VOCATIONAL QUALIFICATION IN AIR TRAFFIC CONTROL 2010

Requirements for Vocational Qualifications VOCATIONAL QUALIFICATION IN AIR TRAFFIC CONTROL 2010 Regulation 26/011/2010 Publications 2013:18

Finnish National Board of Education Publications 2013:18 ISBN 978-952-13-5674-2 (pdf) Translation: Intertext Layout: Layout Studio Oy/Marke Eteläaho www.oph.fi/english

REGULATION 3 March 2010 26/011/2010 Period of validity: effective 1 August 2010 until further notice Upper secondary vocational education and training providers Qualification committees in the field Provisions on which the competence to issue the Regulation is based: Act 630/1998, Section 13 (2) Decree 811/1998, Section 10 and 12 Act 631/1998, Section 13 (2) Repeals National Board of Education Regulation(s) No. 60/011/2001 of 18 December 2001 and the following regulations concerning this qualification No. 34/011/2002 of 19 June 2002 No. 28/011/2004 of 27 August 2004 No. 32/011/2005 of 30 September 2005 No. 5/011/2007 of 13 February 2007 REQUIREMENTS FOR VOCATIONAL QUALIFICATIONS Amends National Board of Education Regulation(s) Vocational Qualification in Air Traffic Control The Finnish National Board of Education has decided on the Qualification Requirements (the National Core Curriculum and the Requirements of the Competence-based Qualification) for the Vocational Qualification in Air Traffic Control in accordance with the Annexe. The Regulation must be observed in all upper secondary education and training (curriculum-based education and training) and competence-based qualifications started after 1 August 2010. All education and training and competence-based qualifications that have been started prior to entry into force of this Regulation may be completed in accordance with Regulation No. 60/011/2001 of 18 December 2001 by 31 July 2020, subject to the provisions of other statutes and regulations. In curriculum-based education and training, the education provider must draw up and approve a curriculum in compliance with the provisions of these Qualification Requirements. In providing training leading to a competence-based qualification, the education provider determines the educational content and provision in accordance with the Qualification Requirements. Those participating in preparatory training must be provided with an opportunity to complete the competence-based qualification as part of the training. The education provider, the competence test organiser and the Qualification Committee shall comply with the provisions of this Regulation and shall not deviate from it in any way. Director General Chief Engineer Timo Lankinen Lauri Kurvonen ANNEXE Vocational Qualification in Air Traffic Control Finnish National Board of Education Hakaniemenranta 6, P.O. Box 380, FI-00531 Helsinki, Finland, tel. +358 (0)40 348 7555, fax +358 (0)40 348 7865, firstname.lastname@oph.fi, www.oph.fi

CONTENTS INTRODUCTION 6 1 OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN AIR TRAFFIC CONTROL 7 1.1 Objectives of the Vocational Qualification in Air Traffic Control 7 1.2 Structure of the Vocational Qualification in Air Traffic Control 8 1.3 Key competences for lifelong learning 10 1.4 Eligibility for further studies 13 2 IMPLEMENTATION OF NATIONAL REQUIREMENTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING 14 2.1 Design and contents of the curriculum 14 2.1.1 Common part of the curriculum 15 2.1.2 Qualification-specific part of the curriculum 15 2.1.3 Individual study plan 16 3 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN AIR TRAFFIC CONTROL 17 3.1 Compulsory modules for all 17 3.1.1 Air navigation services (45 credits) 17 3.1.2 Air traffic services (45 credits) 23 3.2 Modules providing individual advanced vocational competence (modules that expand the scope of an upper secondary vocational qualification) 27 3.2.1 Area control services (30 credits) 27 3.2.2 Locally offered modules providing individual advanced vocational competence 32 3.3 Final project in curriculum-based vocational education and training 32 4 THE OBJECTIVES AND ASSESSMENT OF CORE SUBJECTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING, 20 CREDITS 33 4.1 Compulsory modules 33 4.1.1 Mother tongue 33 4.1.1.1 Mother tongue, Finnish 33 4.1.1.2 Mother tongue, Swedish 36 4.1.1.3 Mother tongue, Saami 36 4.1.1.4 Mother tongue, sign language 38 4.1.1.5 Mother tongue, one s own mother tongue for foreign language users 40 4.1.1.6 Mother tongue, Finnish as a second language 42 4.1.1.7 Mother tongue, Swedish as a second language 45 4.1.1.8 Mother tongue, Finnish or Swedish for sign language users 45 4.1.1.9 Mother tongue, Romany 47

