First Icao Aviation Language Symposium Montreal Canada September 2004

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Test of English for Aviation - TOEFA presentation

Test of English for Aviation - TOEFA presentation

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  • Buenas tardes a todos: Antes de nada quiero transmitirles que es para mi un gran honor el estar hoy aqui con todos ustedes, como consecuencia de la celebracíon de este evento que tan brillantemente ha sido organizado por el Comité de Servicios al Comercio Exterior acerca de “LAS TENDENCIAS MUNDIALES DE LOGISTICA PARA EL PROXIMO MILENIO” que pretende informar a todos los operdores relacionados con …….sobre: 1. Los servicios logisticos que se utilizan para llevar a cabo las operaciones de comercio exterior, 2. Las nuevas tendencias tecnolgicas que se avecinan con el nuevo milenio, 3. Así como, su impacto en los diferentes mercados mundiales en términos de GLOBALIZACIÓN, INFORMATICA, CALIDAD, y REDUCCION DE COSTOS. En este sentido, y en representación del Director Regional de la OACI, el Dr. Pablo Hegedus, al cual le ha sido imposible esar presente hoy con nosotros, de como la OACI esta colaborando codo a codo con sus 185 Estados contratantes en su calidad de organismo especializado de las Naciones Unidas para llevar a cabo la formulación de las normas y reglamentos internacionales requeridos para la protección , seguridad, eficiencia y regularidad del transporte aereo.
  • El Programa TRAINAIR es un buen ejemplo de un enfoque sistémico que requiere cumplir con procesos previamente establecidos. Para ejecutarlos en términos de calidad es muy importante la capacitación y el involucramiento de las personas a cargo de dichos procesos (Preparadores de Cursos, Expertos en la Materoa, Líderes de equipo, y Directores de Centros de Instrucción de Aviación Civil TRAINAIR). De igual manera, estos importantes aspectos, relacionados a los factores humanos, no deberían perderse de vista al implementar sistemas de gestión de la calidad para la administración de los sistemas de vigilancia de la seguridad operacional. Finalmente, debo manifestar con mucha satisfacción que el CIAC de Perú cumple este 27 de septiembre 30 años de creación, por lo que aprovechamos esta oportunidad para agradecer a las personas e instituciones que han hecho posible nuestra participación en este importante evento y para reiterar nuestro compromiso con la calidad de la instrucción del personal de la aviación civil internacional. MUCHAS GRACIAS¡

