircraft

concerned and an assessment of how they were carried out. OJT is evidenced by the

submission of the records of the executed works and a compliance report prepared by the

maintenance organization, a report describing how the PART 66 requirements for the OJT have

been met (see Appendix III to PART 66, paragraph 6, on-the-ground preparation -job). To

record on-the-job training, RCAA agrees to use the F-CN-AW-M / 002-01 Form 2.1 (b) of the

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Aircraft Technical Staff Journal. Up to 50% of the work required to be performed within the OJT

may be performed before the theoretical aircraft type course.

8) The practical experience required to be demonstrated for the endorsement of the aircraft /

aircraft type license as required by PART 66.A.45 (d), (e) 3, (f) 1 and (g) 1 shall cover the

required percentage of the works contained in Appendix II to AMC Part 66 relevant to the

category and type of aircraft / group requested. To record practical experience, RCAA agrees to

use Section 3.1 of the Aircraft Technical Staff Journal, Form F-CN-AW-M / 002-01.

9) RCAA shall notify the applicant in writing if one or more of the conditions are not met. The

applicant is not allowed to take the exam and / or the PART 66 license is not issued until the

existing problems have been resolved.

10) If, following the analysis of the licensing file, it is found that the applicant fulfils the conditions

required for the PART 66 license by examination, he shall be informed in writing of the

examination modules, the session in which he is scheduled and the recommended bibliography.

The applicant may choose to support the examination for the PART 66 license modules in a

PART 147 organization appropriately approved for basic training. Copies of certificates obtained

from the promotion of examination modules in a PART 147 organization must be submitted to

RCAA for completion of the licensing file.

11) If the analysis reveals that the applicant fulfils the necessary conditions for obtaining PART 66

license by conversion, RCAA issues the requested PART 66 license, with a validity of 5 years.

3.6.3 Examination process within RCAA

Initial examination

1) The examination sessions for the PART 66 technical personnel license shall be held at the

RCAA headquarters as planned on the RCAA website at the beginning of each calendar year.

2) Examination is scheduled in the chronological order of the requests and within the limits of the

existing places in the RCAA examination room.

3) In order for the syllabus submitted in writing to the applicant to remain valid, it shall be

confirmed in writing or by telephone at least one week before the start of the examination

session. If the applicant does not confirm the participation in the exam, it is automatically

invalidated.

4) For each examination module, the candidate shall have a grid test and a response grid. The

number of questions per module based on the license category requested and the time

allocated for each module are set out in Annex II of Part 66 ‘Basic Examination Standard’. Each

77

question contains an introductory text and three alternative answers with (A), (B) and (C). The

correct answer is one, the other two answers are incorrect or partially incorrect, being

incomplete.

5) In some modules, the examination also includes essay questions (with detailed answer). An

essay question contains an introductory text and key points to be dealt with in the written report,

as well as the score assigned to each key point. It should be promoted separately from the grid

question test. The modules that include the essay questions are as follows:

• Module 7 - 2 questions;

• Module 9 - 1 question;

• Module 10 - 1 question.

For each essay question, 20 minutes are allocated. For each question and answer, a full A4 tab

is provided.

6) The pass mark for each test comprising multiple answer questions or essay questions is 75%.

In order to promote the essay question, the answer must contain at least 75% of the key

questions in the question and no significant mistake related to the required key points. For

modules containing both types of tests, the notes are considered separately for each test.

7) A passed module is valid for 10 years. For licensing, all modules required for a PART 66 aircraft

maintenance license category or subcategory must be promoted within a maximum of 10 years

from the promotion of the first module. The 10-year period specified above also does not apply

to those modules that are credited with the request to modify the license by adding categories /

subcategories.

Re-Examination

1) For failed exam modules, candidates wishing to re-support may participate in the re-

examination only after 90 calendar days from supporting the non-promotional module. This

period may be reduced to 30 days if the applicant demonstrates a course specific for the non-

promotional module within an approved PART 147 training organization. The number of

successive attempts to pass a module may not exceed 3, after which the waiting period until re-

examination is 1 year. The applicant has to declare in writing which examination modules he /

she has been involved in the last 12 months, the dates at which he / she was examined and the

number of tests for each module. False statements of support data for examinations lead to

cancellation of examinations / revocation of PART 66 license.

