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11. Staff Instruction (SI) No. 407-001

Staff Instruction (SI)
No. 407-001

Multi-crew Pilot Licence Training Programs – Objectives and Requirements

Internal documents and documents hyperlinked and stored on
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are available upon request. See Contact Office below.

Issuing Office:	Standards
Activity Area:	Rulemaking	Document No.:	SI 407-001
File No.:	Z 5000-7-1	Issue No:	02
RDIMS No.:	5992437-v15	Effective Date:	2010-09-10

• 1.0  INTRODUCTION
  • 1.1  Purpose
  • 1.2  Applicability
  • 1.3  Description of Changes
• 2.0  REFERENCES AND REQUIREMENTS
  • 2.1  Reference Documents
  • 2.2  Cancelled Documents
  • 2.3  Definitions and Abbreviations
• 3.0  BACKGROUND
• 4.0  CANADA’S MULTI-CREW PILOT LICENCE
  • 4.1  Multi-crew Pilot Licence Privileges
  • 4.2  Additional Flight Privileges
  • 4.3  Upgrade to Pilot-in-Command (Captain) Status
• 5.0  MULTI-CREW PILOT LICENCE TRAINING PROGRAMS
  • 5.1  Program Objective
  • 5.2  Program Design
  • 5.3  Potential Variances
  • 5.4  Testing, and Measurement
• 6.0  CANADA’S MULTI-CREW PILOT LICENCE ADVISORY BOARD
• 7.0  CONTACT OFFICE
• APPENDIX A — INTERNATIONAL CIVIL AVIATION ORGANIZATION MULTI-CREW PILOT LICENCE TRAINING PROGRA MODEL — INTERNATIONAL CIVIL AVIATION ORGANIZATION MULTI-CREW PILOT LICENCE TRAINING PROGRA MODEL

1.0  INTRODUCTION

1.1  Purpose

This Staff Instruction (SI) describes the Multi-crew Pilot Licence (MPL) training program objectives and requirements in order to provide Transport Canada Civil Aviation (TCCA) personnel with a more complete understanding of the differences between traditional pilot training programs and the MPL approach to training.

1.2  Applicability

This document applies to TCCA Headquarters and regional personnel assigned to oversee flight training operations.

1.3  Description of Changes

This version supersedes Issue 1 of this SI, dated in 2009-03-24. The changes to the originally-issued instruction are reflected in section 6.0 dealing with the composition and processes of the MPL Advisory Board of Canada.

2.0  REFERENCES AND REQUIREMENTS

2.1  Reference Documents

It is intended that the following reference materials be referred to in conjunction with this document:

1. Aeronautics Act;

2. Convention on International Civil Aviation, 1944-12-07, Annex 1 – Personnel Licensing;

3. Approved Training Organization Certification Guide, version 5, Issue 01, 2010-06– Flight Training;

4. MPL Bridging Analysis, Edition III, 2008-04, RDIMS 4066525;

5. MPL Training Program Guide, version 3, Issue 01, 2010-06;

6. International Civil Aviation Organization (ICAO) Doc 9868, Edition I, 2006-11-23- Procedures for Air Navigation Services Training (PANS-TRG);

7. Risk Assessment, 2008-05-15, RDIMS 4068132– Pathway from MPL to ATPL; and

8. NPA 2008-133, Multi-crew Pilot Licence (MPL) Training.

2.2  Cancelled Documents

Not Applicable.

2.3  Definitions and Abbreviations

The following definitions and abbreviations are used in this document:

1. Aircraft operations training: means training activities, conducted in either a flight simulation training device or in an actual aircraft, that involves the application of theoretical knowledge in developing practical piloting competencies in the operation of an aircraft.

2. ATO: means an approved training organization, approved by the Minister and authorized to provide flight training services in accordance with the terms, conditions, and specifications detailed in their certificate.

3. Attitudinal competence: means the ability to select, maintain, or adopt one’s best attitudes for the present. It also includes the ability to not adopt habitual attitudes unless they are both useful and appropriate to the current situation.

4. Beta-test: means an authorized trial run of a new training program/course, which is designed to test the effectiveness of the proposed curriculum in achieving desired outcomes and meeting regulatory requirements.

5. Competency-based training and assessment: means a training and assessment process that places an emphasis on achieving benchmarked standards of performance. It requires an instructional system design approach towards program development, which is underpinned by a thorough job and task analysis in order to determine actual performance requirements.

6. Instructional System Design (ISD): means a process that focuses on identifying desired outcomes by defining and analyzing collective and individual performance requirements. It invokes a systems approach for developing and maintaining learning programs and supporting courseware that remain resilient to change and address the needs of a rapidly changing environment.

