Ops MD 005 - V4.1

TRAINING PROGRAMME APPROVAL
PROCESS
Air Operator Certification

Model Directive 005
For Training Purposes Only

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OPS-MD-005 Training Programme Approval Process
Document Revision History

Date Revision
Description of Changes Change Person
Revised No.
28/06/2011 3.00 Updates regulations, revision process, training approval Serco CTR
letters, and training job aid.
30/06/2016 4.00 Updated MCAR references to version 2.8 and made other Mary Barker
corrections.
30/06/2016 4.00 Updated revision numbering to meet new AATCMG Mary Barker
standards.
29/06/2018 4.10 Revised course materials to reflect ICAO and other identified Mary Barker
revisions, as required, and updated course version and date
This revision page should be completed to show the revision date (dd/mm/yyyy), the version number, a description of the
changes, and the change person. A major revision will display the next sequential version number (e.g., 4.00, 5.00, 6.00,
etc.). A minor revision will display a sequential number after the major revision number (e.g., 4.10, 4.20, 4.30, etc.).
Air Operator Certification Page iii

Revision 4.10, Reissuance 29/06/2018
Training Programme Approval Process OPS-MD-005
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Page iv Air Operator Certification

TABLE OF CONTENTS
I. GENERAL ....................................................................................................................................................7
A. The Five-Phase Certification Process for Training Programme Approval .......................................7
B. Applicability .....................................................................................................................................8
C. Definitions .......................................................................................................................................8
II. INITIATING THE APPROVAL PROCESS – PRE-APPLICATION PHASE .................................................13
A. Initiation of Training Programme Approval Process ......................................................................13
B. Required Information.....................................................................................................................13
III. INSPECTOR INVOLVEMENT IN THE PRE-APPLICATION PHASE.........................................................13
A. Initial Actions .................................................................................................................................13
B. Provide Advice and Guidance .......................................................................................................14
C. Advisory Capacity Only .................................................................................................................14
D. CAA Resources ............................................................................................................................15
E. Delays in Approval ........................................................................................................................15
IV. REQUESTS FOR INITIAL APPROVAL – FORMAL APPLICATION PHASE .............................................15
A. Curriculum Outlines.......................................................................................................................15
B. Required Information.....................................................................................................................15
C. Additional Required Information ....................................................................................................16
V. ADDITIONAL SUPPORTING INFORMATION – FORMAL APPLICATION PHASE ...................................17
A. Description of Facilities .................................................................................................................17
B. List of Instructors ...........................................................................................................................17
C. Description of Simulators and Training Devices............................................................................17
D. Student Qualifications and Enrolment Prerequisites......................................................................17
E. Training Records ...........................................................................................................................17
F. Supporting Information ..................................................................................................................18
VI. INITIAL REVIEW OF CURRICULA – FORMAL APPLICATION PHASE ...................................................18
VII. IN-DEPTH REVIEW OF CURRICULA – DOCUMENT EVALUATION PHASE ..........................................18
A. Submission of Incomplete Curriculum Segments ..........................................................................18
B. Detailed Analysis and Evaluation ..................................................................................................19
C. Inspector Responsibilities .............................................................................................................19
D. Granting Initial Approval ................................................................................................................20
E. Timelines of Initial Approval ..........................................................................................................20
VIII. EXPIRATION DATES FOR INITIAL APPROVALS ....................................................................................20
IX. METHOD OF GRANTING INITIAL APPROVAL ........................................................................................21
A. Letter of Initial Approval ................................................................................................................21
B. Primary Record .............................................................................................................................21
C. Inspector Responsibility ................................................................................................................22
X. METHOD OF DENYING INITIAL APPROVAL ...........................................................................................25
XI. EVALUATING INITIAL APPROVAL TRAINING – DEMONSTRATION AND INSPECTION PHASE ..........27
A. Demonstration...............................................................................................................................27
B. Deficiencies ..................................................................................................................................27
XII. ELEMENTS FOR EVALUATING TRAINING – DEMONSTRATION AND INSPECTION PHASE ..............27
A. Curriculum Segment Outlines .......................................................................................................28
B. Courseware ..................................................................................................................................28
C. Instructional Delivery Methods ......................................................................................................28
D. Testing and Checking ...................................................................................................................28
E. Training Evaluation .......................................................................................................................28
Air Operator Certification Page v

XIII. METHOD FOR GRANTING FINAL APPROVAL – CERTIFICATION PHASE ............................................29

A. Programmes with a List of Effective Pages ...................................................................................29
B. Programmes Without a List of Effective Pages .............................................................................30
C. Letter of Final Approval .................................................................................................................30
D. Letter of Withdrawal of Initial Approval ..........................................................................................30
XIV. WITHHOLDING FINAL APPROVAL OF TRAINING CURRICULA .............................................................34
XV. APPENDICES ............................................................................................................................................36
Appendix A. Training Programme Approval Job Aid .................................................................................37
Appendix B. Training Programme Inspection Job Aid ................................................................................43
Page vi Air Operator Certification

Model
Directive
SUBJECT: TRAINING PROGRAMME APPROVAL PROCESS – AIR OPERATOR CERTIFICATION
OPS-MD-005
DATE: JUNE 2018
I. GENERAL
A. The Five-Phase Certification Process for Training Programme Approval
1. The training programme curriculum review and approval process mirrors the five-phase
process described in this model directive (MD). The five phases of the review and approval
process are the same as the phases of an air operator certification. The basic steps of
each phase of this process must be followed. Each phase, however, may be adjusted to
accommodate existing circumstances. Depending on the complexity of the operator’s
request and the availability of CAA resources, the approval process may be accomplished
in only a few days or may last many months.
2. This MD addresses crew member and operations-related training programmes for use by
applicants for air operator certificates (AOCs) and AOC holders only. Currently the Model
Civil Aviation Regulations (MCARs) do not allow AOC holders to conduct training using an
outside Approved Training Organisation (ATO). The approval process applies to an
applicant requesting approval of a curriculum during an air operator certification and to an
AOC holder intended to amend a currently approved curriculum.
3. While similar five phase-processes are used for ATO certification and approval of other
training programmes, the training programme referenced in this MD is applicable to AOC
applicants and AOC holders only. It is not intended to be used by ATOs as part of their
licensing courses or generic air operator courses.
4. Guidance for maintenance-related training programmes for an Approved Maintenance

Organisation (AMO) can be found in AMO-MD-001, The Certification Process – AMO
Certification.
5. Inherent in the approval process is the inspector’s responsibility to deny approval of any
training which does not meet regulatory requirements or which has been found deficient.
Training curricula which have been granted approval and later found either to be in conflict
with regulatory requirements or to be ineffective must be appropriately modified by the
operator or CAA approval must be withdrawn. This MD establishes procedures for granting
approval or withdrawing approval of all or part of a training curriculum. Sample letters of
different types of approvals and withdrawal of approval are included in this MD.
Air Operator Certification Page 7
6. There are two job aids in the appendices of this MD that can be used to evaluate a training
programme:
a. The Training Programme Approval Job Aid in Appendix A has been developed for
use in the Document Evaluation Phase during the development of the training
programme. This job aid can also be used during the approval of any course
revision or addition.
b. The Training Programme Inspection Job Aid in Appendix B has been developed to
use in the Demonstration and Inspection Phase during the conduct of the training
programme. This job aid can also be used during the inspection of any course
revision and oversight of the training programme.
B. Applicability
The training approval process discussed in this MD applies only to applicants for or holders of
an AOC. There are no regulatory provisions under MCAR Parts 8 or 9 for training to be
conducted by ATOs, other training centres, or aircraft manufacturers.
C. Definitions
The following terms may be used throughout this MD and are defined as follows:
1. Aircraft Evaluation Group (AEG). The Federal Aviation Administration (FAA)

organisation that evaluates training, checking, currency, type ratings, Master Minimum
Equipment Lists (MMELs), and maintenance standards for assigned certificated aircraft
types. AEG also addresses operational aspects of aircraft type certification and
resolution of service difficulties.
2. Aircraft groups. Defined for the purpose of maintain a training programme for crew
members, aircraft dispatchers/flight operations officers, and other operations
personnel, and for the approval and use of training devices in the conduct of the
training programme.
a. Group I. Propeller driven, including reciprocating powered, and turbo-propeller

powered.
b. Group II. Turbojet powered.
3. Base aircraft. An aircraft identified by the operator for use as a reference to compare
differences with another aircraft.
4. Categories of training. A classification of training based on the previous qualification

of the flight crew member. Categories of training consist of one or more curricula. The
categories of training are initial new hire, initial equipment, transition, upgrade,
recurrent, and requalification.
Page 8 Air Operator Certification