2) To enrol for re-examination, candidates must complete the Re-Exam Application Form and file it

with the RCAA Registry.

78

3) If, for objective reasons, the request for re-examination cannot be approved, the candidate shall

be informed in due time and scheduled in a subsequent session. Otherwise, the candidate may

apply for the examinations required in the requested examination session.

4) Reprogramming for the examination shall be done in the chronological order of the requests

and within the limits of the existing places in the examination room of the RCAA.

5) The enrolment procedure presented above is also applicable to the initial examination for

candidates who do not wish to pass all the exams in one session.

Rules for written examination

1) Candidates must present themselves at the RCAA headquarters with a identification document

(ID, passport, driving license, service ID) at least 20 minutes before the time announced for the

start examination. At the end of the examination period, candidates must leave the examination

room.

2) Candidates who arrive after the examination start can no longer support the examination of the

module in progress.

3) The personal belongings of the candidates (clothes, bags, bags) shall be placed in front of or

behind the examination room, according to the instructions given by the supervisors.

4) Applicants under the influence of alcohol or drugs are removed from the examination room and

can no longer be examined for 12 months from the date of removal.

5) For examination, candidates may use pens with black or blue mice. No documents, pencil

boxes or boxes are allowed on the tables. It is not allowed to use the computer.

6) Candidates may not use any paper other than that provided by the examiner. At the end of the

examination, together with the tests, all the drafts must be returned to the examiner.

7) Candidates who are surprised trying to copy or trick (by photocopying or otherwise) the works

or are surprised by talking to each other are removed from the examination room and the

examinations considered void. They shall not be admitted to a new examination earlier than 12

months.

8) Mobile phones, electronic notebooks or other electronic devices are not allowed. Using them

during the examination leads to the cancellation of the test.

9) Prior to the start of the examination, the supervisor shall briefly inform the general conditions of

the examination.

10) During the examinations, the examiner shall only answer the questions concerning the

administrative examination.

79

11) Candidates who complete the works before the expiration of the given time may give the work

and leave the examination room.

12) Candidates are informed by the examiner about the expiry of the time allowed for an

examination module. If a candidate continues to write after the examiner has notified the leak of

time, the examiner cancels the work.

Exam results

1) The results of the examination shall be communicated by the RCAA to the applicant, in writing,

within 20 working days from the completion of the examination, subject to the payment of the

established tariffs, according to the provisions of the normative act in force setting the RCAA

tariffs.

2) The RCAA does not discuss and do not correspond with the candidates regarding the content

of the examination tests.

3) If a candidate considers that the note obtained is inappropriate, he may request re-correction of

the paper / work within 10 calendar days of the written communication of the results.

4) The re-correction request shall be made in writing, with an exact indication of the recurring

modules and of the examination session in which they were held. Incorrect data or failure to

request during the time specified above prompts the invalidation of the recall request.

5) Pursuant to Part 66.B.200 (a) on the security of the questionnaire used for the PART 66

technical license examination, after passing an examination, candidates cannot review the

works and cannot be informed what are the wrong answers in the sustained work.

Issue of Part 66 license

1) Once the Applicant's compliance with the applicable PART 66 requirements has been

established, RCAA shall inform the applicant of the completion of the PART 66 licensing

process and shall issue the license on EASA Form 26 (see Annex 3 hereof).

2) The PART 66 license, with a validity of 5 years, shall be issued personally to the applicant only

after he / she has proof the payment of the fees charged for the PART 66 licensing services,

approved by the applicable normative act setting the RCAA tariffs.

3) If the PART 66 license is obtained through conversion, at the time of the PART 66 license

issue, the applicant shall submit to the RCAA the original LPTA Aircraft Technical Staff.