4.1.2 Second national language 49 4.1.2.1 Second national language, Swedish 49 4.1.2.2 Second National Language, Finnish 50 4.1.3 Foreign language 52 4.1.3.1 Foreign language, A language 52 4.1.3.2 Foreign language, B language 54 4.1.4 Mathematics 56 4.1.5 Physics and chemistry 58 4.1.6 Social, business and labour-market subjects 60 4.1.7 Physical education 61 4.1.8 Health education 63 4.1.9 Arts and culture 65 4.2 Optional modules 67 4.2.1 Optional additional modules for compulsory core subjects 67 4.2.2 Environmental studies 67 4.2.3 Information and communications technology 69 4.2.4 Ethics 71 4.2.5 Cultural knowledge 73 4.2.6 Psychology 75 4.2.7 Entrepreneurship 77 5 FREE CHOICE MODULES IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING 80 6 STUDENT ASSESSMENT IN CURRICULUM-BASED UPPER SECONDARY VOCATIONAL EDUCATION AND TRAINING 81 6.1 Tasks and objectives of assessment 81 6.2 Informing about assessment 81 6.3 Validation and recognition of a student s prior learning 82 6.4 Assessment of learning and competence 84 6.5 Deciding on the grade 86 6.6 Storing assessment material 87 6.7 Reassessment and improving the grade 87 6.8 Rectification of assessment 87 6.9 Certificates 88 6.10 Assessing immigrant students and those representing different languages and cultures 91 7 OTHER PROVISIONS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING 93 7.1 Guidance and counselling and individual study plan 93 7.2 On-the-job learning and occupational safety 95 7.3 Teaching immigrants and representatives of different language and cultural groups 97 7.4 Apprenticeship training 100 7.5 Student welfare services 100 8 APPENDIX 102 8.1 Description and basic values of air traffic control 102 8.2 Qualification-specific health requirements in upper secondary vocational education and training 104 8.3 Vocational skills requirements, targets of assessment and general assessment criteria 108

INTRODUCTION The upper secondary vocational qualification in air traffic control is completed as upper secondary vocational education and training. The Qualification Requirements document is a regulation guiding education and training providers. The term qualification module corresponds to the term study module used previously in curriculum-based education and training. A qualification consists of vocational qualification modules, complete with core subjects and free-choice modules in upper secondary vocational education and training. Additional modules can be included in a qualification when it is necessary from the point of view of fieldspecific or local skills requirements or enhancing the student s or candidate s vocational skills. The Qualification Requirements for a vocational qualification state the objectives set for the qualification and study programme or specialisation, the qualification structure, module-specific skills requirements or objectives, targets of assessment and assessment criteria for core subjects, as well as the ways of demonstrating vocational skills in the case of vocational qualification modules. These requirements also include other provisions concerning upper secondary vocational education and training. The vocational skills requirements of vocational qualification modules and the objectives of core subjects have been defined as learning outcomes (knowledge, skills, competence). This forms the basis for describing the targets of assessment through mastering work processes, working methods, equipment and material as well as fundamental knowledge and the key competences for lifelong learning. An education provider approves a curriculum for upper secondary vocational education and training based on the Qualification Requirements. 6

1 OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN AIR TRAFFIC CONTROL 1.1 Objectives of the Vocational Qualification in Air Traffic Control Those who have completed the Vocational Qualification in Air Traffic Control are professionals in their field who are able to control air traffic safely. They know how to control several aircraft and ground traffic simultaneously without causing unnecessary delays to air traffic. They are able to operate in rapidly changing traffic situations and apply the best traffic solutions and control methods to each situation. They are service-minded, cost-conscious and able to co-operate and solve problems. They know how to assess the impact of the decisions that they make on future traffic situations. Those who have completed the Vocational Qualification know their own tasks and role within the aviation community. They know the significance of the technological systems in the occupational environment and communication and information service in aviation in terms of providing air traffic control services. They know and are able to consider the impact of weather conditions and the properties of different aircraft on provision of air traffic control services. They possess the language skills necessary for working as an air traffic controller. The vocational qualification provides students with the knowledge and skills they need to work in aerodrome and approach control services and to acquire training for further positions in the field. During the final on-the-job learning period, students participate in the training programme of the air traffic control unit in question and after having completed the required practical training, they will have to pass a competence assessment. In the competence assessment, a competence assessor authorised by the aviation authority assesses the vocational competence of the person completing the qualification by verifying his/her knowledge and skills with the help of exams and practical work. After successful completion of a competence assessment, it is possible to apply for an air traffic controller s licence from the aviation authority which will include notes from the unit where the on-the-job learning period was completed. The licence allows the holder to provide air traffic control services in accordance with the ratings and their notes. Those who have completed the qualification possess the basic skills needed for international air traffic control 7