5. Checking and qualification modules. An integral part of a qualification curriculum

segment, which contains checking and qualification requirements specified under the
MCAR. For example, a qualification curriculum segment may contain a Proficiency
Check module, a Line Orientated Flight Training module, an Operating Experience
module, and a Consolidation of Knowledge and Skills module.
6. Common type rating. Common type rating is a term used in the Flight Standardization
Board (FSB) reports to describe a relationship between type ratings for aircraft with
different type certificates (TCs) that have no greater than level D training differences.
7. Consolidation of knowledge and skills. A process by which a pilot, through practice

and practical experience, increases proficiency in newly acquired knowledge and skills.
8. Courseware. Instructional material developed for each curriculum. This is information

in lesson plans, instructor guides, computer software programmes, audiovisual
programmes, workbooks, aircraft operating manuals (AOMs), and handouts.
Courseware must accurately reflect curriculum requirements, be effectively organised,
and properly integrate with instructional delivery methods
9. Currency. The experience necessary, within a specified period of time, for the safe
operation of aircraft, equipment, and systems. Currency may include, but is not limited
to, recent experience.
10. Curriculum. A complete training agenda specific to an aircraft type, a flight crew
member duty position, and a category of training. An example is an initial new-hire,
Boeing 727 Flight Engineer (FE) curriculum. Each curriculum may consist of several
curriculum segments.
11. Curriculum segment. The largest subdivision of a curriculum, containing broadly

related training subjects and activities based on regulatory requirements. Curriculum
segments are logical subdivision of a curriculum, which can be separately evaluated.
Examples are a Ground Training segment and a Flight Training segment. Each
curriculum segment consists of one or more training modules.
12. Designated related aircraft. Any two or more aircraft of the same make with different
TC’s that have been designated as related. This designation may allow credit between
those aircraft to be applied for training, checking, recent experience, OE, operating
cycles, or line operating flight time for consolidation of knowledge and skills.
13. Difference levels. Formally, determined levels of training methods and checking
methods that satisfy difference requirements between related aircraft. A range of five
difference levels, in order of increasing requirements, identified as A through E,
specified for training and checking purposes. (The FSB formulates Master Differences
Requirements (MDR) to address differences between related aircraft. These MDRs are
presented in tabular format in the appropriate FSB report. FSB reports are generally
available for large turbojet and turbopropeller aircraft).

14. Duty position. The functional or operating position of a crew member or aircraft
dispatcher. For the MCARs, duty positions are pilot-in-command (PIC), second-in-
command (SIC), FE, F/A, Flight Operations Officer, flight instructor, check pilot, check
navigator, and check FE.
15. Element. An integral, subject-oriented (not task-oriented) part of training, checking, or

qualification module. For example, and electrical power ground training module may
include such elements as a direct current (DC) power system, and alternating current
(AC) power system, and circuit protection.
16. Eligibility period. Three calendar months (the calendar month before the
training/checking, the training/checking month, and the calendar month after the
training/checking month). During this period, a flight crew member, crew member
and/or flight operations officer must satisfactorily complete the required recurrent
ground or flight training, flight check, proficiency check, competency check, or line
check to remain in a qualified status. Training or checking completed during the
eligibility period is considered to be completed during the training/checking month.
17. Event. An integral, task-oriented part of a training, checking, or qualification module

that requires the use of a specific procedure or procedures. A training event provides a
student an opportunity for instruction, demonstration, and/or practice using specific
procedures. A checking or qualification module provides a check pilot/check FE the
opportunity to evaluate a student’s ability to correctly accomplish a specific task without
instruction or supervision.
18. Final approval. A CAA approval without an expiration date that authorises an operator
to continue training in accordance with a specific curriculum or curriculum segment.
Final approval involving arrangements with other certificate holders or an ATO must
include the issuance of operation specifications (OpSpecs).
19. Flight Standardization Board (FSB). A designated group of operations inspectors

(OIs) who evaluate type rating, certification, training, and qualification requirements for
new or related aircraft. An FSB is usually established for large turbojet and
turbopropeller aircraft. An FSB is not usually established for small aircraft (in U.S.
aircraft certificated under 14 CFR 23 and 27), unless the aircraft have unique design,
flight, or handling characteristics.
20. Flight Standardization Board (FSB) report. The FSB issues a report after evaluating
any new or related aircraft. The FSB report contains minimum training and qualification
requirements for the aircraft and any related aircraft. The FSB report also contains any
special training requirements for that aircraft type.

21. Full flight simulator (FFS). A replica of a specific type; or make, model, and series
aircraft cockpit. It includes the assemblage of equipment and computer programmes
necessary to represent aircraft operations in ground and flight conditions, a visual
system providing an out-of-the-cockpit view, a system that provides cues at least
equivalent to those of a three-degree-of-freedom motion system, and has the full range
of capabilities of the systems installed in the device as described in part 60 of this
chapter and the qualification performance standards (QPS) for a specific FFS
qualification level.
22. Initial approval. A CAA approval that conditionally authorises an operator to begin
training under a specific curriculum or curriculum segment pending an evaluation of
training effectiveness. An initial approval must specify an expiration date for the
conditional authorisation. Initial approval involving arrangements with other certificate
holders or an ATO must include the issuance of OpSpecs.
23. Instructional delivery methods. Methodology for conveying information to a student.

This may include lectures, demonstrations, and audiovisual presentations,
programmed and directed self-study worships, and drills. Ground training devices, flight
simulation training devices, aircraft, and computer workstations are also considered
instructional delivery methods.
24. Modular training. The concept of programme development in which logical

subdivisions of training programmes are developed, reviewed, approved, and modified
as individual units. Curriculum segments and modules may be used in multiple
curricula. The modular approach allows great flexibility in programme development and
reduces the administrative workload on both operators and instructors in the
development and approval of these programmes.
25. Programmed hours. In accordance with the MCARs, each curriculum must include
the programmed hours that the operator will apply to the training.
26. Recent experience. With respect to pilot flight crew members and flight engineers, the
flight experience required by the MCARs.
27. Related aircraft. Any two or more aircraft of the same make with either the same or
different TCs that have been demonstrated and determined by the Authority to have
commonality.
28. Related aircraft differences training. The flight crew member training for aircraft with
different TCs that have been designated as related the Authority.
29. Testing and checking. Methods for evaluating students as they demonstrate a
required level of knowledge in a subject and, when appropriate, apply the knowledge
and skills learned in instructional situations to practical situations.