80

Figure 3.3 Part 66 Aircraft Maintenance Licence (AML) – B1 and B2 categories with Group 1 Aircraft

Source: EASA website, Source: www.easa.europe.eu

81

Figure 3.4 Part 66 Aircraft Maintenance Licence (AML) – B1 and B2 other than Group 1 Aircraft

Source: EASA website, Source: www.easa.europe.eu

82

3.6.4 Recognition of studies by RCAA

First of all, anyone can work on an aircraft maintenance base if it is:

• High school graduate with technical specialization;

• Graduate of the Faculty of Aerospace Engineers;

• Graduate of another technical faculty.

Below are the steps you need to follow to get a PART 66 license:

83

Steps to follow

As mentioned in Part 66, Aircraft Maintenance Licenses are grouped by categories and

subcategories depending on the type of engine or airplanes / helicopters.

Based on this, depending on the studies that a person has when applying for one of these

licenses, he or she will or not equivalence some examination modules, and practical experience time will

vary (as stated in Part 66).

Engage in an aircraft maintenance base (mechanic or engineer, depending on the level of education)

You gain experience for 3 years

• You can enroll in an individual program, with the cost of attending the school, or if you are an employee of a maintenance company, the company will take charge of enrollment and course costs.

• The license is obtained from the Civil Aeronautical Authority of the respective state (for example: in Romania it is R.C.A.A.);

• At the end of the tuition program you will pass the exam for the module (B1-mechanic, B2-avionics).

You get the Part-66 EASA (European Aviation Safety Agency)

• You can enroll in an individual program, supporting the costs of attending the school,or if you are a maintenance company employee, the company will be responsible forenrollment and costs;

• Theoretical component, Practical Training or On-Job-Training - is performed for aminimum of 6 weeks;

Type Training - a theoretical and practical course on a particular type of aircraft (Boeing or Airbus)

• The license is obtained after completion of the courses and gives you the right toperform and certify mechanical (B1) or avionics (B2) mechanics on the type ofaircraft for which you took the course (Boeing or Airbus).

R.C.A.A. License

• Three years after you receive the B1 or B2 license, you can apply for the C license;

• After this accreditation, you will have the right to issue Certificate of Release toService (CRSs), meaning that the aircraft is airworthy.

Type C License

84

The following figures will exemplify what modules will have to be sustained and how many years

of practical experience will need people applying for a certain type of aircraft maintenance license in

Romania to RCAA (Romanian Civil Aviation Authority), according to previous studies they have.

3.6.4.1 PART 66 LICENSE, CATEGORY A, B1 - MECHANICAL, NON-TECHNICAL STUDIES

Figure 3.5 PART 66 License, Category A, B1 - Mechanical, Non-Technical Studies

With Figure 3-5, it can be seen that a person who don’t have an aviation basic education will

have to support almost all 17 modules, depending on the category or subcategory they choose, and

practical experience will be between 3 and 5 years in order to obtain Part 66 license for category A or

B1.

3.6.4.2 PART 66 LICENSE, CATEGORY B2 - AVIONICS, NON-TECHNICAL STUDIES

Figure 3.6 PART 66 License, Category B2 - Avionics, Non-Technical Studies

EXAMINATION

MODULES 1, 2, 3, 4,

5, 6, 7, 8, 9, 10, 11,

12, 15, 16, 17, AS

THE CASE MAY BE NON-TECHNICAL

BASIC EDUCATION

PRACTICAL

EXPERIENCE

BETWEEN 3 AND 5

YEARS

PART 66 LICENSE,

CATEGORY A; B1

(MECHANIC)

EXAMINATION

MODULES 1, 2, 3, 4,

5, 6, 7, 8, 9, 10, 13,

14 NON-TECHNICAL

BASIC EDUCATION

PRACTICAL

EXPERIENCE

BETWEEN 3 AND 5

YEARS

PART 66 LICENSE,

CATEGORY B2

(AVIONICS)

85

If the applicant wishes to apply for PART 66 license for category B2 but does not have an

aviation base, must support all 12 modules for this category and accumulate an experience of 3 to 5

years as if he were applying to Part 66 license for category A or B1.

3.6.4.3 PART 66 LICENSE, CATEGORY A, B1 - STUDIES AT PROFESSIONAL AVIATION SCHOOL

Figures 3-7 refer to persons applying for PART 66 license for category A or B1 but have as a

basis the graduation of a professional aviation school. With this base, the first 4 modules may be

credited, and the experience they will have to accumulate will be between 2 to 5 years.