1 OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN AIR TRAFFIC CONTROL duties. The aviation authority may set stricter national requirements on granting of the licence. The vocational qualification modules of the upper secondary vocational qualification are based on ICAO s (International Civil Aviation Organization) and Eurocontrol s (European Organisation for Safety of Air Navigation) regulations on training and on the Directive of the European Parliament and of the Council on a Community Air Traffic Controller Licence. The aviation authority supervises the training and its contents on the basis of the documents in force at the time. Studies comprise theory, simulator training and on-the-job learning. In addition, upper secondary vocational education and training must support the students growth into balanced individuals and members of society and provide students with the knowledge and skills they need for further studies, hobbies and the balanced development of their personalities as well as for supporting their lifelong learning (Act 630/98, Section 5). 1.2 Structure of the Vocational Qualification in Air Traffic Control VOCATIONAL QUALIFICATION IN AIR TRAFFIC CONTROL IN UPPER SECONDARY VOCATIONAL EDUCATION AND TRAINING 3. Vocational modules, 90 credits The qualification modules include at least 20 credits of on-the-job learning and a final project worth at least 2 credits 3.1 Compulsory modules for all 3.1.1 Air navigation services, 45 credits 3.1.2 Air traffic services, 45 credits 3.2 Modules providing individual advanced vocational competence (modules that expand the scope of an upper secondary vocational qualification) 3.2.1 Area control services, 30 credits 3.2.2 Locally offered modules providing individual advanced vocational competence 4. Core subjects in curriculum-based vocational education and training, 20 credits 4.1 Compulsory modules Compulsory Optional 4.1.1 Mother tongue 4.1.2 Second national language 4.1.2.1 Second national language, Swedish 4.1.2.2 Second national language, Finnish 4.1.3 Foreign language 4.1.4 Mathematics 4.1.5 Physics and chemistry 4.1.6 Social, business and labour-market subjects 4.1.7 Physical education 4.1.8 Health education 4.1.9 Arts and culture 4 credits 1 credit 1 credit 2 credits 2 credits 3 credits 2 credits 1 credit 1 credit 1 credit 1 credit 0 4 0 4 0 4 0 4 0 4 0 4 0 4 0 4 0 4 8

4.2 Optional modules Compulsory Optional 4.2.1 Optional additional modules for compulsory core subjects, see Sections 4.1.1 4.1.9 above 4.2.2 Environmental studies 4.2.3 Information and communications technology 4.2.4 Ethics 4.2.5 Cultural knowledge 4.2.6 Psychology 4.2.7 Business operations 0 4 0 4 0 4 0 4 0 4 0 4 16 credits 4 credits In education provided in Swedish, the scope of studies in the second national language is 2 credits, and the scope of the compulsory core subjects in vocational qualification is 17 credits and the scope of optional modules is 3 credits. The scope of compulsory studies in both physical education and health education is 1 credit. Education provider can divide the compulsory studies in physical education and health education differently, but yet in such a way that their overall scope totals 2 credits. 5. Free-choice modules in curriculum-based vocational education and training, 10 credits The qualification modules comprise a minimum of 1.5 credits of guidance and counselling. Principles of the structure of an upper secondary vocational qualification Upper secondary vocational qualifications are made up of vocational modules, which are either compulsory or optional. Curriculum-based qualifications also include compulsory and optional core subjects as well as free-choice modules. Additional modules can be included in a qualification when it is necessary from the point of view of field-specific or local skills requirements or enhancing the student s or candidate s vocational skills. Qualification-specific rules on optional modules are presented above in The structure of the Vocational Qualification in Air Traffic Control table. A student can also include modules from other vocational qualifications into his/her upper secondary vocational qualification. To improve his/her eligibility to pursue further studies a student can choose general upper secondary studies, even take the matriculation examination. These studies can compensate for core subjects, other optional qualification modules and free-choice studies. To facilitate making choices and validation of prior learning, the compensation principles for studies completed or to be completed in a general upper secondary school have been described in Chapter 4, Core subjects. Defining the principles of compensation also promotes co-operation between education providers and the use of common training provision. 9

1 OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN AIR TRAFFIC CONTROL Completing the whole qualification is the primary goal in education and training leading to a qualification provided in accordance with the Act on Vocational Education and Training. A student can also take a vocational qualification one or more modules at a time to give a more profession-specific result when it is appropriate considering the individual s learning abilities, life situation or employability. must have flexible opportunities to complete the qualification at a later date. In these kinds of situations, the education provider draws up a plan, preferably in co-operation with the employer, for the student or candidate for completing the qualification. 1.3 Key competences for lifelong learning These key competences for lifelong learning are taken to mean such competences as are needed for continuous learning, for seizing future and new situations as well as for coping with the changing working life environment. They are an important part of vocational skills and reflect an individual s intellectual flexibility and ability to manage different situations. They increase the general vocational learning and citizenship skills needed in all fields and help students or candidates to keep up with changes in society and working life as well as to act under changing conditions. They also play a major part in one s quality of life and development of personality. In addition to common emphases of the previous National Core Curricula for Upper Secondary Vocational Education and Training, the Requirements of Competence-based Qualifications and key competences common to all vocational fields, the key competences for lifelong learning are considered to include cross-curricular themes from basic and general upper secondary education together with the recommendations for the key competences for lifelong learning (COM(2005)548, 2005/0221 (COD)) made by the European Parliament and the Council. The key competences for lifelong learning are included in the objectives of core subjects and the vocational skills requirements of vocational qualification modules and their assessment criteria. The key competences for lifelong learning to be assessed separately consist of the following: learning and problem solving, interaction and co-operation, vocational ethics together with health, safety and ability to function. 10