30. Training hours. The total amount of time necessary to complete the training required
by a curriculum segment. This must provide an opportunity for instruction,
demonstration, practice, and testing (as appropriate). This time must be specified in
hours on the curriculum segment outline. For the MCARs these are programmed
hours. A training hour includes time for normal breaks. Lunch breaks are not included.
31. Training module. A subpart of a curriculum segment that constitutes a logical, self-
contained unit. A module contains elements or events that relate to a specific subject.
For example, a ground training curriculum segment could logically be divided in
modules pertaining to aircraft systems (such as hydraulic, pneumatic, and electrical).
As another example a flight training curriculum segment is normally divided into flight
periods, each of which is a separate module. A training module includes the outline,
appropriate courseware, and the instructional deliver methods. It is usually, but not
necessarily, completed in a single training session.
32. Training programme. A system of instruction that includes curricula, facilities, FSTDs,
training equipment, instructors, check pilots and check FEs, courseware, instructional
delivery methods, and testing and checking procedures. This system must satisfy the
training programme requirements of the MCARS and ensure that each crew member or
aircraft dispatcher remains adequately trained for each aircraft, duty position, and kind
of operation in which the person serves.
33. Training/checking month (base month). The calendar-month during which a flight
crew member, crew member, or flight operations officer (dispatcher) is due to receive
required recurrent ground or flight training, a required flight check, a required
proficiency check, a required competency check, or a required line check. A calendar
month means the first day through the last day of a particular month.
34. Type certificate (TC). An aircraft type includes all aircraft that are similar in design
produced under a single TC. Each aircraft type must have a TC before it can be used
in air transportation. The aircraft TC determinations are established by an Aircraft
Certification Office (ACO).
35. Type rating. A rating on a pilot certificate for a specific aircraft type. A type rating is
required to serve as PIC of a large aircraft. A large aircraft is an aircraft over 5,700 kilos
or 12,500 pounds gross takeoff weight (GTOW). A type rating is also required to serve
as SIC. A type rating is assigned to a single aircraft type, typically make and model
(M/M) (e.g., B757). However, in some cases, a different series of the same model may
require a different type rating. For example, the B747-100, -200, and -300 series
require one type rating (B747), but the B-747-400 and -800 require a different type
rating (B747-4). An aircraft that has commonality with another aircraft may be assigned
a type rating that is considered in common with another type rating (e.g., B757 and
B767).

II. INITIATING THE APPROVAL PROCESS – PRE-APPLICATION PHASE
A. Initiation of Training Programme Approval Process
The training programme approval process can be initiated by either the operator or the CAA as
follows:
1. Operator-initiated. The applicant or operator informs the CAA that it is planning to

establish a new training curriculum or to change an existing curriculum.
2. CAA-initiated. The CAA informs an applicant or operator that revisions to its training
programme are required because of recently acquired information relative to training
techniques, aviation technology, aircraft operational history, operator performance, or
regulatory changes.
B. Required Information
When the applicant or operator initiates a proposal, as it is in the Pre-Application Phase of the
certification process, one of the first steps the OI or Project Manager (PM) should take is to
obtain the following basic information:
1. Type of operation
2. Type of equipment to be operated
3. Geographic areas of operation
4. Proposed training schedules
5. Proposed date of revenue operations
6. Proposed contract training, if any
7. Type of simulator to be used, if any
8. Facilities to be used
III. INSPECTOR INVOLVEMENT IN THE PRE-APPLICATION PHASE
A. Initial Actions
Early in the process, the OI or PM and the operator should establish, through discussion, a
common understanding of both the regulatory training requirements and the direction and
guidance provided in this MD. The OI and the operator must examine the entire operation to
ensure that any training necessitated by operational requirements, privileges, authorisations, or
limitations (such as those in the OpSpecs, MELs, or exemptions granted) is included in the
applicant or operator’s training curricula. The training programme is the area most affected by
operational changes.
The OI should review all general requirements in the regulations and this MD that apply to the
proposed operation. The OI should be aware of changes to the information initially provided by
the operator. The OI should discuss with the operator the sequence and timing of events which
occur when developing and receiving initial and final approval of a training curriculum. If the
operator’s proposal involves complex operations (such as long-range navigation or polar
navigation operations), the OI must consult appropriate sections of this MD and other relevant

documents and be prepared to advise the operator during this phase. In such a case, the OI
should also determine whether assistance from a CAA specialist is necessary.
B. Provide Advice and Guidance
An OI should be prepared to provide advice to an operator during training curriculum

development. During the Pre-Application Phase, the operator must be informed of the procedure
for requesting initial approval and of the types of additional supporting information that the OI will
require the operator to submit. An inspector should be prepared to provide advice and guidance
to the operator on the following:
1. The general format and content of curricula, curriculum segments, training modules, and
flight manoeuvres and procedures documents
2. Courseware
3. Facilities and flight training equipment
4. Qualifications of instructor personnel
5. Other areas of the operator’s proposed training programme, as required
C. Advisory Capacity Only
Early CAA involvement is also important for the following reasons:
1. CAA advice and guidance during development of training may provide a useful service to
the operator. This advice may save the operator and the CAA from unnecessary use of
resources. It may also prevent the operator from submitting a training curriculum proposal
that would not be approved by the CAA.
2. The OI can become familiar with the material the operator intends to submit. This
facilitates review of the proposal before the granting of initial approval.
3. The OI can begin planning long-range needs, such as qualification of inspectors on the
operator’s aircraft, and evaluation of the programme’s overall effectiveness.
Note: Early inspector involvement in the development of training programmes is appropriate.

An inspector, however, must act in an advisory capacity only. The inspector must avoid active
participation in the actual training programme development. The operator is responsible for the
development of its own training programme. The inspector must not assume that
responsibility.

D. CAA Resources
As the operator’s proposals solidify, any significant requirements that may affect the certification
team, CAA office, or OI resources should be discussed with the PM or CAA office, as
appropriate. Inspector training may be needed for an operator’s aircraft type or type of flight
authorisation. Requests for inspectors from outside the office to assist in the training approval
process may be necessary.
E. Delays in Approval
The operator should be aware of the potential for delays in approval. Such delays may be
caused by any of the following reasons:
1. The operator is not able to meet the Air Operator Schedule of Events
2. The operator fails to expeditiously transmit information to the CAA
3. There is a change in plans, such as changing training locations or changing the type of
aircraft
4. Inadequate, insufficient, or unclear material submitted with the formal application package
5. Deficiencies in training are discovered during subsequent certification phases
6. There are delays in obtaining flight training equipment (such as simulators) or in obtaining
simulator approvals
7. Higher priority work (such as accidents) are assigned to the OI or other inspectors
associated with the training programme approval process
IV. REQUESTS FOR INITIAL APPROVAL – FORMAL APPLICATION PHASE
A. Curriculum Outlines
In this phase, the operator submits its training proposal in writing to the CAA for initial approval.
The operator is required to submit to the CAA an outline of each curriculum or curriculum
segment and any additional relevant supporting information requested by the OI. These outlines,
any additional supporting information, and a letter must be submitted to the CAA. This letter
should request CAA approval of the training curriculum. Two copies of each curriculum or
curriculum segment outline should be forwarded along with the letter of request to the CAA.
B. Required Information
Each operator must submit its own specific curriculum segment outlines appropriate for its type
of aircraft and kinds of operations. These outlines may differ from one operator to another and
from one category of training to another in terms of format, detail, and presentation. Each
curriculum should be easy to revise and should contain a method for controlling revisions, such
as a revision numbering system. Curricula for different duty positions may be combined in one

document provided the positions are specifically identified and any differences in instruction are
specified for each duty position. Each curriculum and curriculum segment outline must include
the following information:
1. Operator’s name
2. Type of aircraft
3. Duty position
4. Title of curriculum and/or curriculum segment including the category of training
5. Consecutive page numbers
6. Page revision control dates and revision numbers
C. Additional Required Information
Each curriculum and curriculum segment must also include the following items, as appropriate:
1. Prerequisites prescribed by the MCARs or required by the operator for enrollment in the
curriculum.
2. Statements of objectives for the entire curriculum and a statement of the objective for each
curriculum segment.
3. A list of each training device, mock-up, system trainer, procedures trainer, simulator, and
training aid which require CAA approval. (The curriculum may contain references to other
documents in which the approved devices, simulators, and aids are listed.)
4. Descriptions or pictorial displays of normal, abnormal, and emergency manoeuvres and
procedures which are intended for use in the curriculum, when appropriate. (These
descriptions or pictorial displays, when grouped together, are commonly referred to as the
“flight manoeuvres and procedures document.” The operator may choose to present
detailed descriptions and pictorial displays of flight manoeuvres and procedures in other
manuals. For example, the flight manoeuvres and procedures document may be described
in an aircraft-operating manual. As a required part of the training curriculum, however, the
document must either be submitted as part of the curriculum or be appropriately
referenced in the curriculum.)
5. An outline of each training module within each curriculum segment. (Each module should
contain sufficient detail to ensure that the main features of the principal elements or events
will be addressed during instruction.)
6. Training hours, which will be applied to each curriculum segment and the total curriculum.
7. The checking and qualification modules of the qualification curriculum segment used to
determine successful course completion, including any MCAR qualification requirements
for crew members or Flight Operations Officers/Dispatchers to serve in MCAR Part 8
commercial air transport operations (such as line checks or operating familiarisation).

