Edition 3.

0
Edition date: 14/10/2010
Reference nr: EUROCONTROL-GUID-145

EUROCONTROL Guidelines

EUROCONTROL Guidelines
for Traffic Safety Electronics Personnel
System/Equipment Rating Training

EUROCONTROL

EUROCONTROL Guideline for Air Traffic Safety Electronics Personnel System/Equipment Rating Training
_____________________________________________________________________________________________________

DOCUMENT CHARACTERISTICS
TITLE

EUROCONTROL Guideline for Air Traffic Safety Electronics

Personnel System Equipment Rating Training
Document Identifier
EUROCONTROL-GUID145

Edition Number:
Edition Date:

3.0
14/10/2010

Abstract

This document contains guidance material for ATSEP managers and course designers who are
implementing System/Equipment Rating training within their organisations. Additionally, the
document may provide useful information for those organisations who have already established
their System/Equipment Rating training scheme.

Keywords
System/equipment

Training gap analysis

Rating

Context

Contact Persons

Tel

Unit

Ashley LAURYSSEN

+352-43.60.61.942

Training Development and Harmonisation (TDH) Unit

STATUS, AUDIENCE AND ACCESSIBILITY

Status
Working Draft

Intended for
General Public

Intranet

Draft

CND Stakeholders

Extranet

Proposed Issue

Restricted Audience

Internet (www.eurocontrol.int)

Released Issue

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Accessible via

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DOCUMENT APPROVAL
The following table identifies all management authorities who have successively approved
the present issue of this document.

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DOCUMENT CHANGE RECORD

The following table records the complete history of the successive editions of the present
document.

EDITION
NUMBER

EDITION
DATE

1.0

04.04.2006

Released Issue

All

2.0

14.11.2008

Consistency update

All

3.0

14.10.2010

Major revision

All

Edition Number: 3.0

REASON FOR CHANGE

Released Issue

PAGES
AFFECTED

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CONTENTS
DOCUMENT CHARACTERISTICS..............................................................................i
DOCUMENT APPROVAL ...........................................................................................ii
DOCUMENT CHANGE RECORD..............................................................................iii
EXECUTIVE SUMMARY.............................................................................................6
1.

Introduction .......................................................................................................8
1.1
1.2
1.3

Background ...............................................................................................................................8
Applicability ...............................................................................................................................9
Scope ........................................................................................................................................9

2.

Relationship with overall Training Progression .............................................9

3.

Links with other documents...........................................................................10

3.1
3.2
3.3
3.4

4.

EUROCONTROL Specification for ATSEP CCC Initial Training ............................................10

ICAO Annex 10 .......................................................................................................................10
ICAO ATSEP Training Manual................................................................................................10
ESARR5 ..................................................................................................................................10

What is S/E Rating Training? .........................................................................11

4.1
4.2

5.

Context for S/E Rating Training ..............................................................................................11

Entry Level for S/E Rating Training.........................................................................................16

Designing or planning S/E Rating Training ..................................................17

5.1
5.2
5.3
5.4

6.

Determining the Competence Criteria.....................................................................................17

Training gap analysis ..............................................................................................................18
Designing the training .............................................................................................................19
Sequencing/scheduling training events ..................................................................................19

Documentation ................................................................................................20
6.1
6.2
6.3

7.

Documents that govern the training ........................................................................................20

Documents that support the training .......................................................................................20
Documents that provide evidence of the training....................................................................20

Interaction with the NSA.................................................................................20

REFERENCES ..........................................................................................................22
CONTRIBUTORS......................................................................................................23

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APPENDIX 1 ABBREVIATIONS AND ACRONYMS .............................................24

APPENDIX 2 DEFINITIONS...................................................................................25

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EUROCONTROL Guideline for Air Traffic Safety Electronics Personnel System/Equipment Rating Training
_____________________________________________________________________________________________________

EXECUTIVE SUMMARY

The EUROCONTROL Guidance Material for Air Traffic Safety Electronics

Personnel System/Equipment Rating Training contains information relating
to the implementation of a training scheme for ATSEP personnel undertaking
system/equipment rating training.
The document links the system/equipment rating training phase to the overall
training progression of ATSEPs and explains its relationship with other
EUROCONTROL, European and ICAO documentation.
A detailed explanation of this phase of training is provided, paying particular
attention to the many different contexts within which system/equipment rating
training can take place.
Planning and designing system/equipment rating training is detailed, along with
a description of the documentation that governs training and that is required to
support the delivery of the training.
The document finishes with a section on the interaction with the NSA when
planning and implementing the training.
Note: - In the interests of not duplicating the explanations of the harmonised
terminologies used throughout all phases of ATSEP training, this document
should be read in conjunction with the EUROCONTROL Guidance Material for
ATSEP Training Progression and Concepts.