3.0  BACKGROUND

1. ICAO has identified the need for some directional changes with respect to current licensing practices. This involved the expanded use of simulation, the determination of more relevant training standards, and the creation of a new licensing structure. Those changes are now reflected in Annex 1 and also in ICAO’s PANS-TRG document, which came into effect November 23, 2006. Of particular significance is that this publication provides guidance for the implementation of a new internationally recognized pilot licence ... MPL.

2. Canada supported those changes made to ICAO’s Standards and Recommended Practices and decided to adopt the new licence. Following an extensive review of the current regulatory environment it was determined that a truly competency-based licence, such as the MPL, needed to reside in a separate subpart of the CARs.

3. Since ICAO had mandated that only nationally approved training organizations could train towards an MPL, Subpart 407, ATO, of the CARs was created. In order to benefit by operating in a performance-based regulatory environment, this new Canadian training entity would be required to implement and maintain the highest governance standards ever imposed by any National Aviation Authority (NAA). It is also within this new subpart that the regulations governing MPL training resides.

4. ICAO has further taken the position that only those MPL training programs that receive NAA acceptance following a thorough “proof of concept” trial, commonly referred to as beta-tests, will be recognized as having met international standards.

4.0  CANADA’S MULTI-CREW PILOT LICENCE

1. The issuance of a Canadian MPL will follow the completion of a rigorous and integrated 4-staged training course designed specifically for the ab-initio (zero flight time) candidate. The program will be broken down into Core, Basic, Intermediate, and Advanced phases of training. It will culminate with the completion of a final check ride. NPA 2008-133 details the requirements for that check ride in the proposed paragraph 427.66(4)(c) of the CARs.

2. The awarding of a Canadian MPL will signify that the bearer has successfully undergone a TC-authorized MPL flight-training program and has demonstrated the competencies to perform the duties of a co-pilot of a multi-engine, turbine-powered, transport category aeroplane certificated to be operated by two or more pilots, under either VFR or IFR conditions while engaged in a commercial air service. This statement of demonstrated competency is not to suggest that an MPL holder is restricted to flying in a commercial operation only. The actual privileges of the licence are outlined below

4.1  Multi-crew Pilot Licence Privileges

The privileges of the MPL are limited to co-pilot duties operating a specific aeroplane type that appears on the holder’s MPL, while under the employ of a specific operator, whose standard operating procedures were used to measure the trainee’s performance during their Pilot Proficiency Check (PPC) or Advanced Qualification Program (AQP)-equivalent flight check. Furthermore, the MPL is not given blanket type-rating privileges.

4.2  Additional Flight Privileges

Unlike the approach taken by ICAO, the scope of the Canadian MPL in all cases will be restricted to a multi-crew flight deck within a structured operating environment with no additional piloting privileges being endorsed on the licence. Holders wishing to operate aircraft outside of the constraints imposed on the MPL will also need to obtain one of the traditional licences and the appropriate ratings. In all cases, MPL holders applying for either a Private Pilot Licence (PPL) or Commercial Pilot Licence (CPL) will be required to successfully complete the applicable aeroplane flight test.

4.3  Upgrade to Pilot-in-Command (Captain) Status

Provisions are being introduced to allow experienced co-pilots to qualify for an Airline Transport Pilot Licence (ATPL) without gaining additional pilot-in-command experience. An ATPL obtained by an MPL holder who has not gained the standard pilot-in-command experience will be issued without a blanket type rating, limiting that person to operate multi-crew aeroplane types endorsed on their licence.

5.0  MULTI-CREW PILOT LICENCE TRAINING PROGRAMS

5.1  Program Objective

The overall objective of an MPL training program is to graduate individuals that possess the Knowledge, Skill, and Attitudinal (KSA) competencies expected of a highly effective professional co-pilot employed in a major airline environment. The graduate is expected to be able to successfully complete a normally structured line indoctrination training program, also referred to as Initial Operating Experience (IOE), without the need to receive supplemental or “bridge” training.

5.2  Program Design

1. Although the overall structured design of any 4-phased integrated MPL training program will essentially be the same, it must be anticipated by delegated officers that there will be differences in the approaches course designers have used in achieving the same objective. It is because of these expected variances, that Transport Canada has decided to assign a universal standard to the privileges of a Canadian MPL.

2. The development of the program’s content and methodologies will stem from Instructional System Design (ISD) processes. The ATO’s quality system approach to doing business will ensure the continued relevancy and effectiveness of their syllabus.

3. Competency-based training and assessment practices will be applied throughout the training program. Individual student performance will be continuously measured against benchmarked KSA competency expectations.