V. ADDITIONAL SUPPORTING INFORMATION – FORMAL APPLICATION PHASE
When applying for an AOC, an operator must submit any additional relevant supporting information
requested by the OI as supported by MCAR 9.1.1.5(a)(2). This is additional information the OI finds
necessary for determining whether the proposed training programme is feasible and adequately
supported. It is information which would be difficult to include in a curriculum outline format. The type and
amount of supporting information needed will vary depending on the type of training, aircraft types to be
operated, and kinds of operations to be run. The OI must determine what appropriate types of supporting
information will be required. This should be limited to only that information critical to the determination of
the proposed training programme’s acceptability. The following list of types of relevant supporting
information is not all inclusive, but it includes information that is typical.
A. Description of Facilities
A description of facilities is appropriate if the OI is unfamiliar with the facilities, or if the facilities
are not readily available for examination.
B. List of Instructors
A list of ground and flight instructors and their qualifications may be requested. This information
is particularly important if the operator intends to use contract instructors. The OI should
determine whether the proposed instructors meet regulatory requirements and if they are
qualified to conduct training.
C. Description of Simulators and Training Devices
A detailed description of each flight simulator and training device is appropriate when the
simulator or training device is not readily available for the OI’s examination. This detailed
description is particularly important when the operator intends to contract for a specific flight
simulator or training device. This description should provide sufficiently detailed information to
enable the OI to determine whether the training and checking to be conducted is appropriate for
the level of the flight simulator or training device to be used.
D. Student Qualifications and Enrolment Prerequisites
A detailed description of minimum student qualifications and enrolment prerequisites is

appropriate when such prerequisites are not described in detail in the curriculum. Examples of
these prerequisites which may need to be detailed as supporting information include type of
airman license, aircraft type qualifications, previous training programmes, minimum flight hours,
experience with other commercial air transport operators, and recency of experience. This
description may be useful to the OI when determining whether the proposed amount of detail
outlined in training modules and the proposed training hours are adequate.
E. Training Records
Copies of training forms and records to be used for recording student progress and completed
training may be required. This ensures that the operator has planned for the MCAR record-
keeping requirements. This type of supporting information shall be required of applicants for an

AOC. It may also be required of operators with any significant revision to existing training
programmes. These forms, records, and computer transmittal worksheets must be designed so
that attendance and course completion information is recorded and retrievable for verifying
regulatory compliance.
F. Supporting Information
Supporting information may include samples of courseware, such as training modules, lesson
plans, and instructor guides. Descriptions of other types of courseware, such as home study,
computer-based instruction, and line-oriented flight training (LOFT) scenarios, should be in
enough detail to provide an understanding of how the training will be administered and of the
proposed instructional delivery method. This information should describe the instructor-student
interaction and indicate methods for measuring student learning.
VI. INITIAL REVIEW OF CURRICULA – FORMAL APPLICATION PHASE
In this phase, the OI must review the submitted training curriculum and supporting information for
completeness, general content, and overall quality. This is the cursory review performed in the Formal
Application Phase. A detailed examination of the documents is not required during this phase. If, after
initial review, the submission appears to be complete and of acceptable quality or if the deficiencies are
immediately brought to the operator’s attention and can be quickly resolved, the OI may begin the in-
depth review in the Document Evaluation Phase. If the OI determines that the submission is incomplete or
obviously unacceptable, the approval process is terminated and the OI must immediately return the
documents (preferably within 5 working days) with an explanation of the deficiencies. The documents
must be immediately returned so that the operator will not erroneously assume the OI is continuing the
process to the next phase. The approval process can be resumed when the revised training curriculum or
curriculum segment is resubmitted.
Note: An applicant for a certificate in Formal Application Phase and the Document Evaluation Phase of
the certification process may be unable to provide all information required for its training programme.
For example, the applicant may not yet know what training facilities or devices it intends to use. The
lack of such information in the formal application does not necessarily indicate that the training
curriculum attachment be returned. There should be an understanding between the applicant and the
PM that such portions are missing.
VII. IN-DEPTH REVIEW OF CURRICULA – DOCUMENT EVALUATION PHASE
A. Submission of Incomplete Curriculum Segments
The PM may initiate the in-depth review of the curricula without all of the required information.
However, the initial approval of a curriculum segment must be withheld until all portions pertinent
to that segment have been examined. For example, it may be appropriate to initially approve a
ground training curriculum segment even though the simulator has not yet been evaluated and
approved for flight training. However, effective evaluation of training curricula can be hampered
when an excessive number of incomplete curriculum segments are permitted. The PM shall either
delay initial approval of training curricula or return them to the applicant when an excessive
number of incomplete curriculum segments have been submitted with the formal application.

B. Detailed Analysis and Evaluation
The Demonstration and Inspection Phase is initiated when the CAA begins a detailed analysis
and evaluation of a training curriculum or curriculum segment. The purpose of this phase is to
determine the acceptability of training curricula for initial approval. This phase ends either with the
initial approval or with the rejection of all or part of the training curriculum. To complete an
evaluation in a timely manner, the OI may need to involve other CAA personnel early in this
phase. Certain specialists or offices may be required to participate in the approval process as
follows:
1. A security inspector should be involved in dangerous goods materials training issues.
2. Various safety inspector specialties should be involved when appropriate. For example,
navigation specialists should be involved when evaluating special navigation operations.
3. Additional CAA resources may need to be located to accomplish the approval process.
4. The Director of Civil Aviation may be requested to provide assistance with obtaining
training quotas for selected inspectors or with obtaining information concerning
exemptions.
C. Inspector Responsibilities
Before granting initial approval for a specific curriculum or curriculum segment, the OI must
ensure that the following evaluations are accomplished:
1. A side-by-side examination of the curriculum outline with the appropriate regulations and
with the direction provided in this MD must be performed. This examination is to ensure
that training will be given in at least the required subjects and in-flight training manoeuvres.
It should also ensure that appropriate training would be given on safe operating practices.
2. An examination of the courseware developed or being developed by the operator must be

performed. This review should include a sampling of available courseware such as training
modules, lesson plans, audio-visual programmes, flight manoeuvres and procedure
documents, and student handouts. The courseware must be consistent with each
curriculum and curriculum segment outline. From this review, the OI should be able to
determine whether the operator is capable of developing and producing effective training
courseware.
3. An inspection of training facilities, training devices, and instructional aids (which will be
used to support the training) must be performed if the OI is not familiar with the operator’s
training programme capabilities, as would be the case for initial air operator certification.
4. The training hours specified in each curriculum segment outline must be evaluated. An
inspector should not attempt to measure the quality or sufficiency of training by the number
of training hours alone. This can only be determined by direct observation of training and
testing (or checking) in progress or, if the evaluation is not for an initial certification, by an
examination of surveillance and investigation reports. The specified training hours must be

realistic, however, in terms of the amount of time it will take to accomplish the training
outlined in the curriculum segment so as to achieve the stated training objectives. During
the examination of courseware, an inspector should note the times allotted by the operator
for each training module. These times should be realistic and reflect the complexity of the
individual training modules. The number of training hours for any particular curriculum
segment depends upon many factors. Some of the primary factors are as follows:
a. The regulatory requirements
b. The complexity of the specific aircraft
c. The complexity of the type of operation
d. The amount of detail that needs to be covered
e. The experience and knowledge level of the students
f. The efficiency and sophistication of the operator’s entire training programme

