Easy Access Rules for Continuing Airworthiness (Regulation (EU) No 1321/2014)

Regulation (EU) 2023/989

After the theoretical portion of the aircraft type training has been completed, a written examination shall be performed, which shall comply with the following:

(a)Format of the examination is of the multi-choice type. Each multi-choice question shall have 3 alternative answers of which only one shall be the correct answer. The total time is based on the total number of questions and the time for answering is based upon a nominal average of 90 seconds per question.

(b)The incorrect alternatives shall seem equally plausible to anyone ignorant of the subject. All the alternatives shall be clearly related to the question and of similar vocabulary, grammatical construction and length.

(c)In numerical questions, the incorrect answers shall correspond to procedural errors such as the use of incorrect sense (+ versus -) or incorrect measurement units. They shall not be mere random numbers.

(d)The level of examination for each chapter³⁶ shall be the one defined in point 2 ‘Aircraft type training levels’. However, the use of a limited number of questions at a lower level is acceptable.

(e)The examination shall be of the closed book type. No reference material is permitted. An exception will be made for the case of examining a B1 or B2 candidate's ability to interpret technical documents.

(f) The number of questions shall be at least one question per hour of training. The number of questions for each chapter and level shall be proportionate to:

the effective training hours spent on teaching at that chapter and level; or

in case of student-centred methods, the anticipated average time to complete the training; and

the learning objectives as given by the training needs analysis.

The competent authority shall assess the number and the level of the questions when approving the course.

(g)The minimum examination pass mark is 75 %. When the type training examination is split in several examinations, each examination shall be passed with at least a 75 % mark. In order to be possible to achieve exactly a 75 % pass mark, the number of questions in the examination shall be a multiple of 4.

(h)Penalty marking (negative points for failed questions) is not to be used.

(i) End of module phase examinations cannot be used as part of the final examination unless they contain the correct number and level of questions required.

(j)Whilst it is accepted that the subject matter of the questions may be the same, the questions used as part of the MBT learning programme shall not be used in course or phase examinations.

Regulation (EU) No 1321/2014

After the practical element of the aircraft type training has been completed, an assessment must be performed, which must comply with the following:

(a)The assessment shall be performed by designated assessors appropriately qualified.

(b)The assessment shall evaluate the knowledge and skills of the trainee.

Regulation (EU) 2023/989

Type evaluation relative to aircraft of Group 2 or Group 3 shall be conducted by training organisations appropriately approved in accordance with Annex IV (Part-147) or by the competent authority.

The evaluation shall consist of practical assessment and oral examination and comply with the following requirements:

(a)The practical assessment shall determine the candidate’s competence to perform maintenance tasks applicable to the particular aircraft type.

(b)The oral examination shall be on a sample of chapters drawn from point 3. ‘Aircraft type training standard’, at the indicated level in point 3.1.(e).

(c)Both oral examinations and practical assessments shall ensure that the following objectives are met:

1.properly discuss with confidence the aircraft type and its systems;

2.ensure safe performance of maintenance, inspections, and routine work according to the maintenance manual and other relevant instructions and tasks as appropriate for the type of aircraft, for example, troubleshooting, repairs, adjustments, replacements, rigging and functional checks such as engine run, etc., if required;.

3.correctly use all technical literature and documentation for the aircraft;

4.correctly use specialist/special tooling and test equipment, perform removal and replacement of components and modules unique to type, including any on-wing maintenance activity.

(d)The following conditions apply to the type evaluation:

1.The maximum number of attempts for each examination is three in a 12-month period. A waiting period of 30 days is required after the first failed attempt within one set, and a waiting period of 60 days is required after the second failed attempt.

The applicant shall confirm in writing to the maintenance training organisation or the competent authority to which they apply for an examination, the number, and dates of attempts during the last 12-month period and the maintenance training organisation or the competent authority where these attempts took place. The maintenance training organisation or the competent authority is responsible for checking the number of attempts within the applicable time frames.

2.The type evaluation shall be passed, and the required practical experience shall be completed within the 3 years preceding the application for the rating endorsement on the aircraft maintenance licence.

3.Type evaluation shall be performed with at least one examiner present. The examiner(s) shall not have been involved in the applicant’s training.

(e)A written and signed report shall be prepared and made available to the candidate by the examiner(s) to explain why the candidate has passed or failed.