3.6.4.4 PART 66 LICENSE, CATEGORY B2 - AVONICS, STUDIES AT PROFESSIONAL AVIATION

SCHOOL

PART 66

LICENSE,

CATEGORY B2

(AVIONICS)

PROFESSIONAL

AVIATION

SCHOOL

EXAMINATION

MODULES 4, 5,

7, 8, 9, 10, 13,

14

PRACTICAL

EXPERIENCE

BETWEEN 3

AND 5 YEARS

EXAMINATION

MODULES 5, 6, 7, 8,

9, 10, 11, 12, 15, 17,

AS THE CASE MAY

BE PROFESSIONAL

AVIATION SCHOOL

PRACTICAL

EXPERIENCE

BETWEEN 2 AND 5

YEARS

PART 66 LICENSE,

CATEGORY A, B1

Figure 3.7 PART 66 License, Category A, B1 - Studies at Professional Aviation School

Figure 3.8 PART 66 License, Category B2 - Avionics, Studies at Professional Aviation School

86

With the same aviation base for the candidate applying for PART 66 license for category B2 as

in Figure 3-7, in this case it will be equivalent to 4 modules (1, 2, 3, 6), but the experience on which will

accumulate it will be from 3 to 5 years.

3.6.4.5 PART 66 LICENSE, CATEGORY A, B1 - STUDIES AT HIGH SCHOOL AVIATION

In the case of persons applying for a PART 66 license for category A or B1 and based on the

diploma of a high-school aviation, they will be equivalent 6 modules or 7, depending on the subcategory

they choose. The practical experience will be between 2 and 5 years.

3.6.4.6 PART 66 LICENSE, CATEGORY B2 - AVIONICS, STUDIES AT HIGH SCHOOL AVIATION

Candidates applying for PART 66 license for category B2 and having the same base as those in

Figure 3-9 will be equivalent 5 modules (1, 2, 3, 6, 8), but the experience will be between 3 and 5 years.

EXAMINATION

MODULES 5, 7, 9,

10, 11, 12, 15, 17,

AFTER CAUSE AVIATION HIGH

SCHOOL

PRACTICAL

EXPERIENCE

BETWEEN 2

AND 5 YEARS

PART 66 LICENSE,

CATEGORY A, B1

PART 66 LICENSE,

CATEGORY B2

(AVIONICS) AVIATION HIGH

SCHOOL

EXAMINATION

MODULES 4, 5, 7,

9, 10, 13, 14

PRACTICAL

EXPERIENCE

BETWEEN 3 AND

5 YEARS

Figure 3.9 PART 66 License, Category A, B1 - Studies at High School Aviation

Figure 3.10 PART 66 License, Category B2 - Avionics, Studies at High School Aviation

87

3.6.4.7 PART 66 LICENSE, CATEGORY A, B1 - STUDIES AT AERONAUTICAL UNIVERSITY

If the candidate applying for PART 66 license for category A or B1 and based on an engineer

degree from aeronautical faculty specialization in propulsion systems, it will be equivalent 8 modules

depending on the subcategory they choose (A1, B1.1, A2, B1.2, A3, B1.3, A4, B1.4). The experience

they need to accumulate will be from 2 to 5 years.

3.6.4.8 PART 66 LICENSE, CATEGORY B2 - AVIONICS, STUDIES AT AERONAUTICAL

UNIVERSITY

In Figures 3-12, as in Figures 3-11, candidates with an engineering degree in propulsion

systems will be able to equate 9 out of 12 modules if they apply to Part 66 license for category B2. At

the same time, they will have to accumulate between 3 and 5 years of practice.