(including such items as instructor proficiency, training aids, facilities, courseware,
and the operator’s experience with the aircraft)
D. Granting Initial Approval
If after completing these evaluations, the OI determines that the curriculum or curriculum segment
is satisfactory and adequately supported and that the training hours are realistic, initial approval
should be granted. Sometimes a portion of the submittal may appear to be satisfactory. However,
if that portion is dependent upon another undeveloped portion or another unsatisfactory portion,
initial approval must be withheld. For example, a PIC Airbus A300 initial equipment, flight training
curriculum segment is satisfactory, but related training modules within the initial equipment
ground training curriculum segment are unsatisfactory. In such a case, it may be inappropriate to
grant initial approval to the initial equipment flight training curriculum segment until the ground
training curriculum segment is determined to be satisfactory.
E. Timelines of Initial Approval
During this phase of the approval process, the OI must establish priorities to ensure that, if
appropriate, the granting of initial approval is not unnecessarily delayed. These priorities should
ensure that deficiencies are resolved so that initial approval can be granted before the
operator’s planned starting date for training.
VIII. EXPIRATION DATES FOR INITIAL APPROVALS
When the OI determines that a training curriculum or curriculum segment should be initially approved, the
OI must also determine an appropriate expiration date for the initial approval. MCAR 9.3.1.3(b) requires
the operator to obtain “approval” of training curricula. The word “approval” as used in MCAR 9.3.1.3, shall
be treated as meaning final approval, not initial approval. The inspector should use this MD for guidance
about the use of initial approvals for training curricula.

The expiration date is important throughout the Demonstration and Inspection Phase of the approval
process when the operator conducts and the CAA evaluates the training curriculum. The initial approval
expiration date provides an incentive to the operator for refining all aspects of the programme to ensure
that this requirement is met. The expiration date also provides the OI with a time frame with which to
plan evaluation activities for determining the effectiveness of the training.
The expiration date assigned to an initially approved training curriculum must not exceed 24 months from
the date of initial approval. The expiration date of initial approval may be reduced by the OI if it is apparent
that a 24-month time frame will unnecessarily delay final approval. The OI should be aware that
shortening the initial approval expiration date would result in a commitment to completing the final
approval process within the shorter time period. The OI may grant final approval any time before the
expiration date. Except when unforeseen circumstances preclude an adequate evaluation of training
effectiveness, an extension to the initial approval expiration date should not be permitted. A new
expiration date, however, may be established for a curriculum segment when there are significant
revisions to an initially approved curriculum segment, such as when an operator is establishing a new
training programme or the CAA is requiring changes.
IX. METHOD OF GRANTING INITIAL APPROVAL
A. Letter of Initial Approval
Sample letters granting initial approvals are included at the end of this paragraph (Figures 5-1
and 5-2). The initial approval letter must include at least the following information:
1. Specific identification of the curricula and/or curriculum segments initially approved,

including page numbers and revision control dates
2. A statement that initial approval is granted, including the effective and expiration dates
3. Any specific conditions affecting the initial approval, if applicable
4. A request for advance notice of training schedules so that training may be evaluated
5. A statement concerning the basis for the reduction in requirements, if the OI is authorising
a reduction in the programmed hours specified by MCAR 8.10.1.9(b) or MCAR 8.10.1.48
B. Primary Record
An initial approval letter serves as the primary record of the curriculum or curriculum segment
pages that are currently effective. In the past, initial approval was stamped on each page of a
curriculum. Although this method is no longer necessary, the OI and each operator may agree to
use the method to account for revisions to training documents. If this method is used, the stamp
must clearly indicate initial approval and the expiration date. Other acceptable methods include a
list of effective curriculum or curriculum segment pages and pages with a pre-printed signature
and date blocks.

C. Inspector Responsibility
The original pages of the curriculum or curriculum segment shall be returned to the operator with
the transmittal letter. These documents should be retained by the operator as an official record.
A copy of the training curriculum or curriculum segment, with a copy of the transmittal letter
granting initial approval attached, shall be maintained on file in the CAA office by the OI during
the period that the initial approval is valid. The OI shall also maintain a file with the curriculum
and all additional relevant supporting information.

Figure 5-1. Letter Granting Initial Approval
[DD/MM/YYYY]
International Air Ltd. [NAME]

[DIRECTOR OF OPERATIONS/TRAINING, AS APPROPRIATE]
[APPLICANT ADDRESS]
Dear [NAME]:
Effective 30/03/0000, initial approval is granted to International Air LTD. Airbus A300 Pilot Initial Equipment
Flight Training curriculum, pages 1 through 10, dated 01/03/0000. This training curriculum is initially
approved in accordance with the provisions of MCAR 9.3.1.3(b).
Initial approval of this training curriculum shall remain in effect until [24 PAST DATE OF LETTER] or upon the
granting of final approval, whichever occurs first. In accordance with MCAR 8.10.1.43(a), International Air is
requested to notify this office at least 24 hours in advance of any training to be conducted under this programme
so that the CAA may evaluate the effectiveness of the training.
Sincerely,
[NAME]
Operations Inspector [CAA OFFICE]

Figure 5-2. Letter Granting Initial Approval

(Reduction in Training Hours)
[DD/MM/YYYY]
International Air
Ltd. [NAME]
[APPLICANT ADDRESS]
Dear [NAME]:
This letter is in reference to International Air’s Airbus A300 Pilot Ground Training curriculum, pages 100/1
through 100/15, dated 14/04/0000. This curriculum is granted initial approval, effective 30/04/0000. The
approval is contingent upon a satisfactory evaluation of your advanced systems ground trainer scheduled for
28/04/0000 and 29/04/0000.
The expiration date of this initial approval is [24 MONTHS PAST DATE OF LETTER]. This office requests
International Air provide at least 24 hours advance notice of any training to be conducted under this curriculum
to allow for evaluation of the training in accordance with MCAR 8.10.1.43(a).
Approval of the reduced training hours from the programmed training hours currently in effect will be based on
the demonstrated improved training techniques available from your advanced systems ground trainer.
Sincerely,
[NAME]

X. METHOD OF DENYING INITIAL APPROVAL
If the OI determines that initial approval of a proposed training curriculum or curriculum segment must be
denied, the operator shall be notified in writing of the reasons for denial. This letter must contain an
identification of the deficient areas of the training curriculum and a statement that initial approval is
denied. It is not necessary that each minor deficiency which resulted in the denial be identified, but the
major deficiencies should be outlined in the letter. It is the operator’s responsibility to redevelop or correct
the deficient area before resubmission to the CAA. A copy of the denial letter and a copy of the proposed
training curriculum or curriculum segment shall be kept on file in the CAA office. Figure 5-3 is a sample
letter of a denial of initial approval.