Regulation (EU) 2023/989

6.1General

The OJT is the training that the applicant is given on a particular aircraft type in a real workplace, having the possibility to learn maintenance best practices and correct release-to-service procedures. The OJT shall comply with the following requirements:

(a)The list of the OJT tasks and programme shall be accepted by the competent authority which has issued the maintenance licence before starting the OJT training.

(b)The OJT shall be conducted at one or more maintenance organisations appropriately approved according to this Regulation for the maintenance of that aircraft type. One of those organisations shall control the OJT.

(c)The applicant shall have a category A, B or L5 licence before undergoing the OJT or have finished the theoretical type training and cumulated at least 50 % of the basic experience requirement (point 66.A.30) as regards the category of aircraft he or she is trained for.

(d)The applicant shall start and complete the OJT within 3 years preceding the application for the first type rating endorsement. At least 50 % of the OJT tasks shall take place after the related aircraft theoretical type training has been completed.

(e)The applicant shall undergo the OJT under the mentorship of a qualified mentor or mentors, on a one-to-one supervision basis, during which the mentors verify the technical knowledge, the skills, and responsibilities of a typical certifying staff. During the OJT, the mentors transmit also knowledge and experience to the applicant, providing the necessary advice, support, and guidance.

(f)Each task shall be signed off by the applicant and refer to an actual job card/work sheet, etc. The mentors shall verify and countersign off the tasks performed during the OJT, because they shall assume the responsibility for the tasks at support staff or certifying staff level, as applicable, depending on the release-to-service procedure.

(g)At the satisfactory completion of the OJT programme, the mentors shall issue a recommendation for the final assessment of the applicant to be conducted by designated assessors.

6.2OJT content and OJT logbook

The OJT shall include a series of activities and tasks representative of the aircraft type rating, systems, and licence category applied for and may cover more than one licence category.

The OJT shall be documented in an OJT logbook reporting the following:

(a)name of the applicant;

(b)date of birth of the applicant;

(c)the approved maintenance organisation(s) where the OJT was carried out;

(d)aircraft rating and licence categories applied for;

(e)list of tasks, including:

(i)task description;

(ii)reference to job card/work order/aircraft tech log, etc.;

(iii)location of task completion;

(iv)date of task completion;

(v)aircraft registration(s).

(f)names of the mentors (including licence number, if applicable);

(g)a signed recommendation of the mentors for the successive final assessment of the applicant.

6.3Final assessment of the applicant

The final assessment of the applicant may only be performed once the OJT logbook has been completed and the mentors have signed the related recommendation.

The designated assessor(s) conducting the final assessment shall notify the date of the assessment to the licensing authority well in advance to allow a possible participation of the same authority.

The objective of the final assessment is to verify that the applicant has sufficient technical knowledge as well as the appropriate skills and attitude and that he or she is competent to work independently as type-rated certifying staff on a particular aircraft type.

The final assessment shall have a minimum duration of one working day.

(a)The assessment shall sample:

(1)the general technical knowledge required for the particular licence category;

(2)the aircraft-type-specific knowledge and skills for the particular licence category;

(3)the understanding of the licence privileges relevant to the aircraft and to the licence category;

(4)the appropriate behaviour and safety attitude of the applicant in relation to the maintenance environment.

(b)The assessment shall be recorded in a report containing the following information:

(1)identification data of the applicant;

(2)identification data of the assessor(s);

(3)date and time frame of the assessment;

(4)content of the assessment;

(5)result of the assessment: Passed or Failed.

(6)signature of the assessor(s), the candidate and, if applicable, the independent observer(s).

(c)A failed assessment may be retaken after 3 months or, if additional training has been received and a new recommendation by the mentors has been made, earlier than 3 months if agreed by the assessor(s). After three failed attempts, the complete OJT shall be repeated.

6.4Requirements for mentors and assessors

Mentors and assessors are maintenance staff with the following qualifications:

(i)Mentors:

•hold a valid aircraft maintenance licence (AML) issued in accordance with this Annex or a valid and fully compliant with ICAO Annex 1 AML in accordance with Appendix IV to Annex II (Part-145), which is acceptable to the competent authority;

•have been holding, for at least 1 year, an AML in the same category, when compared to the one for which the OJT is being mentored, that is endorsed with a type rating appropriate to exercise the privileges on the related aircraft;

•have the necessary release or sign-off privileges in the maintenance organisation where the OJT is performed;

•have experience in training other people (such as being apprenticeship instructors, instructors in accordance with Annex IV (Part-147), having received train-the-trainer courses or having any other comparable national qualification, or having a training to do so that is acceptable to the competent authority).