EXAMINATION

MODULES 7, 9, 10,

11, 12, 15, 17,

AFTER CAUSE

AERONAUTICAL

FACULTY -

PROPULSION

SYSTEMS SECTION PRACTICAL

EXPERIENCE

BETWEEN 2 AND 5

YEARS

PART 66 LICENSE,

CATEGORY A, B1

PART 66 LICENSE,

CATEGORY B2

(AVIONICS)

AERONAUTICAL

FACULTY -

EQUIPMENT AND

AVIATION

SYSTEMS SECTION

EXAMINATION

MODULES 7, 9, 10

PRACTICAL

EXPERIENCE

BETWEEN 3 AND 5

YEARS

Figure 3.11 PART 66 License, Category A, B1 - Studies at Aeronautical University

Figure 3.12 PART 66 License, Category B2 - Avionics, Studies at Aeronautical University

88

3.6.4.9 AIRCRAFT TYPE TRAINING

Figure 3-13 exemplifies that all candidates applying for PART 66 license are required to go

through the practical and the theoretical part to get ON-THE-JOB TRAINING. Once they have finished,

the candidates can register for an Aircraft License.

THEORETICAL

TRAINING

PRACTICAL

TRAINING

ON-THE-JOB

TRAINING (OJT)

REGISTRATION

ON THE

AIRCRAFT

LICENSE

Figure 3.13 The steps for applying for the aircraft license

89

Conclusions

Resources for recognition

• EQF recognition 2017

• European Directive 11/78

• Sample assessor tools

• Further reading

• Websites

90

References

1. COUNCIL RECOMMENDATION of 22 May 2017 on the European Qualifications Framework for

lifelong learning and repealing the recommendation of the European Parliament and of the Council of

23 April 2008 on the establishment of the European Qualifications Framework for lifelong learning

(2017/C 189/03), 2017

2. Sorin Eugen Zaharia, Adina Petruta Pavel, Catalina Hirgeag, Better partnerships for better skills

and employability in air transport, EDU Learn Conference, Palma de Mallorca, 2018.

3. Sorin Eugen Zaharia (2015), Better skills for better employability in aviation, proceedings of the

Conference ‘New Horizons in Industry, Business and Education’ – NHIBE 2015, Skiathos, Greece,

2015.

4. European University Association (2008). European Universities' Charter on Lifelong Learning,

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Appendix – Analysis and overview of NQF level descriptors (related

to Ch. 2)

Learning outcomes-based level descriptors are essential elements of qualifications frameworks

established across Europe and worldwide. The purpose of level descriptors is to indicate the location of a

particular qualification. They help learners, educators, training providers, and employers to position and value

a specific qualification in relation to other qualifications; this also applies to those awarded in another

education and training subsystem or country. Most European countries have designed level descriptors for a

comprehensive national qualification framework (NQF), covering all types and levels of qualifications. This

allows the level descriptors to be recognised by a wide range of institutions, stakeholders and their interests,

traditions, cultures and values.

Level descriptors can be seen as the most generic and abstract articulation of learning outcomes.

They can play an important role as tools for transparency and reform, though this potential cannot be fully

reached without closely linking the descriptors and learning outcomes at other levels and for other (but related)

purposes. A key challenge lies in the alignment of level with actual teaching and assessment activities.

Croatia

General: The Croatian Qualifications Framework (CROQF) is based on learning outcomes. It is a

single, comprehensive 8 level framework in lane with EQF (but with two additional sublevels at levels 4 and 8

to cater for existing qualifications), and is based on a credit system. It includes qualifications from all levels and

subparts of formal education and training (general education, vocational education and training (VET) and

higher education). CROQF will also be the basis for validation of non-formal and informal learning.

Level descriptors and learning outcomes: Each qualification in CROQF is defined in terms of profile

(field of work or study), reference level (complexity of acquired competences) and volume (credit points). Level

descriptors are defined in terms of knowledge (theoretical and factual) and skills (cognitive, practical and social

skills). The third column is defined as responsibility and autonomy. It is emphasises that key competences

should be included in each qualification.

Validation of non-formal and informal learning and links to the NQF: One explicit aim of CROQF is to

set up a system for validating non-formal and informal learning. A rulebook on recognition and validation that

will specify the procedure in detail and establish a closer link to CROQF is currently being developed.