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1.

Introduction

The Air Traffic Safety Electronics Personnel System/Equipment Rating Training

document contains information and guidance relating to the implementation of Air Traffic
Safety Electronics Personnel (ATSEP) System/ Equipment Rating Training.
The document has two main purposes

to provide useful and practical information for managers who are either starting, or in
the process of, developing an ATSEP S/E Rating training programme

to provide ideas and information for managers who already have an established
ATSEP S/E Rating training programme in place

Within the current regulatory environment, there has been no agreed requirement to
harmonise, at European level, the ATSEP S/E Rating training. Historically, European
operating organisations have developed many different ways to categorise the S/E Ratings
that apply to their ATSEPs. Consequently, there are considerable differences in the manner
in which these European organisations conduct their S/E Rating training.
Ultimately, all organisations defined a level of performance for all S/E, although ATSEP
competence is developed, assessed and assured in many different ways. Therefore, this
document does not contain technical training objectives, but rather provides guidance on the
processes that may be employed when designing and implementing the training.

1.1 Background
This document replaces the Guidelines for a Common System/Equipment Rating Training for
Air Traffic Safety Electronics Personnel, Edition 2.0, which was originally developed in April
2006 and updated in November 2008. These two editions of the document were developed
by the ATM Technical Staff Task Force1 acting on instructions from the Human Resources
Team and the Training Focus Group2.
The S/E Rating Training guideline was written to complete the set of ATSEP training
documents that support the first three phases of ATSEP training: Basic, Qualification and S/E
Rating.
In September 2009, a new document was published that combined the ATSEP Basic and
Qualification training guidelines (although still respecting the separate phases) and redefined
the manner in which the training was categorised. This document was then upgraded as the
EUROCONTROL Specification for Air Traffic Safety Electronics Personnel Common Core
Content Initial Training. As a result of this new Specification, it became necessary to review
and revise the S/E Rating training document.

Previously known as the Working Group for ATM Technical Staff and then Task Force ATM
Technical Staff
2
Previously known as the Training Sub-Group
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1.2 Applicability
This document is provided as guidance material and as such, carries no mandatory
elements.

1.3 Scope
The scope of this document is limited to the activities and organisation of training that
supports the phase of ATSEP training progression called System/Equipment Rating Training.
Issues concerning final ATSEP competence assessment, achievement of competence and
subsequent acquisition of a rating are outside of the scope of the document.
The document makes use of the term ATSEP when referring to ESARR5 engineering and
technical personnel undertaking operational safety related tasks. These are
Personnel who operate and maintain ATM equipment approved for
operational use.
(Note: this definition is not intended to cover other equipment related
functions, such as design, testing, commissioning and institutional
training.)
And, ATM equipment approved for operational use is defined as
All engineering systems, facilities or devices that have been
operationally released to be used either by airspace users (e.g.
ground navigation facilities) directly, or are used in the provision of
operational air traffic management services.
(Note: These comprise the systems, facilities and devices operated or
supervised by the Operating Organisation and serving the purpose of air
navigation, regardless of whether the products used to fulfil the tasks
involved in air traffic management are generally available on the market or
have been specifically developed to air traffic management requirements.)
Although it is acknowledged that in some organisations ATSEPs have additional
responsibilities that go beyond the above definition, the scope of this document is limited to
the ESARR5 description.

2.

Relationship with overall Training Progression

ATSEP training is divided into four phases. S/E Rating training is one of these phases in the
overall progression of ATSEP training. For more information on the relationship and
application of S/E Rating training to the overall ATSEP training progression, please refer to
the following documents

EUROCONTROL Specification for ATSEP Common Core Content Initial Training

(Edition 1.0), Section 5.