Figure 5-3. Letter Denying Initial Approval
[DD/MM/YYYY]
International Air
Ltd. [NAME]
[APPLICANT ADDRESS]
Dear [NAME]:
This letter is in response to your request for initial approval of Revision 2 to International Air’s Airbus A300 Pilot
Recurrent Ground Training curriculum, dated 02/08/0000. Your request for initial approval of Revision 2 is
denied for the following reason:
More than 70 percent of your scheduled operations occur in areas which during the winter months are
subject to cold weather, snow, ice, and sleet. Your Pilot workforce must have adequate training in the
safe operating practices associated with a cold weather environment to enable them to cope effectively
with such hazards. Revision 2 deletes training previously given on major aspects of cold weather
operations and does not provide any identifiable instruction to your crews for operating flights in such
conditions. Presently there is not another course of training for International Air’s Pilots containing
adequate information on cold weather procedures.
Sincerely,
[NAME]

XI. EVALUATING INITIAL APPROVAL TRAINING – DEMONSTRATION AND INSPECTION PHASE
A. Demonstration
The Demonstration and Inspection Phase begins when the operator starts training under the
initially approved curriculum. This phase should provide the operator with adequate time to test
the programme and the flexibility to adjust the programme during CAA evaluation. The OI must
require an operator to provide ongoing schedules of all training and checking to be accomplished
under an initially approved training curriculum. The OI must closely monitor training conducted
under initial approval. Whenever possible, the first session of training conducted under initial
approval should be monitored by the OI on the certification team or an OI qualified in the aircraft
type.
A CAA inspector does not need to observe every training session. A sufficient sampling of the
training sessions, however, should be observed as a basis for a realistic evaluation. Inspectors
qualified in the aircraft type and other individuals knowledgeable of the curriculum subject
matter should assist in evaluating the training.
During training under initial approval, the operator is expected to evaluate and appropriately
adjust training methods as needed. Often adjustments can be made by changing courseware
and instructional delivery without (or with only minor) revisions to the initially approved
curriculum. Conversely, it may be necessary for the operator to substantially change the
curriculum, which may require another initial approval action by the OI before the changes can
be put into effect. Sometimes proposed revisions may be transmitted to the OI just before the
initial approval expiration date. If the change is significant, the OI may need to establish a
different expiration date for the curriculum segment or for the revised portions to allow adequate
time for a proper evaluation.
B. Deficiencies
During the Demonstration and Inspection Phase, the operator must demonstrate the ability to
effectively train crew members and Flight Operations Officer/Dispatchers. Each deficiency
identified during the evaluation of training conducted under an initially approved curriculum must
be discussed with the operator. If the deficiencies are significant, they must be documented and
kept on file. In most cases, when the cause of a deficiency has been accurately identified, the
operator will make the necessary changes to correct the deficiency to obtain final approval. Each
significant deficiency that has been accurately identified must be immediately corrected. If an
operator does not take appropriate corrective action, the OI shall advise the operator in writing
that initial approval is withdrawn.
XII. ELEMENTS FOR EVALUATING TRAINING – DEMONSTRATION AND INSPECTION PHASE
The OI must develop a plan for systematically evaluating training given under the initially approved
training curriculum. This plan should remain in effect throughout the initial approval process. There are
five elements that can be evaluated when assessing the overall effectiveness of training programmes.
These five elements are curriculum segment outlines, courseware, instructional delivery methods and
training environment, and testing and checking. These elements are interrelated, but each can be
separately evaluated. See XII.E., Elements for Training Evaluation, below for a summary of the five

elements.
A. Curriculum Segment Outlines
Before evaluating a training programme, an inspector must become familiar with the contents of
the curriculum or curriculum segments to be evaluated. This preparation is essential if an
inspector is to determine whether an operator has developed an effective course of instruction
from its initially approved training curriculum. For initial certification, this would have been
conducted in the Document Evaluation Phase.
B. Courseware
Direct examination of courseware includes reviewing materials, such as training modules/lesson

plans, workbooks, or flight instructor guides. The inspector must determine whether the
courseware is consistent with the curriculum or curriculum segment and that it has been
organised to facilitate effective instructional delivery. Courseware is usually the training
programme element that is most adaptable to revision or refinement. Inspectors must review at
least a sampling of the courseware.
C. Instructional Delivery Methods
Direct observation of instructional delivery includes surveillance of training methods, such as

instructor lectures, computer-based instruction presentations, and in-flight instruction. Effective
learning can only occur when an instructor is organised, prepared, and properly uses the
courseware and various training aids. The inspector must determine that the instructional delivery
is consistent with the courseware. For example, the inspector should note whether the instructor
teaches the topics specified in the training module or lesson plan. Training aids and devices
should function as intended during the instructional delivery. In addition, during training the
inspector should be sensitive to the type of questions being asked by students and should identify
the reasons for any excessive repetition. These conditions may indicate ineffective instructional
delivery or courseware. The inspector must also determine if the instructional environment is
conducive to learning. Distractions, which adversely affect instructional delivery, such as
excessive temperatures, extraneous noises, poor lighting, and cramped classrooms or
workspaces, are deficiencies because they interfere with learning.
D. Testing and Checking
Direct observation of testing and checking is an effective method for determining whether
learning has occurred. Examining the results of tests, such as oral or written tests or flight
checks, provides a quantifiable method for measuring training effectiveness. The OI must
examine and determine the causal factors of significant failure trends.
E. Training Evaluation
1. Curriculum segment outlines. Curriculum segment outlines contain the specific training
modules and the amount of time allocated for the curriculum segment. The modules must
be consistent with regulatory requirements and safe operating practices. This element
requires direct examination.

2. Courseware. Courseware converts curriculum outline information into usable instructional

material. Courseware must be consistent with the curriculum outline and be organised to
permit effective instructional delivery. It is readily adaptable to adjustments and refinement
by the operator. This element usually requires direct examination.
3. Instructional delivery methods and training environment. Instructional delivery

methods are used to convey information to the student. Effective learning is maximised if
the instructional delivery adheres to and properly uses the courseware. The training
environment should be conducive to effective learning. This element requires direct
observation.
4. Testing and checking*. Testing and checking is method for determining whether learning
has occurred. Testing and checking standards are used to determine that a desired level
of knowledge and skill has been acquired. Testing and checking also measures the
effectiveness of courseware and instructional delivery. These elements require direct
observation. It can be supplemented by examining operator records of test and checks.
*Note: Testing and checking are considered to be two elements. (Testing one element and
the other checking for a total of five elements.)
If the results of the inspection are acceptable and no discrepancies are found the
inspectors should:
a. Inform the operator (debrief)

b. Continue with the certification process
c. Complete “final approval” documentation
d. File the demonstration results
XIII. METHOD FOR GRANTING FINAL APPROVAL – CERTIFICATION PHASE
The granting of final approval of an operator’s training curriculum should be based on the results of
the evaluation. The OI must determine whether to grant or deny final approval of a training curriculum.
This determination must be made before the expiration date of the initial approval. If the OI decides
that final approval should be granted, the following procedures apply.
A. Programmes with a List of Effective Pages
Final approval of the training curriculum can be granted and documented by the OI on the List of
Effective Pages (LEF). This means that the CAA has given final approval of every page of the
operator’s training curriculum, as listed on that page, but only one CAA approval block must be
completed and signed.
1. The stamped page that documents final approval of the training curriculum and/or
curriculum segment shall be stamped for approval, dated, and signed by the OI. The
approval stamp that appears on the page should be a facsimile of the stamp that appears
in Figure 5-4.

2. The original curriculum and/or curriculum segment must contain the one page that
documents CAA approval on the LEP. The curriculum and/or curriculum segment must be
transmitted to the operator with an approval letter signed by the OI in accordance with this
MD. Examples of an approval letter are found in Figures 5-5 and 5-6.
B. Programmes Without a List of Effective Pages
The original and a copy of each page of the training curriculum and/or curriculum segment shall
be stamped for approval, dated, and signed by the OI. The approval stamp shall appear on each
page and be a facsimile of the stamp in Figure 5-4.
Figure 5-4. Approval Stamp
CAA FINAL APPROVAL
OFFICE DESIGNATOR:
EFFECTIVE DATE:
NAME:
SIGNATURE:
TITLE:
Model Form MF-06
C. Letter of Final Approval
The original stamped curriculum or curriculum segment must be transmitted to the operator with a
letter of approval signed by the OI. This letter must specifically identify the curriculum or
curriculum segment, contain a statement that final approval is granted, and provide the effective
date of approval. This letter must also state that final approval shall remain in effect until
otherwise notified by the CAA that a revision is necessary in the interest of safety. If the OI is
authorising a reduction in the programmed hours specified by regulations, the letter must contain
a statement concerning the basis for reduction. A copy of the stamped curriculum or curriculum
segment and a copy of the approval letter must be kept on file in the CAA office. Figures 5-5 and
5-6 are sample letters of final approval.
D. Letter of Withdrawal of Initial Approval
Figure 5-7 is a sample letter withdrawing initial approval because the operator failed to meet
MCAR requirements.