Furthermore, a new draft of the strategy on education, science and technology recognises validation as an

essential part of adult and higher education. Another important precondition for validation is setting up

qualification standards, that are currently in the process of development. In practice, validation of learning

outcomes acquired outside of formal education and training is still rare. No access to formal qualifications can

be granted without formal learning. There are arrangements on validation of adult education and crafts, for

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instance, a master craftsperson qualification validates and recognises non-formally acquired knowledge and

competences.

France

General: The French framework is considered to be one of the first qualification frameworks in Europe.

The framework, with a focus on vocationally or professionally oriented qualifications, has regulatory role which

is strong and well established. The framework is related to to the EQF from 2010, and uses the original five-

level structure (work on referencing to the EQF has been in process since 2006). The EQF levels, and their

alignment with the five-level structure, are clearly indicated in databases as well as in the certificate and

diploma supplements.

Level descriptors and learning outcomes: there is a common policy on learning outcomes (expressed

as ‘competence’) covering the entire (vocationally and professionally oriented) education and training system.

This approach is broadly accepted within initial vocational education and training, and gradually so by

institutions operating at higher levels of education and training. The learning outcomes approach has only

been partially introduced in higher education. Traditionally, university qualifications have been input-based and

very much focused on knowledge and research. The learning outcomes descriptions form the basis on which

higher education qualifications are approved. A process has to be renewed every four years. There are

detailed criteria for writing learning outcomes for bachelor level (licences) divided into the following main areas:

common generic competence; pre-professional competences; transferable competences; specific

competences related to broad, disciplinary subject areas. Initial vocational qualifications are defined according

to the same logic as for higher education qualifications, in terms of skills, knowledge and competences. There

are different forms of VET provision, though, influencing the way learning outcomes are assessed.

Validation of non-formal and informal learning and links to the NQF: Recognition and validation of non-

formal and informal learning outcomes is directly linked to formal qualifications, as VAE specifically aims at the

award of an official formal qualification (certification). VAE procedure can be organised for all qualifications

registered in the RNCP, except when a qualification is linked to a ‘regulated profession’.

Italy

General: Italy has carried out technical work pointing towards a national qualification framework

(NQF). Despite not having a comprehensive NQF in Italy, work has been done to reference public national

formal qualifications directly to the eight European qualifications framework (EQF) levels, as described in the

Italian referencing report adopted in December 2012 and presented to the EQF advisory group in May 2013.

Level descriptors and learning outcomes: Italy uses a learning outcomes approach and EQF level

descriptors as a basis for further developments. The eight EQF levels and level descriptors have been used

directly in the Italian referencing process to link all national qualifications from formal education and training to

the EQF. In the existing framework for higher education (QTI), Dublin descriptors are used nationally for three

cycles agreed within the Bologna process. More specific descriptors are being defined for each programme by

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universities. Italian education and training have introduced the learning outcomes approach at national and

regional levels, with each subsystem having its own characteristics.

Validating non-formal and informal learning and links to the NQF: Creation of a national system of

competence certification and validation of non-formal and informal learning is seen as a key element for

implementation of lifelong learning. The Directive from 2013 establishes the ‘national register of education,

training and professional qualifications’ which is the single framework for certification of competences. The

Directive states that every qualification can be accessible by validation of non-formal or informal learning and

defines the principles and institutional responsibilities and tasks of the different actors in relation to validation.

It also defines three types of standards: process, attestation and system.

Portugal

General: A comprehensive Portuguese qualifications framework (Quadro Nacional de Qualificações)

(QNQ) has been in place since 2010 as a single reference for classifying all qualifications awarded by the

Portuguese education and training system. The framework includes 8 levels and level descriptors of learning

outcomes. Higher education qualifications have been included in a more detailed framework for higher

education qualifications (FHEQ-Portugal), which is a part of the comprehensive national qualifications

framework (NQF).

Level descriptors and learning outcomes: An eight-level reference structure has been adopted to cover

all the qualifications awarded in the Portuguese system. National qualifications levels and level descriptors are

the same as in the EQF in terms of categories and principles. Level descriptors are defined in terms of

knowledge and skills; in the third column, the term attitude is used.

Validating non-formal and informal learning and links to the NQF: Portugal has a national system for

the RVCC incorporated in the national qualifications system and framework. There is a network of

opportunities centres in charge of validation and recognition of competences which targets at young people.