EUROCONTROL Guidance on ATSEP Training Progression and Concepts

(Edition 1.0)

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3.

Links with other documents

The System/Equipment Rating Training document does not exist in isolation. The following
documents either have a direct relationship with the System/Equipment Rating Training or
are available as complimentary documents that provide information on this phase of training.

3.1 EUROCONTROL Specification for ATSEP CCC Initial Training

The EUROCONTROL Specification for ATSEP CCC Initial Training contains the minimum
training requirement for ATSEP Basic and Qualification training. As a EUROCONTROL
Specification this document carries a non-mandatory status, however future developments
within the wider context of European ATM legislation may render this document mandatory.
At the time of writing this document, the ATSEP CCC Initial Training has been proposed as a
minimum training standard to be included in the Implementing Rule that European Aviation
Safety Agency (EASA), is currently drafting to replace Commission Regulation (EC) No
2096/2005 of 20 December 2005 laying down the common requirements for the provision of
air navigation services.

3.2 ICAO Annex 10

There is no explicit link between the S/E Rating Training document and Annex 10; however it
is included as a resource reference for S/E Rating training course designers, because it
details technical specification requirements of which an ATSEP needs to be aware.

3.3 ICAO ATSEP Training Manual

There is no direct link between the EUROCONTROL ATSEP S/E Rating Training document
and the ICAO ATSEP Training Manual, however the Training Manual can be a very useful
source for planning the S/E Rating Training phase.
The ICAO Manual includes a chapter on System/Equipment Rating Training which is split
into three parts:

Environmental knowledge for the equipment or system

Theoretical section for the equipment or system
Practical section enhanced by On-The-Job Training (OJT) on the equipment or
system

Reference ICAO Doc 7192-AN/857 Part E-2 Air Traffic Safety Electronics Personnel
Training Manual.

3.4 ESARR5
This document has no explicitly referenced link with ESARR5. Nonetheless, the ESARR5
definition of ATM engineering and technical personnel undertaking safety related tasks has
been used to scope this document. Additionally, this document may be used as guidance to

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support the ESARR5 requirement that technical and engineering personnel are properly
trained and qualified to perform the assigned tasks.3

4.

What is S/E Rating Training?

Within the context of training progression, the S/E Rating Training is described as Training designed to impart system/equipment-related knowledge
and skills leading towards operational competence.
With respect to the ATSEP role/s, training progression is
performed through the completion of Initial Training and the
series of actions described as S/E Rating training (additional
academy or manufacturer training, On-site Training, mentoring
and consolidation of experience).
Operational competence is the ability to perform operational safety-related tasks on specific
systems/equipment.
A System/Equipment Rating is the authorisation which allows the ATSEP to perform
operational safety-related tasks on specific system/equipment and may, optionally, include
an association with operational site/s, location/s and/or maintenance task levels (as defined
in Appendix 2). The award of this rating follows the successful assessment of operational
competence.
S/E Rating training comprises all the training-related activities (excluding Initial Training) that
precede and prepare an ATSEP for operational competence assessment for the issue of a
specific rating.
The choice of training activities for the S/E Rating training depends on the current skills and
knowledge of the ATSEP, the final performance required of the ATSEP, the resources
available and the effectiveness of various teaching methods.
S/E Rating training is not defined exclusively by the location of the delivery of the training.
Usually the training is delivered on-site. However, certain parts of the training may be
delivered at the manufacturer site, academic or college site or any other location that is
considered appropriate.

4.1 Context for S/E Rating Training

The description of S/E Rating training is focused on the acquisition of the skills and
knowledge required by an ATSEP so as to gain competence in a particular rating,
regardless of the context of that acquisition (Note:- For some safety critical
systems/equipment regular refresher training maybe appropriate). Therefore, the S/E Rating
Training is a phase that an ATSEP may complete more than once. The number of times an
ATSEP undertakes S/E Rating training depends on many factors which may include their
career choices and progression, the number of times an organisation upgrades or
implements new systems/equipment and/or the number of times an ATSEP relocates to a
new site or environment.

ESARR5 Ed.2.0 para 5.3.2 a).

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In general, there are seven typical contexts when an ATSEP will follow S/E Rating Training.
These contexts are represented in Figure 1 below and explained in the subsequent subsections.