(ii)Assessors of the final assessment:

•hold a valid AML issued in accordance with this Annex or a valid and fully compliant with ICAO Annex 1 AML in accordance with Appendix IV to Annex II (Part-145), which is acceptable to the competent authority;

•have been holding, for at least 3 years, an AML in the same category, when compared to the one for which the OJT is being assessed, endorsed with the same or similar aircraft type rating;

•have experience and/or have received training in assessing others (such as being apprenticeship instructors, examiners in accordance with Annex IV (Part-147), having received train-the-trainer courses, or having any other comparable national qualification, or having a training to do so that is acceptable to the competent authority);

•shall not have been involved as a mentor of the applicant in the OJT; when the assessor has taken part in the OJT performance, then an independent observer shall be present during the OJT assessment.

6.5OJT documentation and records

The satisfactory accomplishment of the OJT shall be attested to the applicant with the final assessment report and the OJT logbook.

The OJT documentation shall be provided to the competent authority to support the application for the issue or change of the licence as laid down in Section B, Subpart B, of this Annex.

Records of the OJT documentation shall be kept by the maintenance organisation where the OJT is conducted, in accordance with the procedures agreed with the competent authority of the maintenance organisation.

ED Decision 2015/029/R

Aircraft Type Training and On-the-Job Training

The theoretical and practical training providers, as well as the OJT provider, may contract the services of a language translator in the case where training is imparted to students not conversant in the language of the training material. Nevertheless, it remains essential that the students understand all the relevant maintenance documentation.

During the performance of examinations and assessments, the assistance of the translator should be limited to the translation of the questions, but should not provide clarifications or help in relation to those questions.

ED Decision 2023/019/R

Aircraft Type Training

1.Aircraft type training may be sub-divided in airframe and/or powerplant and/or avionics/electrical systems type training courses.

Airframe type training course means a type training course including all relevant aircraft structure and electrical and mechanical systems excluding the powerplant.

Powerplant type training course means a type training course on the bare engine, including the build-up to a quick engine change unit.

The interface of the engine/airframe systems should be addressed by either airframe or powerplant type training course. In some cases, such as for general aviation, it may be more appropriate to cover the interface during the airframe course due to the large variety of aircraft that can have the same engine type installed.

Avionics/electrical systems type training course means type training on avionics and electrical systems covered by but not necessarily limited to ATA (Air Transport Association) Chapters 22, 23, 24, 25, 27, 31, 33, 34, 42, 44, 45, 46, 73 and 77 or equivalent.

2.Practical training may be performed either following or integrated with the theoretical elements. However, it should not be performed before theoretical training.

3.The content of the theoretical and practical training should:

address the different parts of the aircraft which are representative of the structure, the systems/components installed and the cabin; and

include training on the use of technical manuals, maintenance procedures and the interface with the operation of the aircraft.

Therefore it should be based on the following elements:

Type design including relevant type design variants, new technology and techniques;

Feedback from in-service difficulties, occurrence reporting, etc;

Significant applicable airworthiness directives and service bulletins;

Known human factor issues associated with the particular aircraft type;

Use of common and specific documentation, (when applicable, such as MMEL, AMM, MPD, TSM, SRM, WD, AFM, tool handbook), philosophy of the troubleshooting, etc.;

Knowledge of the maintenance on-board reporting systems and ETOPS maintenance conditions where applicable;

Use of special tooling and test equipment and specific maintenance practises including critical safety items and safety precautions;

Significant and critical tasks/aspects from the MMEL, CDL, Fuel Tank Safety (FTS), airworthiness limitation items (ALI) including Critical Design Configuration Control Limitations (CDCCL), CMR and all ICA documentation such as MRB, MPD, SRM, AMM, etc., when applicable.

Maintenance actions and procedures to be followed as a consequence of specific certification requirements, such as, but not limited to, RVSM (Reduced Vertical Separation Minimum) and NVIS (Night Vision Imaging Systems);

Knowledge of relevant inspections and limitations as applicable to the effects of environmental factors or operational procedures such as cold and hot climates, wind, moisture, sand, de-icing / anti-icing, etc.

The type training does not necessarily need to include all possible customer options corresponding to the type rating described in the Appendix I to AMC to Part-66.

4.Limited avionic system training should be included in the category B1 type training as the B1 privileges include work on avionics systems requiring simple tests to prove their serviceability.

5.Electrical systems should be included in both categories of B1 and B2 type training.