The centres provide guidance, counselling and validation activities to low-skilled adults and guides/orients

young people completing nine years of basic education. Adults can acquire a basic or secondary level

education certificate and a vocational qualification from levels 1 to 4 according to the NQF. Such certificates

have the same value as those awarded in formal education and training. RVCC processes are based on

national standards for education and training (such as key competences in adult education and training

reference framework) and integrated into the national catalogue of qualifications, used as a reference for

vocational qualifications. At higher education level validation is generally linked to the credit system and

module-based structure of courses and degrees.

Romania

General: Romania has adopted a learning outcomes-based national qualification framework (NQF) for

lifelong learning; the Romanian national qualifications framework (ROQF). It aims at bringing together

nationally-recognised qualifications from both initial and continuing vocational education and training (CVET),

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apprenticeship, general and higher education, and helps integration of validation of non-formal learning into

the national qualifications system. A qualifications framework for higher education, which is in line with the

Bologna process and the European qualifications framework (EQF), has been implemented. One of the main

challenges in recent years was to link these two development processes, structures and stakeholders from

VET, higher education and the labour market in a more comprehensive framework.

Level descriptors and learning outcomes: The ROQF describes eight levels of qualification that can be

acquired in the education and training system and by validation of learning outcomes from non-formal and

informal learning areas. National level descriptors are identical to EQF level descriptors. They are defined as

knowledge (theoretical and factual), skills (cognitive skills – use of logical, intuitive and creative thinking – and

practical skills, manual dexterity and use of methods, materials, tools and instruments) and scope of

responsibility and autonomy. In VET, a learning outcomes approach corresponds directly to social and

economic needs. Many learning programmes developed in VET are based on competences. Occupational

standards are used in CVET and are based on actual elements of competence to be proved at the workplace.

Vocational training standards based on learning outcomes have been developed in collabour ation with the

social partners and approved by the Ministry of National Education. Within higher education, qualifications are

linked to the credit structure of the European credit transfer system (ECTS).

Validating non-formal and informal learning and links to the NQF: The legal framework exists for

developing lifelong learning community centres with a specific role in increasing access to validation for

disadvantaged communities and emphasises use of lifelong learning portfolios in formal education. Creation of

these centres is still under discussion. The legislative framework for the ROQF states that qualifications

obtained through non-formal and informal education will be included in the NQF, using ROQF level

descriptors. At the moment, the methodology allows only for level 4 and for lower levels to obtain a

qualification through validation of non-formal and informal learning. In the ROQF, validation is still linked only

with occupational standards that relate to CVET qualifications and is not yet operational with regard to formal

education. It is not possible to obtain formal qualifications (full or partial) through validation of non-formal and

informal learning. The validation system is mainly for adults and people who do not tend to go back to the

formal system.

Slovakia

General: Level descriptors for a comprehensive national qualifications framework (NQF) for lifelong

learning were approved, encompassing qualifications from all subsystems of formal education and training

(VET, general education and higher education). The NQF is seen as a tool for transparency, comparing

qualifications and supporting transfer and recognition of qualifications. The revised NQF is intended to include

all qualifications – general education, VET, higher education, qualifications gained through validation and

qualifications outside the formal education system. The framework will be learning outcomes-based, with

revised descriptors covering knowledge, skills and competences.

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Level descriptors and learning outcomes: In the initial work, an eight-level structure was approved to

cover the main characteristics of the national qualification system and also be compatible with the EQF in

terms of principles, categories and level descriptors. Level descriptors were defined as knowledge, skills and

competences. However, they are revised with more focus on skills descriptors that are in line with other

national documents and to allow inclusion of non-formal qualifications. The learning outcomes approach has

been recognised as a part of the reform and is integrated into all new developments. The ‘shift to learning

outcomes’ policy is well embedded in national discourse and also partly in legislation.