Transcript

  • 1. CASE STUDY 4: ATCO/ PILOT ENGLISH TRAINING PROGRAMME An Implementation experience in Latin America William Aranda – Aeronautical Training Expert [email_address] [email_address]
  • 2. OBJECTIVES OF THE PRESENTATION
    • To present the main steps for implementing a Language Training Program for aeronautical personnel
    • To motivate training organizations and CAA to implement their Language/ Examination Programs with due anticipation
    • To present the TOEFA (Test of English for Aviation) Exam
  • 3. BACKGROUND
    • The first examinations for approximately 100 Peruvian ATCO started in 1995 (diagnosis process)
    • 80% of the examinees were in the basic level
    • 10% in the intermediate level
    • 10% in the advanced level
  • 4. Establish Annual Policies and Objectives Allocate Resources Develop Mission Statement Establish Long Term Objectives Generate, Evaluate and Select Strategies Formulation Implementation Evaluation Internal Audit External Audit Feedback MODEL FOR THE PROCESS OF STRATEGIC MANAGEMENT OF TRAINING (VIII GLOBAL TRAINAIR CONFERENCE – MADRID 2000) Measure and Evaluate Performance
  • 5. THE TRAINING PLAN
    • A training plan was prepared and implemented in order to improve the personnel´s competences in English language
    • The plan was executed at the CATC and also through classes with local private English language institutions
  • 6. THE TRAINING PLAN
    • The training was completely financed by the company
    • The main training objective was that by the year 2000, all ATCO would be able to speak and understand the English language, at an advanced level.
  • 7. THE PERIODICAL EVALUATIONS
    • Periodical evaluations were performed once a year
    • Periodical evaluations demonstrated to be an excellent tool for follow up of the training plan and for motivation of ATCO through the reach of achievable goals
    • The periodical evaluations results permitted to identify specific training needs of personnel
  • 8. THE OPERATIONAL SUPPORT
    • The support of the operational area was a critical factor of success to achieve the training objectives
  • 9. THE OPERATIONAL SUPPORT
    • The achievement of previously established English language competence levels was a requisite for promotions, scholarships, specialized training, etc.
  • 10. MAIN PROBLEMS
    • Schedule of ATCO
    • Lack of personnel/ Vacations
    • Lack of English teaching institutions around the country
    • Lack of English for Aviation contents and teachers
    • Financial constraints
  • 11. THE SOLUTIONS
    • Repetitive classes
    • Contracts with English language institutions to deliver the program around the country
    • Preparation of Aeronautical English Phraseology Manuals and delivery of Aviation English Materials
  • 12.  
  • 13. THE RESULTS
    • After 5 years (1995-2000) ALL ATCO reached at least LEVEL 4 (intermediate level)
    • Some of them reached level 6 and plan to become English Teachers
    • The “maintenance program” requires less investment of money and time
  • 14. THE “MAINTENANCE” PROGRAM
    • Conversation courses are delivered at the CATC in order to maintain the language production competences of ATCO (speaking and listening)
    • The periodical examinations are maintained, once a year, around the country (good for checking training objectives achievement)
  • 15. MODEL OF A QUALITY MANAGEMENT SYSTEM ISO9001:2000 STANDARD “ QUALITY MANAGEMENT SYSTEMS:REQUISITES” (IX GLOBAL TRAINAIR CONFERENCE – MARRAKECH 2003) MANAGEMENT RESPONSIBILITY MEASUREMENT, ANALYSIS AND IMPROVEMENT RESOURCES MANAGEMENT C L I E N T S R E Q U I S I T E S C L I E N T S S A T I S F A C T I O N REALIZATION OF PRODUCT PRODUCT INPUTS OUTPUTS
  • 16. WHAT ABOUT PILOTS?
    • An “operational level 4” is required at selection/promotion processes
    • Phraseology exams are also part of the examinations (theory and practice)
    • Phraseology courses are implemented as part of Pilots regular training
  • 17. PARTS OF THE EXAMINATION
    • Interview for evaluation of oral production ( Speaking )
    • Listening through previously selected tapes
    • Reading of aviation topics
    • Written exam of Aeronautical English Phraseology (theory)
    • Practice in copying and read back of ATC clearances
  • 18. TEST OF ENGLISH FOR AVIATION (TOEFA)
    • It has been designed according to the ICAO Linguistic Competence Rating Scale and its Holistic Descriptors
    • It measures the English Language speaking and understanding abilities (at an agreed minimum level 4 of ICAO Rating Scale)
    • The theory and practice of Aeronautical English Phraseology is also measured
  • 19. TOEFA STRUCTURE
    • Interview for evaluation of oral production (pronunciation, use of grammar, vocabulary,fluency)
    • Listening through previously selected tapes
    • Interactions through unexpected situations presented by the examiner, related to the aviation scenario
    • Written exam of Aeronautical English Phraseology
    • Practice in copying and read back of ATC clearances (only for pilots)
  • 20. PRELIMINARY RESULTS
    • It has been satisfactorily used in pilot´s examinations during the year 2004
    • It has proved to be a workable tool, appropiate to measure the requirements of the ICAO Linguistic Competence Rating Scale
    • It has proved its validity and reliability
    • Examinees, examiners and airline managers felt comfortable with its use and results
  • 21. CONCLUSIONS
    • It takes a considerable time to implement a Language Training Program for ATCO or Pilots;
    • There are many constraints that should be taken into consideration when making the strategic planning of the Training Program;
    • The dynamic participation of the Operational Area (managers/ personnel) is very important to achieve the training objectives;
  • 22. CONCLUSIONS
    • Enough time should be invested to choose training media,materials and instructors (with the right profile) to carry out the Language Training Program.
    • The appropiate use of the Aeronautical English Phraseology and Radiocommunications Procedures is crucial for safety of air operations
  • 23. SUGGESTIONS
    • Diffusion of new ICAO language requirements is very important to standardize language competences, in a global basis;
    • To audit the correct implementation of the ICAO Rating Scale, its Holistic Descriptors and the way they are evaluated;
    • To give professional advice to Civil Aviation Authorities (CAA), airlines and ATS providers, in order to achieve a correct implementation process for licensing of aeronautical personnel, according to the new standards.
  • 24. SUGGESTIONS
    • To adopt a Code of Ethics as part of the training for personnel in charge of Aviation English examinations
    • To follow up the implementation trough Regional Safety Operational Groups (with processes similar to GREPECAS)
    • To apply a standardized approach, like the ICAO TRAINAIR Program, for production of suitable training materials
  • 25. OBJECTIVES OF THE PRESENTATION
    • To present the main steps for implementing a Language Training Program for aeronautical personnel
    • To motivate organizations to implement their Language/Examination Programs with due anticipation
    • To present the TOEFA (Test of English for Aviation) Exam
  • 26. FINAL REFLECTIONS “ The human factor is very important for the achievement of quality training objectives”
  • 27. FINAL REFLECTIONS “ It is in our hands to contribute to the safety of aeronautical radiocommunications,through the achievement of this new challenge of standardization of the aviation personnel linguistic competences”
  • 28. FINAL REFLECTIONS “ The implementation of ICAO Rating Scale will be excellent to improve the OPERATIONAL SAFETY of aeronautical radiocommunications, so special care should be taken to do it, through best practices and quality processes”
  • 29. CASE STUDY 4: ATCO/ PILOT ENGLISH TRAINING PROGRAMME An Implementation experience in Latin America William Aranda – Aeronautical Training Expert [email_address] [email_address]