Developmental
Training

Continuation
Training

Change due
to career
development

Rated
4.1.3
4.1.4

4.1.5
4.1.6
4.1.7

Passed
successfully
Failed due to gaps
in Initial Training

Competence
Assessment

Passed
successfully

Initial
Training

Upgrade or
new location

4.1.1

Failed due to
gaps in S/E
Rating Training

4.1.2
4.1.3
4.1.4
4.1.7

S/E Rating
Training

Entry
Level

Figure 1: Context for S/E Rating training

4.1.1

New ATSEP achieving first competence

This is the classic training progression of a new
ATSEP who successfully completes a minimum
of one of the Initial Training streams and then
progresses to S/E Rating training for at least
one rating in the associated stream.

Cont Trg
Rated

On successful completion of the S/E Rating

training and the associated competence
assessment requirements, the ATSEP achieves
the first S/E Rating competence.

Comp
Ass

Initial
Trg
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Dev Trg

Entry
Level

S/E
Rating
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4.1.2

Rated ATSEP achieving additional competences in same stream

In this context, the ATSEP is already
competent in at least one of the ratings of a
particular stream and wishes to acquire
additional rating/s. Since the additional
rating/s are in the same stream, the ATSEP
does not need to re-enter Initial Training,
but rather, proceeds directly to the S/E
Rating training.

Cont Trg
Rated

Comp
Ass

On successful completion of this training

and
the
associated
competence
assessment requirements, the ATSEP
achieves additional rating competences.
In training progression terms, this is also
considered as part of Conversion Training
i.e. Training designed to provide knowledge
and skills appropriate to a change in
domain (new stream or new S/E rating),
4.1.3

Dev Trg

Initial
Trg

S/E
Rating

Entry
Level

Rated ATSEP achieving additional (replacement) competences in same stream,

due to introduction of new or upgraded system/equipment
In this context, the ATSEP is already
competent in a particular rating, but due to
the introduction of new systems/equipment
(more typical), or an upgrade that is
considered sizeable enough to merit the
achievement of a new rating (less typical), is
required to re-enter S/E Rating training.
On successful completion of this training and
the associated competence assessment
requirements, the ATSEP achieves the
additional rating competences. Usually, this
new competence, replaces the older
competence.
In training progression terms, this is also
considered as part of Conversion Training
i.e. Training designed to provide knowledge
and skills appropriate to a change in
system (system upgrade or change).

Cont Trg
Rated

Comp
Ass

Initial
Trg
Entry
Level

S/E
Rating

OR

Cont Trg

Dev Trg
Rated

There are also many instances of system

upgrades that do not require the issue of a
new rating. Often in these situations, the
ATSEP requires very little, and sometimes

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Comp
Ass

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Level

S/E
Rating

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no additional training to manage the upgrade

and therefore would not be part of S/E
Rating training. This is indicated by the
dashed red line in the diagram to the right.
4.1.4

Rated ATSEP achieving additional competences in same stream, due to new

location
In this context, the ATSEP is already
competent in a particular rating, but due to
either the ATSEP moving to a new location,
or a system/equipment moving to a new
location, the ATSEP may need to re-enter
S/E Rating training.

Cont Trg
Rated

Comp
Ass

On successful completion of the appropriate

training and the associated competence
assessment requirements, the ATSEP
achieves the additional rating competences.
In training progression terms, this is also
considered as part of Conversion Training
i.e. Training designed to provide knowledge
and skills appropriate to a change in ,
environment
(new
procedures,
new
location) or

Dev Trg

Initial
Trg

S/E
Rating

Entry
Level

OR
Cont Trg

Dev Trg
Rated

Note: - This context is not always applied in

the same way, in all ANSPs. Some ANSPs
have elected to issue a Rating based on the
system/equipment only and then provide an
additional endorsement for the location. In
this instance, a change in location would
result in training to familiarise with the location
and would be considered as conversion
training, but not necessarily S/E Rating
training because the end result is not the
issue of a new rating competence.
4.1.5

Initial
Trg

S/E
Rating

Entry
Level

Rated ATSEP achieving additional competences in same domain, but in new

stream
In this context, the ATSEP is already
competent in at least one rating of a
particular stream and wishes to acquire
additional rating/s, in the same domain, but
in a different stream. Since the additional
rating is in a different stream, the ATSEP will
first need to successfully complete, as a
minimum, those elements of Qualification
Training that relate specifically to the new
stream, that were not covered at any other
time during the ATSEPs previous training.