6.The theoretical and practical training should be complementary and may be:

integrated or split;

supported by the use of training aids, such as trainers, virtual aircraft, aircraft components, maintenance simulation training devices (MSTDs) and maintenance training devices (MTDs).

7.The integration and usage of MSTDs and MTDs, as defined in AMC 147.A.30(a), in maintenance type training (theoretical and/or practical) should consider the following:

The use of actual aircraft components should be allowed for any MSTD or MTD, even if the components are in a non-airworthy condition.

The complexity and degree of simulation for an MSTD may vary and should support type training elements that address a component, a system or the entire aircraft. Based on its characteristics and capabilities, the MSTD may be:

•a training device capable of providing, for the respective component or system, the representation of aircraft location, access and layout, and for servicing with an acceptable level of accuracy and limited simulation; or

•a training device capable of providing, for the respective component or system, the representation of aircraft location, access and layout with sufficient accuracy and with interactive simulation for servicing, and the applicable maintenance data for operational (O) and functional (F) test elements including built-in test (BIT) initiation and monitoring from outside the cockpit; such representation should have the capability to accommodate some troubleshooting scenarios; or

•a training device capable of providing, for the respective component or system, the representation of onboard (flight deck/cockpit or cabin) indication and controls with an acceptable level of accuracy and limited interactive simulation; or

•a training device capable of providing, for the respective component or system, the representation of onboard (flight deck/cockpit or cabin) indication and controls with sufficient accuracy and with interactive simulation for servicing, and the applicable maintenance data for operational (O) and functional (F) test elements including built-in test (BIT) initiation and monitoring; such representation should have the capability to accommodate some troubleshooting scenarios; or

•any combination of the above.

Flight simulation training devices (FSTDs) may be used as MSTDs whenever their characteristics and capabilities are considered appropriate for, and supportive of, the delivery of the respective maintenance training element(s).

An MTD is any training device other than an MSTD used for maintenance training and/or examination and/or assessment.

ED Decision 2015/029/R

Practical Element of the Aircraft Type Training

1.The practical training may include instruction in a classroom or in simulators but part of the practical training should be conducted in a real maintenance or manufacturer environment.

2.The tasks should be selected because of their frequency, complexity, variety, safety, criticality, novelty, etc. The selected tasks should cover all the chapters described in the table contained in paragraph 3.2 of Appendix III to Part-66.

3.The duration of the practical training should ensure that the content of training required by paragraph 3.2 of Appendix III to Part-66 is completed.

Nevertheless, for aeroplanes with a MTOM equal or above 30000kg, the duration for the practical element of a type rating training course should not be less than two weeks unless a shorter duration meeting the objectives of the training and taking into account pedagogical aspects (maximum duration per day) is justified to the competent authority.

4.The organisation providing the practical element of the type training should provide trainees a schedule or plan indicating the list of tasks to be performed under instruction or supervision. A record of the tasks completed should be entered into a logbook which should be designed such that each task or group of tasks may be countersigned by the designated assessor. The logbook format and its use should be clearly defined.

5.In paragraph 4.2 of Appendix III to Part-66, the term ‘designated assessors appropriately qualified’ means that the assessors should demonstrate training and experience on the assessment process being undertaken and be authorised to do so by the organisation.

Further guidance about the assessment and the designated assessors is provided in Appendix III to AMC to Part-66.

6.The practical element (for powerplant and avionic systems) of the Type Rating Training may be subcontracted by the approved Part-147 organisation under its quality system according to the provisions of 147.A.145(d)3 and the corresponding Guidance Material.

ED Decision 2015/029/R

Differences Training

Approved difference training is not required for different variants within the same aircraft type rating (as specified in Appendix I to AMC to Part-66) for the purpose of type rating endorsement on the aircraft maintenance licence.

However, this does not necessarily mean that no training is required before a certifying staff authorisation can be issued by the maintenance organisation (refer to AMC 66.A.20(b)3).

ED Decision 2023/019/R

DIFFERENCES TRAINING

If the holder of a B1 and B2 licence, without any type rating, successfully completes a combined type training course (B1 + B2) followed by an OJT tailored only to B1 tasks, they can obtain only the type-rating endorsement that is applicable to the B1 subcategory.

Within the next 3 years from the completion of the combined training course, endorsement of the aircraft type for the B2 category is possible after carrying out an OJT programme limited to the tasks relevant to the B2 category only.

When instead, the aircraft type endorsement would be requested after more than 3 years, the applicant would be required to also pass a differences type training course (from B1 to B2) plus the OJT programme limited to the tasks relevant to the B2 category only. All common theoretical and practical elements, and OJT tasks, already demonstrated as B1, shall be considered fulfilled.

