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from including examples, to illustrate real life situations or to use systems/equipment that are available to
enhance the learning activities.
1.2.8.6 This training phase is important for the ATSEP, since it makes the link between the general
knowledge received in the phase one basic training and the specific equipment knowledge and skills to be
acquired in the system/equipment rating training. In phase two qualification training, the knowledge, skills
and attitudes needed for each of the specialities, will be developed and their applicability will be
emphasized. Safety aspects of the personnel (ATSEP), and of the equipment/systems are covered for each
discipline.
Subject matter
Chapter 5 – Communication systems
Chapter 6 – Radio navigation aids
Chapter 7 – Surveillance
Chapter 8 – Data processing training demand
Chapter 9 – Power supply
Chapter 10 System safety training
Table 1-2
1.2.8.7 Phase three specific training. The phase three specific training focuses on a specific area of
training or on specific ATSEP functions. This phase is the final stage for insuring ATSEP competency.
1.2.8.8 Following the completion of Phase Three Specific Training, the ATSEP will be assessed in order to
meet the competency requirement to receive the certification delegation.
1.2.8.9 The ATSEP licensing and the system/equipment certification programmes are not defined here,
however, this training is a prerequisite to do so.
Subject matter
Chapter 11 – System/equipment rating training
Chapter 12 – Continuation training
Chapter 13 – Developmental training
Chapter 14 – Human Factors
Advance first edition (unedited) version – 30 August 2009
19
Chapter 2. General Recommendations
2.1 ACCOMMODATIONS AND EQUIPMENT FOR CLASSROOM-BASED TRAINING
2.1.1 General
The TRAINAIR Training Management Guideline (TMG), developed by ICAO, provides detailed information
on training support functions, training delivery, administrative support functions, and the planning and
design of training facilities, etc. Another manual, the TRAINAIR Training Development Guideline (TDG),
details the development methodologies of training courses for aviation personnel and provides guidelines on
training techniques, validation, revision and implementation of course ware, design of tests, post-training
evaluation, etc. Although the majority of the material included in both manuals may not be directly applied
to the training of ATSEP, the aim of both the TMG and TDG is to provide civil aviation training managers
with the tools they need to effectively manage their training organizations, and the providers of ATSEP
training can effectively benefit from utilizing these tools. Both the TMG and TDG contain detailed
information on the issues discussed in this chapter.
2.1.2 Classrooms and equipment
2.1.2.1 Opinions differ on the amount of classroom space required for each trainee. The range of “ideal”
space for each adult in a classroom varies from a low of 1.4 m2 to a high of 6.7 m2. The reason for the wide
range in “ideal” figures is that classroom designers either envision different classroom environments or
account for certain spaces within the classroom, such as aisles and front setback, differently. The sizes of
classrooms are affected by:
a) number of trainees in a class;
b) trainee workstation size;
c) class configuration;
d) size of aisles; and
e) use of media (in particular, projected media and hands-on projects).
Note.— The number of trainees per instructor to obtain efficient and good quality training depends
on the mode of delivery (individualized or group paced) and the training techniques as well
(lesson/demonstration mediated lecture, group discussions, small group discussions, case studies, role play,
supervised practice etc.). Labs require group and individualized supervision and control that does not allow
having more than 10 to 14 trainees for two instructors. This ratio may be also used for group-paced training
when the trainees need a large amount of reference materials and the training combines several training
techniques.
2.1.2.2 The use of media, hands-on experiments and the number of the trainees per instructor are
important factors in determining the amount of common space required in a classroom. The most commonly
used visual media are slides, chalk/marker boards, overhead projectors, videotape and easels. The use of
projected media (slides, overheads, TV, etc.) has considerable impact on room size and should be taken into
consideration when assigning classrooms.
2.1.2.3 In planning the space requirements for the training of ATSEP, training managers must take into
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