Key competences for lifelong learning include: 1. learning and problem solving 2. interaction and co-operation 3. vocational ethics 4. health, safety and ability to function 5. initiative and entrepreneurship 6. sustainable development 7. aesthetics 8. communication and media skills 9. mathematics and natural sciences 10. technology and information technology 11. active citizenship and different cultures. Description of the key competences for lifelong learning Learning and problem solving or candidate plans his/her activities and develops himself/herself and the work. He/she assesses his/her own competence, solves problems and makes decisions and choices in his/her work. /candidate is adaptive, innovative and creative in his/her line of work, acquires information and analyses, assesses and applies it. Interaction and co-operation or candidate acts appropriately in different interactive situations and also expresses different views clearly, constructively and in a way that builds confidence. He/she works co-operatively with different people and as a member of a team and also treats all people equally. He/she observes the general code of conduct and regulations. He/she makes use of feedback received. Vocational ethics or candidate observes the value basis of the occupation. He/she is committed to his/her work and acts responsibly following the contracts made and work ethics. 11

1 OBJECTIVES AND STRUCTURE OF THE VOCATIONAL QUALIFICATION IN AIR TRAFFIC CONTROL Health, safety and ability to function or candidate acts safely and responsibly at work and in leisure time as well as in traffic and also leads a healthy life and maintains his/her ability to function and work. He/she works ergonomically and takes the physical exercise needed in the occupation and also acts in a manner that prevents the dangers and health hazards relating to the work and the working environment. Initiative and entrepreneurship or candidate works towards completing the objectives set. He/she takes initiative and acts in a customer-oriented way as an employer and/or entrepreneur. He/she plans activities and works to reach the objectives set. He/she acts economically and is results-orientated. He/she sets personal goals in line with the overall objectives. Sustainable development or candidate acts according to the ecological, economic, social and cultural principles of sustainable development in the occupation. He/she observes the rules, regulations and contracts of sustainable development prevailing in the field. Aesthetics or candidate takes into consideration the aesthetic factors in his/her line of work. He/she contributes to and maintains the pleasantness and aesthetics of the working environment. Communication and media skills or candidate uses his/her language skills in a way that is appropriate, varied and interactive considering the situation. /candidate observes, interprets and assesses different media products critically. He/she uses media and information technology and also produces media material. Mathematics and natural sciences or candidate uses basic mathematics to solve mathematic equations at work and in everyday life. He/she uses formulae, graphs, patterns and statistics, for example, to help solve work-related assignments and problems. / candidate applies methods and practices that are based on the laws of physics and chemistry at work. 12

Technology and information technology or candidate makes versatile use of technologies used in his/her occupation. He/she considers the benefits, limitations and risks of technology. He/she makes versatile use of information technology at work and as a citizen. Active citizenship and different cultures or candidate participates constructively in the activities and decisionmaking of the community. He/she acts according to his/her rights and responsibilities both at work and in everyday life. He/she observes the acts governing equality and non-discrimination. He/she acts appropriately and in keeping with the requirements of working life with people from different cultural backgrounds both at home and in international operations. 1.4 Eligibility for further studies According to section 4 of the Vocational Education and Training Act, upper secondary vocational studies grant the student eligibility for further studies at universities or polytechnics. 13

2 IMPLEMENTATION OF NATIONAL REQUIREMENTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING 2.1 Design and contents of the curriculum According to the Vocational Education and Training Act (630/1998, section 14), the education provider must approve a curriculum for its education and training that is based on the qualification requirements laid down in this document. It must contain procedures to achieve the tasks and objectives set for education and training (Act 630/1998, section 5). A curriculum must be approved separately for education provided in Finnish, Swedish and Saami and also for education in any other language as required. The curriculum of an education provider is a public document. The curriculum regulates and directs the education and training offered by the provider and all other activities closely related to it. In order to guarantee students legal protection, the curriculum must provide adequate information about the modules and studies included in the qualification, assessment and arrangements concerning completion of the studies. The curriculum must be compiled so that it enables students to select vocational studies individually as well as to complete general upper secondary studies and the matriculation examination. The curriculum also acts as the basis for internal and external evaluation and allows the effectiveness of the education offered by the education provider to be evaluated. The education provider reserves the resources needed for the education and training. The education provider also ensures that the curriculum allows the student to achieve the objectives set for the qualification, to receive the amount of teaching and counselling that he/she needs regardless of the way in which the education is organised on each school day, also during on-the-job learning and skills demonstrations. The curriculum consists of a common part for all qualifications and fields of vocational education and training and qualification-specific parts. 14