ED Decision 2023/019/R

AIRCRAFT TYPE TRAINING STANDARD

Training methods are categorised as ‘instructor-centred’, ‘student-centred’ and ‘blended training’.

The actual training method and the training tools should be adapted to suit the training subject and be chosen considering their intrinsic characteristics, such as but not limited to their efficiency and the pedagogical benefits of the method/tool.

A complex or critical subject should not normally be taught solely through a student-centred method unless provisions are in place to verify the actual and progressive acquisition of knowledge of the student.

Complex and critical areas should be identified by the training needs analysis (TNA). The complexity and criticality of the areas could differ on a case-by-case basis (that is, areas proven to be critical by organisations’ ‘in-service events’, occurrence reporting, human factors, safety, etc.), but should in any case cover the maintenance areas with special emphasis (MASE) identified by the type-certificate holder (TCH) in its operational suitability data (OSD).

ED Decision 2023/019/R

Training needs analysis (TNA) for the theoretical element of the aircraft type training

1.The minimum duration for the theoretical element of the type rating training course, as described in Appendix III to Part-66, has been determined based on:

generic categories of aircraft and minimum standard equipment fit

the estimated average duration of standard courses imparted in Europe

2.The purpose of the Training Needs Analysis (TNA) is to adapt and justify the duration of the course for a specific aircraft type. This means that the TNA is the main driver for determining the duration of the course, regardless of whether it is above or below the minimum duration described in Appendix III to Part-66.

In the particular case of type training courses approved on the basis of the requirements valid before Regulation (EU) No 1149/2011 was applicable (1 August 2012) and having a duration for the theoretical element equal to or above the minimum duration contained in paragraph 3.1(c) of Appendix III to Part-66, it is acceptable that the TNA only covers the differences introduced by Regulation (EU) No 1149/2011 in paragraph 3.1(e) ‘Content’ and the criteria introduced in paragraph 3.1(d) ‘Justification of course duration’ related to the minimum attendance and the maximum number of training hours per day. This TNA may result in a change in the duration of the theoretical element.

3.The content and the duration deriving from this TNA may be supported by an analysis from the Type Certificate holder.

4.In order to approve the reduction of such minimum duration, the competent authority should perform an assessment on a case-by-case basis, and the assessment should be appropriate to the aircraft type and to the training methods and tools proposed.

For example:

(a)While it would be exceptional for a theoretical course for a large transport category aircraft, such as an A330 or a B777, to be below the minimum duration shown, it would not necessarily be exceptional in the case of a business aircraft, such as a Learjet 45 or similar. The TNA for a business aircraft course could demonstrate that a course of a shorter duration satisfies the applicable requirements.

(b)The use of an MSTD (i.e. flat panel trainer) comprising aircraft-type-specific software may result in the duration of the training being reduced due to a more effective transfer of knowledge.

(c)The use of multimedia-based training (MBT), or blending the training methods, may improve the efficiency of the training and, consequently, contribute to the reduction of the overall time needed to achieve the learning objectives.

5.When developing the TNA, the following should be considered:

(a)The TNA should include an analysis identifying all the areas and elements where there is a need for training as well as the associated learning objectives, considering the design philosophy of the aircraft type, the operational environment, the type of operations and the operational experience. This analysis should be written in a manner which provides a reasonable understanding of which areas and elements constitute the course in order to meet the learning objectives.

(b)As a minimum, the Training Need Analysis (TNA) should take into account all the applicable elements contained in paragraph 3.1 of Part-66 Appendix III and associated AMCs.

(c)The TNA should set-up the course content considering the Appendix III objectives for each level of training and the prescribed topics in the theoretical element table contained in paragraph 3.1 of Part-66 Appendix III.

(d)For each chapter described in the theoretical element table contained in paragraph 3.1 of Part-66 Appendix III, the corresponding training time should be recorded.

(e)Typical documents to be used in order to identify the areas and elements where there is a need for training typically include, among others, the Aircraft Maintenance Manual, MRB report, CMRs, airworthiness limitations, Troubleshooting Manual, Structural Repair Manual, Illustrated Parts Catalogue, Airworthiness Directives and Service Bulletins.

(f)During the analysis of these documents:

•Consideration should be given to the following typical activities:

•Activation/reactivation;

•Removal/Installation;

•Testing;

•Servicing;

•Inspection, check and repairs;

•Troubleshooting / diagnosis.