Figure 5-5. Letter Granting Final Approval
[DD/MM/YYYY]
International Air
Ltd. [NAME]
[APPLICANT ADDRESS]
Dear [NAME]:
Final approval is granted to International Air’s Airbus A300 Pilot-in-Command Upgrade Ground
Training curriculum, pages 1 through 6, dated 10/10/0000.
The effective date of this final approval is 09/12/0000. International Air may continue to train in accordance with
this curriculum unless a revision is required by the CAA in the interest of safety or until International Air revises
the curriculum.
Sincerely,
[NAME]

Figure 5-6. Letter Granting Final Approval

(Reduction in Training Hours)
[DD/MM/YYYY]
International Air
Ltd. [NAME]
[APPLICANT ADDRESS]
Dear [NAME]:
Final approval is granted to International Air’s A300 Cabin Crew Member Recurrent Ground Training
curriculum, for pages 1 through 5, dated 21/04/0000, and for pages 6 through 7, dated 15/05/0000. The
effective date of final approval is 20/06/0000. International Air may continue to train in accordance with this
curriculum unless a revision is required by the CAA in the interest of safety or until International Air revises the
curriculum.
Approval of a reduction in training hours from 16 hours to 8 hours is based on International Air’s continued
use of the International Air’s A300 cabin training mock-up.
Sincerely,
[NAME]

Figure 5-7. Letter of Withdrawal of Initial Approval
[DD/MM/YYYY]
International Air
Ltd. [NAME]
[APPLICANT ADDRESS]
Dear [NAME]:
This letter notifies you that CAA initial approvals of the following training curriculum segments are
withdrawn, effective 01/06/0000:
1. The emergency training segment for the Airbus A300 Co-Pilot Initial New Hire Training curriculum, pages
9.1 through 9.3, dated 15/11/0000.
2. The emergency training segment for the Airbus A300 Pilot-in-Command Upgrade Training curriculum,
pages 9.31 through 9.33, dated 01/06/0000.
The investigation of the in-flight incident that occurred on International Air’s Flight 943 on 10/02/0000 revealed
that the flight crew did not take positive action to isolate the source of smoke caused by a malfunctioning cabin
light ballast. During the CAA interview, the flight crew displayed a lack of concern about the importance of taking
immediate and positive action to control in-flight fire and smoke. In addition, since this incident, inspectors from
this office have been emphasising fire and smoke combating procedures during oral testing of the A300 Pilots
taking the above listed training. These inspectors have observed that many of your A300 Pilots have a serious
lack of knowledge about fire and smoke control procedures and the use of firefighting equipment, particularly the
type of extinguishers to be used in different classes of fire.
We have discussed these deficiencies with your staff and they have effectively revised the Emergency Training
curriculum segment for the A300 PIC/CP Recurrent Training. Your staff, however, advises that they will not
revise the training curricula listed above. Therefore, CAA initial approval is withdrawn. Initial approval can be
re-obtained by revising the curriculum to require detailed instruction on fire and smoke control procedures and
firefighting equipment.
It is contrary to MCAR 9.3.1.3(c) for an AOC holder to use Pilots in commercial air transport operations that have
not been trained in accordance with a CAA-approved training curriculum.
Sincerely,
[NAME]

XIV. WITHHOLDING FINAL APPROVAL OF TRAINING CURRICULA
A training curriculum granted initial approval has an expiration date. Usually, this date shall not be later
than 24 months after the initial approval date. If the OI does not grant final approval before the expiration
date, training under that curriculum must terminate as of that date. Therefore, the OI shall not allow an
initially approved curriculum to expire due to the CAA’s inability to administratively grant final approval.
Final approval may not be granted to an operator’s training curriculum for several reasons. One reason,
for example, may be the operator’s inability to achieve an acceptable level of training effectiveness during
the Demonstration and Inspection Phase. Another example of a reason for not granting final approval is
the discontinued use of the initially approved curriculum.
When the OI decides not to grant final approval before the expiration date, the operator must be notified
of this decision in writing, at least 30 days before the expiration date. An operator who is not notified may
mistakenly assume that the initial approval will continue in effect until receipt of notification of either final
approval or termination. The notification letter should contain the reasons for allowing the curriculum to
expire and should state that any further training under the expired curriculum will not be in compliance
with regulatory requirements. An OI who fails to provide this 30-day notification must establish a new
expiration date so that appropriate notification can then be given to the operator. Figure 5-8 is an
example of a letter notifying an applicant of expiring initial approval.

Figure 5-8. Letter Withholding Final Approval

(Expiring Initial Approval)
[DD/MM/YYYY]
International Air
Ltd. [NAME]
[APPLICANT ADDRESS]
Dear [NAME]:
This letter notifies you that the CAA will not issue a final approval for the Flight Operations Officer/Dispatcher
A300 Course effective with the expiration of the 24-month initial approval period of 01/06/0000. You have
informed this office that you will no longer use this curriculum and will conduct equivalent training using the A300
Ground Training curriculum for International Air’s Flight Operations Officer/Dispatchers.
If International Air may desires to conduct future training in accordance with this curriculum, it must be
resubmitted to the CAA and issued a letter of initial approval at that time.
Sincerely,
[NAME]

XV. APPENDICES
Appendix A. Training Programme Approval Job Aid

Appendix B. Training Programme Inspection Job Aid

APPENDIX A.
TRAINING PROGRAMME APPROVAL JOB AID
Training Programme Approval Job Aid
File Reference: Date of Inspection:

Operator:
Location:
Director of Training Ph/No.
CAA Inspector:
1.0 Training Syllabi and Checking Programmes

1.1 General Requirements.
Training syllabi and checking programmes for all operations personnel assigned to operational duties in connection with the preparation
and/or conduct of a flight shall be developed to meet the respective requirements of the Authority. An AOC holder may not use any
person, nor may any person serve in a required crew member capacity or operational capacity unless that person meets the training
and currency requirements established by the Authority for that respective position.
1.2 Flight Crew Manual Page Acceptable Unacceptable Approval

Initials
The training syllabi and checking programmes for flight crew
members shall include:
(a) A written training programme acceptable to the
Authority that provides for the following, as
appropriate, for flight deck crew members for each
type of aircraft flown by that crew member:
Basic indoctrination
Initial
Emergency
Transition
Differences
Recurrent
Upgrade
Requalification
This written training programme shall include
procedures training applicable for each type of
aircraft flown by the crew member:
Normal procedures
Abnormal procedures
Emergency procedures

1.2 Flight Crew, cont. Manual Page Acceptable Unacceptable Approval

Initials
(b) Adequate ground training facilities
Adequate flight training facilities
Properly qualified instructors required to meet
training objectives and needs
(c) A current list of approved training materials,
equipment, training devices, simulators, and other
required training items needed to meet the training
needs for each type and variation of aircraft flown
by the AOC holder
Training materials
Training equipment
Training devices
Simulators
Other required training items
(specify)
(d) Adequate number of Check Personnel to ensure
adequate training and checking of flight crew
members
Ground Check Personnel
Flight Check Pilot
(e) A record system acceptable to the Authority to
show compliance with appropriate:
Training requirements
Currency requirements
Remarks:
1.3 Cabin Crew Manual Page Acceptable Unacceptable Approved

Initials
A written training programme acceptable to the Authority
that provides for the following, as appropriate, for cabin
crew members for each type of aircraft assigned to that
crew member:
The training syllabi and checking programmes for cabin
crew members shall include:
(a)-(f) Basic indoctrination
Initial
Emergency
Requalification
Recurrent
Transition
Differences