2.1.1 Common part of the curriculum The common principles and procedures for all the upper secondary vocational qualifications and core values of the education provider are defined in the common part of the curriculum. The common part of the curriculum consists of at least: providing education and training as curriculum-based vocational education and training, as training arranged at a workplace in connection with practical work assignments and as apprenticeship training (Act 630/1998, sections 3, 15 and 17); arranging education and training as contact teaching, distance, multi-modal (Act 630/1998, section 15) and e-learning; plans and methods for completing a module or modules as well as students opportunities to add to their studies and complete the whole qualification; providing education in co-operation with other education providers and the world of work (Act 630/1998, sections 14 and 10); teaching-related measures promoting community spirit, which provides an opportunity for reflecting values and getting to know our cultural heritage (Decree 811/1998, section 9); common practices on performing student assessment (Act 601/2005, section 25a) in accordance with Chapter 6; compliance with the provisions of Chapter 7; staff development plan The education provider must include plans on how to promote equality, non-discrimination and sustainable development in the curriculum. When organising education and training, the education provider must also take into account the obligations in other statutes concerning education and training. 2.1.2 Qualification-specific part of the curriculum The qualification-specific part of the curriculum determines the organisation of the vocational qualification modules and the core subjects in co-operation with other education providers and the world of work. It also determines the timing of the education, learning environments and teaching methods, which allow the student to achieve the vocational skills requirements and the objectives of the qualification. 15

2 IMPLEMENTATION OF NATIONAL REQUIREMENTS IN CURRICULUM-BASED VOCATIONAL EDUCATION AND TRAINING The qualification-specific part also lists the studies that the education provider offers from other qualifications as well as the student s opportunities to complete more than one qualification. It specifies the assessment plan for the vocational modules and core subjects, including vocational skills demonstrations and other assessment of competence. The qualification-specific part of the curriculum is to cover at least: the composition of the qualification of compulsory and optional vocational modules and core subjects; progression, timing and sequence of studies; provision of free-choice modules; a plan for provision of individual in-depth vocational modules (modules enhancing an upper secondary vocational qualification); a plan for assessment of the modules and methods used for assessment of competence; a plan for assessing vocational modules in a way that includes a plan on implementation and assessment of skills demonstrations approved by the local board for vocational skills demonstrations; locally offered modules, their skills requirements, targets of assessment and criteria as well as the objectives, targets of assessment and assessment criteria for the additional optional modules of compulsory core subjects 2.1.3 Individual study plan The Vocational Education and Training Act (630/1998, section 14) lays down provisions on a student s right to make individual choices in his/her studies. The Vocational Education and Training Decree (811/1998, sections 3, 4 and 12a) contains provisions on dissemination of information on the education and training offered, guidance and counselling and recognition of prior learning and competence. In order to guarantee a student s right to make individual choices, the education provider must prepare an individual study plan for the student based on his/her individual circumstances and update it throughout the period of education and training. 16

3 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN AIR TRAFFIC CONTROL 3.1 Compulsory modules for all 3.1.1 Air navigation services (45 credits) Vocational skills requirements : knows the basic functions of the aeronautical information service; knows how to process flight plans and other messages in communication services; knows the basics of aviation law; knows the basics of Air Traffic Management (ATM); is able to operate radio and telephone communications used in aviation; is able to make and communicate aviation weather observations; knows the basics of air navigation; recognises aircraft and knows their properties in terms of air traffic services; knows how human factors impact air traffic control; knows the key equipment and systems used in air traffic control; is familiar with his/her professional operating environment; fulfils the language requirements set for air traffic controllers; understands aviation from the pilot s perspective Assessment The table comprises the targets of assessment and the assessment criteria cumulatively for three levels of competence. The targets of assessment also constitute the core contents of the module. 17