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Comp
Ass

Cont Trg

Dev Trg
Rated

Comp
Ass

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Trg

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Rating
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Entry
Level

Once this is achieved, the ATSEP proceeds

to the S/E Rating Training phase.
On successful completion of this training and the associated competence assessment
requirements, the ATSEP achieves additional rating competences in the new stream.
In training progression terms, this is also considered as part of Conversion Training,
i.e. Training designed to provide knowledge and skills appropriate to a change in
domain (new stream or new S/E rating),
4.1.6

Rated ATSEP achieving additional competences in new domain

In this context, the ATSEP is already
competent in at least one rating in one
stream of a domain, and wishes to acquire
additional rating/s in a new domain and
stream. Since the additional rating/s is in a
different domain, the ATSEP will first need to
complete, as a minimum, those elements of
Qualification Training that relate specifically
to the new domain and at least one new
stream that were not covered at any other
time during the ATSEPs previous training.
Once this is achieved, the ATSEP proceeds
to the S/E Rating Training phase.
On successful completion of this training and
the associated competence assessment
requirements,
the
ATSEP
achieves
additional rating competences in the new
domain and stream. As a flow diagram, this
would be the same as the context above.

Cont Trg

Dev Trg
Rated

Comp
Ass

Initial
Trg

S/E
Rating

Entry
Level

In training progression terms, this is also

considered as part of Conversion Training,
i.e. Training designed to provide knowledge
and skills appropriate to a change in
domain (new stream or new S/E rating),
4.1.7

Learner or rated ATSEP has failed to achieve or lost a rating competence

In this context, a learner ATSEP has completed
the competence assessment for a particular
rating, but has failed to achieve the required
competence, or a rated ATSEP loses
competence for a particular rating. In this
instance, the ATSEP re-enters S/E Rating
Training with the aim of acquiring or reacquiring the skills needed to achieve
competence.

Cont Trg
Rated

Comp
Ass

When a loss of competence has occurred, the

ATSEP may return to S/E Rating Training as a
means to regaining competence. Alternatively,

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Trg
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Level

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it may be necessary to re-enter a part of the

Qualification or Basic training first. This is
dependent on the reason for the loss of
competence in the first place.
Note: - Not all instances where an ATSEP loses competence are corrected by
returning to one of the training phases. Sometimes, the deficiencies are connected to
other issues which will have non-training related solutions, e.g. social/domestic
problems, temporary loss of medical fitness if this is required within a national
scheme (including psychological concerns), where skills/knowledge are satisfactory
but ATSEP nonetheless fails to comply with procedures,

For the sake of simplicity and clarity, the above contexts for S/E Rating Training described
situations where one rating is being achieved. In practice, an ATSEP may undertake training
for more than one rating competence at the same time.
In the same manner, the training designer would benefit from structuring the plans and
training materials to flexibly meet the needs of more than one training context. Materials from
one context may be reused in a different context with little or no requirement to make
modifications.

4.2 Entry Level for S/E Rating Training

S/E Rating training starts when the learner engages in any training activity, other than Initial
Training, that prepares him/her to undertake competence assessment for a particular
system/equipment rating.
For learners who are undertaking S/E Rating training to achieve their first competence, the
minimum entry level is successful achievement of the objectives contained within the
relevant Initial Training stream.
The ATSEP CCC Initial Training describes the minimum training requirement in each
stream. Some organisations may elect to provide far more training, during the Initial Training
phase than the minimum requirement (e.g. increased and/or higher level of practical training,
broader theoretical training). In this instance, the successful learner will finish Initial Training
with a higher level of knowledge and/or practical skills than the minimum. The effect of this
will be to shorten the time or number of training activities that the learner undertakes during
S/E Rating training. However, the final competence requirement of the learner does not
change, irrespective of how the Initial Training and S/E Rating Training activities are
structured and conducted.
When a learner is undertaking S/E Rating training to achieve additional rating/s in a new
stream or alternatively, a new domain and stream, the minimum entry level remains
successful completion of the objectives contained within the relevant Initial Training stream.
In some instances, usually associated with a change of domain, there will be a need for a
learner to complete a significant number of objectives from the Initial Training, before starting
the S/E Rating training. In other instances, usually associated with the same domain but a
change in stream, the learner will need to complete a much smaller number of Initial Training
objectives before beginning the S/E Rating training.
ANSPs often recruit ATSEPs from outside of their organisation. Typically, these ATSEPs are
already qualified and experienced in the particular domain and stream for which they have
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been recruited. Due to many and varied circumstances, these ATSEPs may not have
undertaken the CCC Initial Training. ANSPs, may need to assess if any additional training
derived from the Initial Training is needed in addition to the S/E Rating training.