Validating non-formal and informal learning and links to the NQF: At present, there is no national

system of validation in place. Procedures for recognition of NFIL will be defined in the national project on

development of the qualifications system, which will develop qualifications and assessment standards for a

range of qualifications. It is up to accredited education and training institutions to choose the assessment

method to be used, in line with content of the qualification and assessment standard. A theoretical and a

practical part, which can be written, oral or practical assignments or a combination of the three, is obligatory.

The main responsibility for validation policies lies with the Ministry of Education.

ANNEX 1 - Definitions

Aeroplane. A power-driven heavier-than-air aircraft, deriving its lift in flight chiefly from aerodynamic reactions

on sur-faces which remain fixed under given conditions of flight.

Aircraft. Any machine that can derive support in the atmosphere from the reactions of the air other than the

reactions of the air against the earth’s surface.

Aircraft avionics. A term designating any electronic device — including its electrical part — for use in an

aircraft, including radio, automatic flight control and instrument systems.

Airship. A power-driven lighter-than-air aircraft.

Co-pilot. A licensed pilot serving in any piloting capacity other than as pilot-in-command but excluding a

pilot who is on board the aircraft for the sole purpose of receiving flight instruction.

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Helicopter. A heavier-than-air aircraft supported in flight chiefly by the reactions of the air on one or more

power driven rotors on substantially vertical axes.

Licensing Authority. The Authority designated by a Contracting State as responsible for the licensing of

personnel.

Note – In the provisions of this Annex, the Licensing Authority is deemed to have

been given the following responsibilities by the Contracting State:

a) assessment of an applicant’s qualifications to hold a license or rating;

b) issue and endorsement of licenses and ratings;

c) designation and authorization of approved persons;

d) approval of training courses;

e) approval of the use of flight simulation training devices and authorization for their use in gaining the

experience or in demonstrating the skill required for the issue of a license or rating; and

f) validation of licenses issued by other Contracting States.

Maintenance. The performance of tasks required to ensure the continuing airworthiness of an aircraft,

including any one or combination of overhaul, inspection, replacement, defect rectification, and the

embodiment of a modification or repair.

Pilot (to). To manipulate the flight controls of an aircraft during flight time. [37]

AML: Aircraft Maintenance License (Part-66) is a document issued on the standard EASA Form 26 which

permits the holder to exercise privileges (issue Certificates of Release to Service following an aircraft

maintenance).

Note – For the time being, Part-66 AML considers aircraft maintenance

only (Category A, B1, B2 or C AML).

Basic knowledge is a level of knowledge in the appropriate subject modules in accordance with Appendix I to

the Part-66 (for category/subcategory A, B1, B2) which an applicant for an aircraft maintenance license or the

addition of a category or subcategory to such an aircraft maintenance license shall demonstrate by

examination.

Type training / rating refers to an aircraft type training approved by the competent authority or conducted by

an appropriately approved Part- 147 maintenance training organization which shall include theoretical and

practical elements of the aircraft type and consist of the appropriate course in relation to the license holder

privileges and when theoretical and practical training shall comply with Appendix III to the Part-66.

Conversion provisions describe the grandfather rights applicable to holders of a certifying staff qualification

valid in a Member State, prior to the date of entry into force of the Part-66. Privileges can be transferred to the

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newly issued Part-66 aircraft maintenance license without further examination, subject to conditions specified

in Part-66 Section B (e.g. endorsement of technical limitations) [38].

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ANNEX 2 – EASA FORM 19

Figure 3.14 Application for PART-66 Aircraft Maintenance Licence (AML) page 1

Source: Commission Regulation (EU) No 1321/2014 [11]

101

Figure 3.15 Application for PART-66 Aircraft Maintenance Licence (AML) page 2

Source: Commission Regulation (EU) No 1321/2014 [11]

102

ANNEX 3 - EASA Form 26

Figure 3.16 EASA Form 26 page 1

Source: Commission Regulation (EU) No 1321/2014 [11]

103

Figure 3.17 EASA Form 26 page 2

Source: Commission Regulation (EU) No 1321/2014 [11]

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This project has been funded with support from the European Commission. This publication [communication]

reflects the views only of the author, and the Commission cannot be held responsible for any use which may

be made of the information contained therein. Project Nº 588060-EPP-1-2017-1-RO-EPPKA2-KA