3 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN AIR TRAFFIC CONTROL TARGETS OF ASSESSMENT 1. Mastering work processes Communication services Radio and telephone communications Aviation weather services TARGETS OF ASSESSMENT 2. Mastering working methods, equipment and material Communication services Aviation weather services ASSESSMENT CRITERIA Satisfactory 1 Good 2 Excellent 3 with supervision, sends sends messages independentlsages sends and processes mes- messages in the correct without difficulty format to the correct recipients knows the methods used for radio and telephone communications is able to find the necessary weather information ASSESSMENT CRITERIA knows the methods used for radio and telephone communications and knows how to use them in his/her work understands how weather impacts provision of air traffic control services Satisfactory 1 Good 2 Excellent 3 knows the various formats of communication services knows the structure of flight plans is able to send messages using messaging equipment knows the importance of prioritising and timing messages knows weather observation technology knows the structure and operations of message networks knows the structure of flight plans and masters the relevant information is able to operate the necessary equipment and knows the most common functions of messaging equipment is mostly able to prioritise and time his/her messages correctly is able to communicate the information in his/her observations masters the methods used for radio and telephone communications and knows how to use them flexibly in his/her work knows how to utilise available weather information when providing air traffic control services masters the various formats of communication services and the structure and operations of message networks knows how to process flight plans without difficulty is able to operate messaging equipment flexibly is able to prioritise and time his/her messages correctly masters weather observation technology and the communication of weather information 18

TARGETS OF ASSESSMENT 3. Fundamental knowledge Aviation law Aeronautical Information Service Communication services Air traffic management ASSESSMENT CRITERIA Satisfactory 1 Good 2 Excellent 3 is familiar with rules of knows the significance of masters rules of the air and the air and the structure of rules of the air and the the structure of airspace airspace structure of airspace for his/ and understands their significance her work for his/her work is familiar with regulations concerning flight plans knows which regulations concerning licences apply to him/her is familiar with regulations concerning reporting and is able to report is familiar with the organisation and products of the Aeronautical Information Service recognises information governed by publishing obligations and is familiar with the publishing methods of the Aeronautical Information Service is able to name the tasks of the communication services recognises the most common message types and their structure is familiar with the various forms of air traffic services is familiar with the basic concepts and working methods of air traffic management knows regulations concerning flight plans and the content of the regulations knows the competence assessment procedure required for a licence understands the purpose of reporting knows the organisation of the Aeronautical Information Service and is able to operate its products knows information governed by publishing obligations and the publishing methods of the Aeronautical Information Service, understands their importance to users of airspace and airports knows the tasks of the communication services and their impact on air navigation knows message types, their structure, communication methods and the structure of the message network knows the impact of air traffic services on his/her work knows the basic concepts and working methods of air traffic management and knows how they impact air traffic controllers work masters regulations concerning flight plans and the content of the regulations in terms of licences, knows the procedures for maintaining a continuous rating knows regulations concerning reporting and understands the importance of reporting in terms of developing air traffic services understands the organisation of the Aeronautical Information Service and operates its products without difficulty knows which publishing method of the Aeronautical Information Service is required in a particular situation, understands their importance to users of airspace and airports understands the tasks of the communication services and their impact on air navigation masters the operations of communication services understands the importance of air traffic services masters the basic concepts and working methods of air traffic management and understands their importance 19

3 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN AIR TRAFFIC CONTROL Aviation weather services Air navigation Aircraft Human factors Systems Professional operating environment is familiar with the basic structure of airspace knows the various forms of aviation weather services is familiar with the main principles, concepts and definitions of air navigation is familiar with navigation equipment and air navigation methods recognises aircraft and is familiar with their properties knows how human factors impact air traffic control is familiar with the commonly used air traffic control systems is familiar with the users of airspace and customers of air navigation services is familiar with the partners and stakeholders linked to air navigation services is familiar with the environmental impact of air traffic (emissions and noise) knows the basic structure of airspace and the most important weather phenomena knows the basic structure of airspace, the most important weather phenomena and their impact on aviation and air traffic control knows the various forms masters the various forms of aviation weather services and is able to interpret and is able to write weath- of aviation weather services weather-related messages er-related messages knows the main principles, concepts and definitions of air navigation and is able to use this information in tasks related to air traffic services is able to use navigation equipment and air navigation methods recognises commonly used aircraft and knows the impact that their properties have on air traffic services understands how human factors impact air traffic control knows the commonly used air traffic control systems and understands their operating principles understands the needs of airspace users and customers of air navigation services knows the operations of the partners and stakeholders linked to air navigation services and is able to consider them in his/her work occasionally considers environmental issues in his/ her work is able to use air navigation information without difficulty in tasks related to air traffic services masters navigation equipment and air navigation methods and understands their impact on air traffic services recognises various aircraft extensively and understands the impact that their properties have on air traffic services understands how everyone can impact human factors through their own actions masters the commonly used air traffic control systems and their operating principles in his/her work, considers the needs of airspace users and customers of air navigation services understands the importance of co-operating with parties involved in air navigation considers environmental issues in his/her work 20

