4.4 Secondary Curricula
Under a traditional training program, an air operator may develop secondary curricula by using their approved training program as a basis. Under AQP, an air operator may proceed in much the same manner. The authorized AQP curricula can be used as a reference to generate secondary curricula. Developing a secondary curriculum entails selecting, revising, and arranging modules with related Proficiency Objectives from both primary curricula. In all cases, the TPOs, SPOs, and EOs must include CRM principles and include the use of Line Operational Simulation (LOS) for training and evaluation. The differences between the traditional training/checking regulatory requirements and those specified in an air operator's AQP will be identified by the applicant.
Validation and evaluation strategies (i.e., MPV versus MTV) for secondary curricula are based on the strategy employed under the primary curriculum (Qualification or Continuing Qualification) from which they were developed. Therefore, it is essential that all secondary curricula be classified under a primary curriculum as authorized by Transport Canada. For example, a Transition Curriculum is classified as a Qualification Curriculum.
This curriculum is applicable for a candidate who has been previously trained and qualified in a specific duty position by the air operator and is now being assigned to the same duty position on a different aircraft. As required by Part VII of the CARs, the new aircraft must be in the same aircraft group or the Qualification Curriculum must be used. For the purpose of AQP, an aircraft of the same group means reciprocating engine, turbo-propeller engine or turbo-jet engine airplanes. A Transition Curriculum utilizes the same Qualification Standards as the Qualification Curriculum. Candidates must meet all the same testing, validation and evaluation points contained in the Qualification Curriculum.
However, a Transition Curriculum may be somewhat abbreviated compared to the normal Qualification Curriculum. This abbreviation will be based on an analysis of the training/validation/evaluation requirements of the Qualification Curriculum compared to an assessment of the currency, knowledge, skills and qualifications of the individual. In most cases, the Transition Curriculum will consist of modules extracted from the Qualification Curriculum. For example, flight crewmembers may already be qualified on an aircraft with a particular type of Flight Management System (FMS). If they then transition to an aircraft with the same FMS, the FMS training might only address the specific differences such as aircraft weight and fuel burn. Proficiency could be validated through testing, and it would not be necessary for the candidates to attend the entire FMS curriculum segment.
This curriculum is for a candidate who has been previously trained and qualified as either a First Officer, Cruise Relief Pilot, Flight Engineer or Second Officer for the air operator and is being assigned as either a Captain or First Officer, respectively, for the same aircraft type in which he or she was previously trained and qualified. Elements or training modules for this curriculum may be found in both primary curricula. In upgrade training, the same Qualification Standards apply as found in the Qualification Curriculum. The individual must meet all the same testing, validation and evaluation points for the applicable Qualification Curriculum. However, the training received may be abbreviated, based on an analysis of the training/validation/evaluation requirements of the Qualification and Continuing Qualification Curricula compared to an assessment of the currency, knowledge, skills, and qualifications of the individual. For example, if a First Officer is already qualified and current on a specific type, proficiency in training modules such as systems and FMS may be validated through testing. Training on topics such as command authority and CRM, which may be unique to the individual crewmember’s duty position, may be trained and evaluated using a combination of classroom and LOS methodology.
This curriculum is for individuals who no longer meet the recency requirements and/or the validity date of their LOE has expired. These individuals would not meet the requirements of a Continuing Qualification Curriculum, because they have become unqualified for their duty position. The individual must be re-qualified under a secondary curriculum to resume serving in that duty position.
Note. Requalification training is applicable for Captains reassigned as First Officers in the same type aircraft. In this case, duty position dependent training is required.
Note. Requalification Curriculum is required for Captains and First Officers who are reassigned as Flight Engineers or Second Officers on the same aircraft type provided they were previously qualified as Flight Engineers or Second Officers on this type aircraft.
This curriculum is applicable for an employee who has previously been trained and qualified in a specific duty position by the air operator and is being assigned the same duty position on an aircraft of the same family (i.e., A330 to A340, B757 to B767, and CRJ-200 to CRJ-700). The new aircraft must be in the same aircraft family or a Qualification Curriculum must be used. In a Difference Curriculum, an analysis of the Qualification Curriculum of both aircraft must be made to identify the differences. Each Qualification Curriculum will include training, validation, evaluation and pilot licensing action, as applicable. These curriculum differences are used to develop the Difference Curriculum.
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