5.3  Potential Variances

1. In achieving the program’s objective, the student will be exposed to many of the training events that are addressed in courses designed for the PPL or CPL. Notwithstanding, delegated officers must accept that, in some instances, there will be a difference in emphasis or methodologies from those expected of the more traditional piloting courses. To understand what those differences are and why they come into play, inspectors assessing MPL programs need to be familiar with the ISD processes that were used to determine the required outputs, syllabus footprint, and training activity of the proposed program.

2. Annex A to this document represents a snapshot of what can be expected in a proposed MPL training program. Furthermore, delegated officers are to refer to sections 407.66 and 427.66 of the CARs in addition to the MPL Training Program Guide for specific MPL program requirements. It is expected that the guide and supporting departmental instructions will be under constant refinement until Canada’s MPL regulatory environment reaches full maturation. For that reason, delegated officers must take special care to ensure that they are referring to the latest versions of the applicable documents.

5.4  Testing, and Measurement

1. In a competency-focused environment such as MPL training, performance measurement is an on-going critical component of the course. Under the newly developed Subpart VII to Part IV of the CARs, the trainee, the training program, and even the organization are subjected to measurement processes. The data that’s derived from this activity is required to be analyzed by the ATO and the results reported to TCCA’s ATO-MPL implementation team in Ottawa in accordance with the procedures detailed in the MPL Training Program Guide.

2. ATO-delivered training programs invoke the need to continuously check the effectiveness of the syllabus in meeting expected performance milestones. In MPL training, this is done by instituting scheduled validation checks of their trainee’s progress measured against benchmarked standards. The creation of these tight quality control measures eliminates much of the need for administering regulatory mandated and designed flight checks. As a result, only one MPL flight check is mandated by the regulator to be administered at the end of the training program for the purposes of attaining an MPL with the appropriate type endorsement on it.

3. ICAO’s Annex 1 states that the MPL holder must possess the same level of knowledge expected of a holder of an ATPL appropriate to the aeroplane category in an approved training course. That requirement has been interpreted by some to mean that the MPL applicant must successfully complete the pre-requisite ATPL exams. TCCA does not subscribe to that approach. This is because traditional ATPL exams are designed based upon the notion that the applicant has written all the other exams for their earlier-acquired licences during their apprenticeship towards becoming an airline pilot. Furthermore, it must remembered that the MPL training syllabus is not particularly focused towards attaining any one of those other licences. Hence, the MPL exams must be designed towards measuring the knowledge competency requirements of an airline first officer.

4. To that end, TCCA’s examination division in headquarters is designing a new set of exams for the MPL applicant that would most likely be administered upon completion of phase 3 (Intermediate) of the training program. There are currently plans to have three separate exams with one of them being scenario-based involving questions that will require the applicant to apply their acquired knowledge to correctly address situations arising during each phase of flight.

6.0  CANADA’S MULTI-CREW PILOT LICENCE ADVISORY BOARD

1. In keeping with ICAO recommendations for the introduction of MPL training, TCCA has announced its intention to continue to engage principal stakeholders in the on-going development of our MPL regulatory environment. The MPL Advisory Board of Canada will review data and reports of current MPL activity and make recommendations to implement improvements to existing TCCA MPL policies and procedures promulgated through guidance material, ACs and departmental SIs.

2. The board is comprised of one chairperson appointed by TCCA whose function is restricted to applying effective and efficient meeting methodologies to facilitate helpful dialogue in arriving at sound recommendations for the Minister’s consideration. All interested stakeholders in the MPL training process are encouraged to make representation at any or all of the meetings.

3. Meetings of the advisory board will be scheduled sufficiently in advance to permit all stakeholders the opportunity to attend and suggest topics for discussion. Based upon that feedback and the program review requirements of TCCA, an agenda for the meeting will be disseminated by the Chair. Meetings will not be scheduled as a matter of routine. Only when a substantive number of meaningful issues concerning MPL training in Canada arise will a meeting be called.

4. All opinions and recommendations arrived at for each discussion item will be taken under consideration by the Minister.

7.0  CONTACT OFFICE

For more information, please contact the:
Chief, Flight Training and Examinations (AARTG)

Phone: 613-990-1021
Fax: 613-990-6215
E-mail: CAIRS_NCR@tc.gc.ca (or group e-mail address, if applicable)

Suggestions for amendment to this document are invited, and should be submitted via the Transport Canada Civil Aviation Issues Reporting System (CAIRS) at the following Internet address:

www.tc.gc.ca/CAIRS

or by e-mail at: CAIRS_NCR@tc.gc.ca

[original signed by Don Sherritt]

Don Sherritt
Director, Standards
Civil Aviation
Transport Canada

ANNEX A—INTERNATIONAL CIVIL AVIATION ORGANIZATION MULTI-CREW PILOT LICENCE TRAINING PROGRAM MODEL

 

Date modified:

2012-02-27

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