Language skills Air operations is able to speak Finnish and English without an accent or any difficulty which would hinder communication via radio and telephone knows the factors that have an impact on air operations from the pilot s perspective is familiar with the basics of aviation psychology and physiology is able to express himself/ herself in Finnish and English both at work and in social situations related to the work understands the factors that have an impact on air operations and aviation safety from the pilot s perspective knows the basics of aviation psychology and physiology and their impact on air operations is able to express himself/ herself fluently in Finnish and English both at work and in social situations related to the work understands the factors that have an impact on air operations and aviation safety from the pilot s perspective and is able to consider them in his/her work understands the basics of aviation psychology and physiology and is able to consider them in his/her work TARGETS OF ASSESSMENT 4. Key competences for lifelong learning Learning and problem solving Interaction and co-operation ASSESSMENT CRITERIA Satisfactory 1 Good 2 Excellent 3 plans his/her work but plans the work and assesses needs supervision in new his/her own performance situations or when the while working working environment changes accepts feedback copes with familiar situations but needs supervision and support in situations involving changes and choices acts appropriately in different interactive situations completes the work assignments he/she is responsible for but needs occasional supervision is able to work with different people in a work community and group acts based on feedback received copes proactively with situations involving changes and choices acts smoothly and decisively in different interactive situations independently completes the work assignments he/ she is responsible for works flexibly with different people in a work community and group independently plans the assignments he/she is responsible for and assesses his/her performance, justifies the assessment and develops his/her work according to the assessment develops his/her actions on the basis of feedback and his/her own assessment finds alternative ways to operate and selects the most appropriate one for each situation expresses himself/herself clearly and brings up different viewpoints constructively completes the work assignments he/she is responsible for independently, carefully and responsibly supports and helps others and asks for help when necessary 21

3 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN AIR TRAFFIC CONTROL Vocational ethics Health, safety and ability to function complies with the instructions, agreements, regulations and timetables provided recognises deviations and hazardous situations has a positive attitude towards safe operations and avoids risks in his/her work with supervision, considers maintenance of the ability to work and function in his/her work complies with the instructions, agreements, regulations and timetables provided responsibly and understands their impact on air traffic control informs others of deviations and hazardous situations is responsible for the safety of his/her operations is motivated to maintaining a healthy lifestyle and the ability to work and function demonstrates commitment to the values of air traffic controllers provides suggestions for improvement if necessary develops the safety of his/ her own operations is motivated to maintaining and promoting a healthy lifestyle and the ability to work and function Ways of demonstrating vocational skills demonstrates his/her vocational skills by working in a location determined by the educational instution. Work is performed to such an extent that vocational skills may be deemed to meet the vocational skills requirements. A vocational skills demonstration is to cover: mastering work processes; mastering working methods, tools and equipment; mastering fundamental knowledge; key competences for lifelong learning If the vocational skills required for the module cannot be fully demonstrated in a vocational skills demonstration, it is to be supplemented by other types of assessment of competence, such as interviews, assignments and other methods. 22

3.1.2 Air traffic services (45 credits) Vocational skills requirements : is able to control air and ground traffic safely and flexibly; is able to work according to the instructions and regulations for aerodrome and approach control services; is able to consider the impact of weather conditions in his/her work; is able to consider the impact of aircraft performance values in his/her work; knows how to operate the equipment and systems related to the work; is able to operate in his/her professional operating environment; is able to speak clearly in radio and telephone communications Assessment The table comprises the targets of assessment and the assessment criteria cumulatively for three levels of competence. The targets of assessment also constitute the core contents of the module. TARGETS OF ASSESSMENT 1. Mastering work processes Control of air and ground traffic ASSESSMENT CRITERIA Satisfactory 1 Good 2 Excellent 3 controls air and ground traffic safely is able to operate runways safely recognises factors that have an impact on traffic solutions and considers the need to stagger operations is familiar with phraseology and terminology used in radio and telephone communications controls air and ground traffic flexibly and without delays is able to operate runways consistently recognises factors that have an impact on traffic solutions at the appropriate moment knows phraseology and terminology used in radio and telephone communications and is able to use them fluently controls air and ground traffic economically and efficiently and is able to anticipate future developments is able to operate runways flexibly anticipates traffic situation developments and selects the most suitable solutions knows phraseology and terminology used in radio and telephone communications and is able to use them in a timely and fluent manner 23