5.

Designing or planning S/E Rating Training

5.1 Determining the Competence Criteria

Training makes a significant contribution towards the achievement of competence, however,
it is not the only element that is required when assessing an individuals overall competence
for a particular S/E Rating. Factors such as experience, medical fitness and attitude also
contribute towards competence. This section is focussed on the contribution of training in
achieving competence, although at times will refer to the broader context of competence
management.
Competence criteria for S/E Ratings are typically established as part of the Competence
Management System of an organisation. S/E Ratings and their associated competence
criteria can be configured in many different ways to support the organisations operational
requirements and the descriptions of ATSEP roles. Some organisations may refer to these
competence criteria as performance and/or competence requirements.
Examples of different configurations
Organisations A, B, C and D all have the same type of ILS (i.e. same brand).
In organisation A, they have chosen to have one rating that covers all levels of maintenance tasks (A, B and C)
for that ILS. The rating is valid for all ILS (of the same type) within the area of responsibility of organisation A.
In organisation B they have chosen to have one rating that covers level A maintenance tasks and another rating
covering level B and C maintenance tasks. Both rating types are valid for all ILS of the same type within the area
of responsibility of organisation B.
In organisation C they have chosen to have separate ratings for each sub-system of the ILS (Glide path,
Localiser, Antennas etc.). Each rating covers all levels of maintenance tasks (A, B and C) for that sub-system
and is valid for all sub-systems of the same type within the area of responsibility of organisation C.
In organisation D, ratings are constrained by association with the ILS geographical location. Each rating covers all
levels of maintenance tasks (A, B and C) for the ILS and is valid only at a specific site.
Ultimately, the organisation should have a list of the S/E Ratings recognised and required
within their operational environment. Attached to these S/E Ratings should be a list of criteria
to be met in order to achieve the Rating. Part of these criteria will be a set of tasks and/or
sub-tasks that the ATSEP must be able to perform competently. These tasks are to be
appropriate for the level of maintenance task (A, B or C) associated with the Rating.
Once the set of tasks has been defined for a S/E Rating, personnel responsible for the S/E
Rating training carry out a training gap analysis to determine what training will be necessary
to bring the learner to the point where they are able to perform the tasks reliably and a
competence assessment can be conducted.

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5.2 Training gap analysis

The training gap is the difference between the knowledge/skills the learner currently
possesses and the knowledge/skills they will need to achieve competence for a particular
S/E Rating.
There are many general documents available on how to conduct a training gap analysis,
therefore this section will be limited to considerations that are related directly to the ATSEP
environment and the progression of ATSEP training.
A training gap analysis may be conducted to accommodate the development of a
standardised training scheme for ATSEPs i.e. the scheme that would be implemented for the
majority of ATSEP learners since they are following a predictable, predetermined training
path. Alternatively, a training gap analysis may be conducted to accommodate the training of
an individual ATSEP (or ATSEP learner) who starts with a unique skill set and/or level of
experience. (e.g. very experienced communications engineer who has very little knowledge
of the ATM environment.)
It is recommended that the training gap analysis be conducted by experts who, variously,
have expertise in the Initial Training scheme, the S/E Rating training scheme and operations
(including responsibilities within the operational environment).
A training gap analysis is an activity that requires a clear understanding of the ATSEPs
current knowledge and skill level. In the case of a learner ATSEP who is progressing through
the phases of ATSEP training (i.e. Basic plus at least one of the Qualification streams plus at
least one S/E Rating), it is important to understand the structure and level of detail that was
taught during Initial Training. If the EUROCONTROL Specification for ATSEP Common
Core Content Initial Training was used as the basis for initial training, then the following
course implementation issues should be understood prior to starting the training gap
analysis