Approved
1.3 Cabin Crew, cont. Manual Page Acceptable Unacceptable
Initials
(g) A current list of approved training materials,

equipment, training devices, simulators, and other
required training items needed to meet the training
needs for each type and variation of aircraft flown
by the AOC holder.
Training materials
Training equipment
Training devices
Other required training items
(specify)
(h) Adequate number of Check Personnel to ensure
adequate training and checking of crew members
Ground Check Personnel
Flight Check Personnel
(i) Maintenance of a training record system
Remarks:
Approval
1.4 All Crew Members Manual Page Acceptable Unacceptable
Initials
A written training programme shall be developed for all crew
members in the emergency procedures appropriate to each
make and model of aircraft flown in by the crew member.
Areas shall include:
(a) Instruction in:
Emergency procedures
Assignments
Crew coordination
(b) Individual instruction in the use of onboard
emergency equipment, such as:
Fire extinguishers
Emergency breathing equipment
First aid equipment and its proper use
Emergency exits
Evacuation slides
Use of the aircraft’s oxygen system
Use of the portable emergency oxygen bottles
Flight crew members shall practice using their
emergency equipment protection for fire or smoke
in the flight deck

Approval
1.4 All Crew Members, cont. Manual Page Acceptable Unacceptable
Initials
(c) Instruction in potential emergencies, such as:
Rapid decompression
Ditching
Firefighting
Aircraft evacuation
Medical emergencies
Hijacking
Disruptive passengers
(d) Recurrent training
Maintenance of a training record system

Remarks:
Approval
1.5 All Operations Personnel Manual Page Acceptable Unacceptable
Initials
The training syllabi and checking programmes for all
operations personnel shall include training in:
(a) The safe transportation and recognition of all
dangerous goods permitted by the Authority to
be shipped by air.
The proper packaging, marking, labelling, and
documentation of dangerous articles and
magnetised materials
(b) Security procedures
(c) Notification of an accident or incident involving
dangerous goods
Remarks
1.6 Operations Personnel Other Than Crew Approval

Manual Page Acceptable Unacceptable
Members Initials
For operations personnel other than crew members
(e.g., Flight Operations Officer/Dispatchers,
handling personnel, etc.), a written training
programme shall be developed that pertains to
their respective duties.
Initial
Recurrent
Differences

1.6 Operations Personnel Other Than Crew Approval

Manual Page Acceptable Unacceptable
Members, cont. Initials
Specialised
Other required training
(specify)
Remarks:
Approval
2.0 Procedures for Training and Checking Manual Page Acceptable Unacceptable
Initials
2.1 Proficiency Checking Procedures
(a) Procedures to be applied in the event that
personnel do not achieve or maintain the
required standards.
Adequate number of Check Personnel to

ensure adequate training and checking for all
crew members and operations personnel.
2.2 Procedures Involving the Simulation of

abnormal or Emergency Situations
Policies that prohibit the simulation of abnormal

or emergency situations during commercial air
transportation flights.
Policies that prohibit the simulation of
Instrument Meteorological Conditions by
artificial means during commercial air
transportation flights.
Remarks:
Approval
3.0 Training Document Retention Manual Page Acceptable Unacceptable
Initials
3.1 Training Documentation to Be Stored and
Storage Periods
An AOC holder shall retain all documentation

required by the Authority for the time specified
by the Authority or for the time period needed to
show compliance with appropriate regulations.
An AOC holder shall retain all documentation

required by the Authority of another State in
which the AOC holder is operating for the time
specified by that Authority or for the time period
needed to show compliance with appropriate
regulations.

Approval
3.0 Training Document Retention, cont. Manual Page Acceptable Unacceptable
Initials
Remarks:
Recommendation
Approve
Reject
Operations Inspector:
(Signature):
Date:

APPENDIX B. TRAINING PROGRAMME INSPECTION JOB AID
Training Programme Inspection Job Aid
File Reference Date of Inspection

Operator
Location
Director of Training Phone Number

Type of Training
CAA Inspector
To be completed before the inspection
Determine the need for the inspection/oversight
Open a file reference
Prepare for the inspection
Review operator's office file
Review training programme and manual
Schedule the inspection
To be completed during the inspection
Brief the operator
Conduct the training programme inspection
Inspect the operator's training organisation
Inspect operator's training documents
Inspect the training programme
Inspect the training materials
Inspect training curriculum content
Evaluate training

Evaluate instructor training
Evaluate Check Personnel training
Evaluate courseware
Evaluate instructional delivery methods
Evaluate training aids and equipment
Evaluate flight simulator or training device
Evaluate testing and checking methods
Inspect training records
To be completed after the inspection
Determine the results of the inspection
Document the inspection
Debrief the operator
Schedule follow-up activities
Letter to operator confirming inspection results
File inspection results in office


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TRAINING PROGRAMME APPROVAL

Air Operator Certification

For Training Purposes Only

Document Revision History

Air Operator Certification Page iii

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Page iv Air Operator Certification

Air Operator Certification Page v

XIII. METHOD FOR GRANTING FINAL APPROVAL – CERTIFICATION PHASE ............................................29

Page vi Air Operator Certification

A. The Five-Phase Certification Process for Training Programme Approval

4. Guidance for maintenance-related training programmes for an Approved Maintenance

1. Aircraft Evaluation Group (AEG). The Federal Aviation Administration (FAA)

a. Group I. Propeller driven, including reciprocating powered, and turbo-propeller

b. Group II. Turbojet powered.

4. Categories of training. A classification of training based on the previous qualification

Page 8 Air Operator Certification

5. Checking and qualification modules. An integral part of a qualification curriculum

7. Consolidation of knowledge and skills. A process by which a pilot, through practice

8. Courseware. Instructional material developed for each curriculum. This is information

11. Curriculum segment. The largest subdivision of a curriculum, containing broadly

Air Operator Certification Page 9

15. Element. An integral, subject-oriented (not task-oriented) part of training, checking, or

17. Event. An integral, task-oriented part of a training, checking, or qualification module

19. Flight Standardization Board (FSB). A designated group of operations inspectors

Page 10 Air Operator Certification

23. Instructional delivery methods. Methodology for conveying information to a student.

24. Modular training. The concept of programme development in which logical

Air Operator Certification Page 11

Page 12 Air Operator Certification

II. INITIATING THE APPROVAL PROCESS – PRE-APPLICATION PHASE

A. Initiation of Training Programme Approval Process

1. Operator-initiated. The applicant or operator informs the CAA that it is planning to

III. INSPECTOR INVOLVEMENT IN THE PRE-APPLICATION PHASE

Air Operator Certification Page 13

B. Provide Advice and Guidance

An OI should be prepared to provide advice to an operator during training curriculum

3. Facilities and flight training equipment

4. Qualifications of instructor personnel

5. Other areas of the operator’s proposed training programme, as required

C. Advisory Capacity Only

Early CAA involvement is also important for the following reasons:

Note: Early inspector involvement in the development of training programmes is appropriate.

Page 14 Air Operator Certification

2. The operator fails to expeditiously transmit information to the CAA

5. Deficiencies in training are discovered during subsequent certification phases

IV. REQUESTS FOR INITIAL APPROVAL – FORMAL APPLICATION PHASE

Air Operator Certification Page 15

C. Additional Required Information

Page 16 Air Operator Certification

V. ADDITIONAL SUPPORTING INFORMATION – FORMAL APPLICATION PHASE

C. Description of Simulators and Training Devices

D. Student Qualifications and Enrolment Prerequisites

A detailed description of minimum student qualifications and enrolment prerequisites is

Air Operator Certification Page 17

VI. INITIAL REVIEW OF CURRICULA – FORMAL APPLICATION PHASE

VII. IN-DEPTH REVIEW OF CURRICULA – DOCUMENT EVALUATION PHASE

A. Submission of Incomplete Curriculum Segments

Page 18 Air Operator Certification

B. Detailed Analysis and Evaluation

1. A security inspector should be involved in dangerous goods materials training issues.

2. An examination of the courseware developed or being developed by the operator must be