3 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN AIR TRAFFIC CONTROL Aircraft Professional operating environment is usually able to consider the impact of aircraft properties on air traffic control is able to operate in his/her professional operating environment and knows the partners and stakeholders related to the work considers the impact of aircraft properties on air traffic control is able to work smoothly with partners and stakeholders is able to anticipate the impact which aircraft properties have on air traffic control is able to work constructively as part of the aviation community TARGETS OF ASSESSMENT 2. Mastering working methods, equipment and material Control of air and ground traffic Use of equipment and systems Radio and telephone communications ASSESSMENT CRITERIA Satisfactory 1 Good 2 Excellent 3 is able to use the working methods of air traffic services knows the basics of air navigation relevant to his/ her work is able to update traffic situation data in the system checks equipment settings, notices malfunctions and understands their consequences is able to operate equipment and systems for the required basic functions is able to use radio frequencies and the telephone essential for the work knows the voice messaging technology used in aviation radio communications to some extent speaks clearly but times and prioritises radio messages and phone calls consistently only occasionally listens to readback and makes the necessary corrections masters the working methods of air traffic services is able to utilise the basics of air navigation in his/her work is able to update traffic situation data in the system at the right moment checks equipment settings before accepting a workstation, notices malfunctions, understands their consequences and takes action operates equipment and systems without difficulty is able to use multiple radio frequencies and the telephone simultaneously knows most of the voice messaging technology used in aviation radio communications speaks clearly and fluently most of the time, and times and prioritises radio messages and phone calls consistently overall makes the necessary corrections rapidly and accurately uses the working methods of air traffic services smoothly and flexibly in his/her work utilises the basics of air navigation without difficulty in his/her work updates traffic situation data in the system correctly and at the right moment monitors equipment status, notices malfunctions, understands their consequences and takes the necessary action makes varied use of equipment and systems is able to use all the necessary radio frequencies and telephones simultaneously knows the voice messaging technology used in aviation radio communications speaks clearly and fluently, and times and prioritises radio messages and phone calls consistently is able to anticipate possible problematic situations 24

TARGETS OF ASSESSMENT 3. Fundamental knowledge Control of air and ground traffic Instructions and regulations ASSESSMENT CRITERIA Satisfactory 1 Good 2 Excellent 3 detects the information understands that the information understands that the infor- which has changed while which has changed mation which has changed working and understands while working has an impact while working has an im- the change on working methods pact on working methods and acts accordingly is familiar with instructions and regulations related to air traffic control is familiar with the specific regulations of the airport and the air traffic control unit knows the basic terminology and message categories of aviation radio and telephone communications understands the content of flight plans and weather, airspace management and AIS information understands the basic functionalities of the equipment used is familiar with instructions and regulations related to air traffic control and complies with them is familiar with the specific regulations of the airport and the air traffic control unit and operates accordingly uses the basic terminology and message categories in normal situations understands how the information impacts air traffic control services understands the operating principles of the equipment knows instructions and regulations related to air traffic control and operates in the most suitable manner in all situations knows the specific regulations of the airport and the air traffic control unit and operates accordingly in the most suitable manner uses the basic terminology and message categories in changing situations is able to apply the information to his/her work understands the special properties of the equipment 25

3 VOCATIONAL MODULES, VOCATIONAL SKILLS REQUIREMENTS AND ASSESSMENT OF THE VOCATIONAL QUALIFICATION IN AIR TRAFFIC CONTROL TARGETS OF ASSESSMENT 4. Key competences for lifelong learning Learning and problem solving Interaction and co-operation Vocational ethics Health, safety and ability to function ASSESSMENT CRITERIA ON A GENERAL LEVEL Satisfactory 1 Good 2 Excellent 3 is able to retrieve information retrieves information ac- retrieves information spon- with supervision cording to instructions taneously plans his/her work but plans the work and assesses independently plans the assignments needs supervision in new his/her own performance he/she is respon- situations or when the while working sible for and assesses his/her working environment performance, justifies the changes assessment and develops his/her work according to accepts feedback copes independently with familiar situations acts based on feedback received copes proactively with situations involving changes and choices the assessment develops his/her actions on the basis of feedback and his/her own assessment finds alternative ways to operate and selects the most appropriate one for each situation detects and solves problems detects and solves problems detects and solves problems but reaction is not adequate appropriately acts slowly in problematic is able to act in problematic problematic situations pose situations, is slow to apply information situations, applies information without difficulty no difficulties, is quick to apply information acts appropriately in different acts smoothly and decisive- expresses himself/herself interactive situations ly in different interactive clearly and brings up dif- situations ferent viewpoints constructively completes the work assignments he/she is responsible for but needs occasional supervision is able to work with different people in a work community and group complies with the instructions, agreements, regulations and timetables provided recognises deviations and hazardous situations arrives at the workplace ready and able to work independently completes the work assignments he/ she is responsible for works flexibly with different people in a work community and group complies with the instructions, agreements, regulations and timetables provided responsibly and considers the needs of customers and partners informs others of deviations and hazardous situations maintains his/her ability to work well throughout the shift completes the work assignments he/she is responsible for independently, carefully and responsibly supports and helps others and asks for help when necessary complies with the instructions, agreements, regulations and timetables provided, considers the needs of customers and partners in changing and even difficult situations provides suggestions for improvement if necessary takes care of his/her ability to work also outside working hours 26