How the Qualification streams or stream combinations match and support the
organisations defined S/E Ratings

Which level 3 objectives (using the verb Appreciate) were taught practically
and which were taught either theoretically or generically

Which level 3 or higher objectives were taught using generic or representative

systems and/or equipment and which were taught using highly realistic
systems/equipment

Which objectives were taught to a level that was higher than the stated CCC
taxonomy level

Was any of the practical training conducted on systems/equipment that will

form part of the final S/E Rating that will be achieved by the learner ATSEP

What additional (possibly national or site specific) objectives were added to

the Initial Training

Which of the optional content items were selected and included in the training

On completion of the training gap analysis, the organisation should have a clear record of the
starting point (in terms of knowledge and skills) of the learners, plus sets of Rating-specific
performance objectives which will need to be realised during the S/E Rating training.

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5.3 Designing the training

The training developers are now in position to design both the overall S/E Rating Training
Plan and the training syllabi for the various S/E Ratings. Prior to starting the design work, the
following information should be available:

Results of the training gap analysis

Permanently available resources (courses, people, systems/equipment and

facilities)

Variable resources (usually people, but also equipment and facilities)

Documentation governing the training

Documentation required to support the training

Development budget

Timescales (e.g. restrictions on completion dates, duration and scheduling

parameters)

Timing restrictions (e.g. no training over weekends, limits on the number of

hours training /day, availability of manufacturer courses)

Should an organisation have multiple Ratings with training elements that occur in more than
one Rating, this would be an appropriate opportunity to consider modularising the training
materials and/or activities.

5.4 Sequencing/scheduling training events

Sequencing of training events taking into account

Best pedagogic sequence for acquiring skills

Availability of OJTIs, OJMs and internal non-operational instructors (can be

influenced by time of year e.g. summer holidays, winter weather conditions,
public holidays, weekends, level of expertise required)

Availability of courses/parts of courses which are conducted by a supplier

Type of training methods being used (e.g. elearning activities are flexible but
must be factored into sequence, hands-on requires availability of instructional
staff and systems/equipment, )

Availability of systems/equipment

Other work commitments (e.g. learner is acquiring second rating but still
needs to continue operational duties on first rating)

Operational demand for particular ratings (i.e. due to operational requirements

there may be a higher priority placed on getting some learner ATSEPs rated
than others)

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6.

NSA notification and approval requirements

Project timelines

Documentation

6.1 Documents that govern the training

Prior to developing the S/E Rating Training scheme it is vital that the designers are fully
aware of all the documents that have a governing influence on the training. These
documents may include amongst others

International, European and national documentation (e.g. ESARR5, Reg 2096)

Organisational policy manuals or handbooks

Local handbooks that describe specific processes and procedures for a site

6.2 Documents that support the training

There are two sets of documents that are needed to support the S/E Rating Training
scheme

Course documentation (e.g. description of the activities that need to be undertaken

prior to a learner undertaking competence assessment, training plans)

Teaching material (e.g. manufacturers documentation, maintenance manuals)

6.3 Documents that provide evidence of the training

Documentation is needed to provide evidence of the conduct of training courses and the
outcome of that training -

7.

Organisational documentation (e.g. record of instructional staff and their

past/current qualifications/ratings, training sequence/pre-requisites)

Documentation for tracking learners progress and outcome of assessments

Records that document the conduct of a course

Equipment used to conduct the training

Interaction with the NSA

Prior to developing any S/E Rating training scheme, course designers and ATSEP training
managers should be familiar with the rules and regulations applicable within their national
environment, especially as it relates to the training schemes.

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ANS providers must be aware of the requirements placed on them by the regulator (through
European and National regulations) when developing, conducting and sourcing training
courses for S/E Ratings. These requirements may include

Approval of the competence scheme and training policy prior to their introduction

Implicit approval of S/E Rating training methods, processes and evidence via an
ANSP SMS

Providing the evidence of competence (i.e. no need to provide any training related
details)

Provision of processes for updating and/or amending competence schemes and

training-related programmes

It may be useful to consult with internal safety management and/or compliance departments
(if available) at the beginning of the process to develop ATSEP training, to explore the
possibility of making use of already established mechanisms. One of these established
mechanisms can be the way in which information is provided to the NSA (e.g. mapping tools,
remote access database).
When communicating with the NSA it is beneficial to establish a common understanding of
the terminology that is being used to describe and define the ATSEP training.

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REFERENCES

COMMISSION REGULATION (EC) No 2096/2005 of 20 December 2005 laying down

common requirements for the provision of air navigation services

EUROCONTROL Safety Regulation Commission (SRC) (2002). EUROCONTROL

Safety Regulatory Requirements (ESARR) ESARR5: ATM Services Personnel. Ed.
2.0. Brussels: EUROCONTROL.

EUROCONTROL Specification for Air Traffic Safety Electronics Personnel Common

Core Content Initial Training. (EUROCONTROL-SPEC-132). Ed.1.0. 27.08.2009

EUROCONTROL Guidance on ATSEP Training Progression and Concepts Ed. 1.0. :

EUROCONTROL.

ICAO Doc 7192-AN/857 Part E-2 Air Traffic Safety Electronics Personnel Training
Manual. August 2009.

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CONTRIBUTORS
ATM Technical Staff Task Force (ATM TS TF)

CHAIRPERSON
Ms Ashley Lauryssen

EUROCONTROL

MEMBERS
Mr Thomas BIERWAGEN
Ms Teresa BOURBOULI
Mr Vincent CHENU
Mr John FIELDING
Mr Peter FIELDING
Mr Robert HORAK
Ms Olga KRAVCHENKO
Mr Nicolas MARTIN
Mr Thomas OSTER
Mr Dario SIMUNOVIC
Mr Terry SMITH
Ms Elisabeth STEINMANN
Mr Philippe TICHADELLE-JUE
Mr Dany VAN DER BIEST
Mr Wolf ZABEL

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Germany, DFS
Greece, HCAA
France, DSNA
UK, NATS
UK, NATS
Austria, Austrocontrol
Ukraine, UkSATSE
Spain, Aena
EUROCONTROL DCMAC
Croatia, Crocontrol
UK, CAA SRG
Switzerland, Skyguide
France, ENAC
Belgium, Belgocontrol
Switzerland, Skyguide

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APPENDIX 1 ABBREVIATIONS AND ACRONYMS

For the purposes of this document the following abbreviations and acronyms shall apply:

ANSP

Air Navigation Service Provider

ATM

Air Traffic Management

ATSEP

Air Traffic Safety Electronics Personnel

CCC

Common Core Content

EASA

European Aviation Safety Agency

EC

European Commission

ESARR

EUROCONTROL Safety Regulatory Requirement

ICAO

International Civil Aviation Organisation

ILS

Instrument Landing System

NSA

National Supervisory Authority

S/E

System/Equipment

TRG

Training

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APPENDIX 2 DEFINITIONS
Level-rated tasks represent the categorisation by complexity, knowledge, skills and
operational impact. Three categories will usually suffice but could be further sub-divided for
highly complex or diverse systems:
Level A tasks: Level A maintenance tasks are primarily associated with
immediate service restoration or reconfiguration (front-panel level). They are
appropriate for staff that has been trained to understand the elements of
equipment or system, their interrelationships and functional purpose, but does
not require an in-depth knowledge of these elements.
Level B tasks: Level B maintenance tasks involve in-depth fault analysis at the
system/equipment level (functional level). They are usually carried out by staff
that has been trained for the more complicated maintenance tasks on the
equipment/system.
Level C tasks: Level C maintenance tasks involve the detailed diagnosis of a
software problem, of a faulty Line Replacement Unit (LRU), Printed Circuit Board
(PCB) or module (component level). They usually require the use of automated
test equipment at a suitable location and are usually carried out by staff that has
been trained in detailed fault diagnosis and repair techniques.

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EUROCONTROL
European Organisation for the Safety of Air Navigation
(EUROCONTROL) 2010
This document is published by EUROCONTROL for information purposes.
It may be copied in whole or in part, provided that EUROCONTROL is
mentioned as the source and it is not used for commercial purposes
(i.e. for financial gain). The information in this document may not be modified
without prior written permission from EUROCONTROL.
www.eurocontrol.int