•For the purpose of identifying the specific elements constituting the training course, it is acceptable to use a filtering method based on criteria such as:

•Frequency of the task;

•Human factor issues associated to the task;

•Difficulty of the task;

•Criticality and safety impact of the task;

•In-service experience;

•Novel or unusual design features (not covered by Part-66 Appendix I);

•Similarities with other aircraft types;

•Special tests and tools/equipment.

•It is acceptable to follow an approach based on:

•Tasks or groups of tasks, or

•Systems or subsystems or components

(g)The TNA should:

•Identify the learning objectives for each task, group of tasks, system, subsystem or component;

•Associate the identified tasks to be trained to the regulatory requirements (table in Paragraph 3.1 of Appendix III to Part-66);

•Organise the training into modules in a logical sequence (adequate combination of chapters as defined in Appendix III of Part-66);

•Determine the sequence of learning (within a lesson and for the whole syllabus);

•Identify the scope of information and level of detail with regard the minimum standard to which the topics of the TNA should be taught according to the set-up objectives.

•Address the following:

•Description of each system/component including the structure (where applicable);

•System/component operation taking into account:

(a)Complexity of the system (e.g. the need of further break down into subsystems, etc.);

(b)Design specifics which may require more detailed presentation or may contribute to maintenance errors;

(c)Normal and emergency functioning;

(d)Troubleshooting;

(e)Interpretation of indications and malfunctions;

(f)Use of maintenance publications;

(g)Identification of special tools and equipment required for servicing and maintaining the aircraft;

(h)Maintenance Practices;

(i)Routine inspections, functional or operational tests, rigging/adjustment, etc.

•Describe the following:

•The instructional methods and training tools and their blended application in order to ensure the effectiveness of the training.

•The maintenance training documentation/material to be delivered to the student.

•Facilitated discussions, questioning session, additional practice-oriented training, etc.

•The homework, if developed, i.e. to support the achievement of the learning objectives while using asynchronous distance-learning or self-learning methods.

•The training provider’s resources available to the learner.

(h)It is acceptable to differentiate between subjects which have to be led by an instructor and subjects which may be delivered through interactive simulation training devices and/or covered by self-paced elements. The overall time of the course will be allocated accordingly.

(i)The maximum number of training hours per day for the theoretical element of type training should not be more than 6 hours. A training hour means 60 minutes of tuition excluding any breaks, examination, revision, preparation and aircraft visit. In exceptional cases, the competent authority may allow deviation from this standard when it is properly justified that the proposed number of hours follows pedagogical and human factors principles. These principles are especially important in those cases where:

•Theoretical and practical training are performed at the same time;

•Training and normal maintenance duty/apprenticeship are performed at the same time.

(j)The minimum participation time in order for the trainee to meet the objectives of the course should not be less than 90 % of the tuition hours, or 95 % completion of the content in case of student-centred methods in a theoretical training course. Additional training may be provided by the training organisation in order to meet the minimum participation time. If the minimum participation defined for the course is not met, a certificate of recognition should not be issued.

(k)The TNA is a living process and should be reviewed/updated based on operation feedback, maintenance occurrences, airworthiness directives, major service bulletins impacting maintenance activities or requiring new competencies for mechanics, alert service bulletins, feedback from trainees or customer satisfaction, evolution of the maintenance documentation such as MRBs, MPDs, MMs, etc. The frequency at which the TNA should be reviewed/updated is left to the discretion of the organisation conducting the course.

NOTE: The examination is not part of the TNA. However, it should be prepared in accordance with the learning objectives described in the TNA.

ED Decision 2023/019/R

Type training examination and assessment standard

4.1 Theoretical element examination standard

Examinations may be computer or paper based, or a combination of both. Refer to point 147.A.135.

ED Decision 2015/029/R

Type Examination Standard

This Section 5 ‘Type Examination Standard’ does not apply to the examination performed as part of type training. This Section only applies to those cases where type examination is performed as a substitute for type training.

ED Decision 2023/019/R

On-the-job training (OJT)

General

‘Maintenance organisations appropriately approved according to this Regulation for the maintenance of that aircraft type’ means Part-145 or Part-CAO approved maintenance organisations (AMO) that hold an ‘A’ rating for such aircraft.

The OJT may be split in several parts and carried out at different AMOs, also combining line and base facilities from the same or different organisations. The organisation at which the final assessment is carried out, should control and coordinate the OJT activities and have the responsibility for the entire OJT programme.

The procedures for the OJT should be included in the Exposition Manual of the approved maintenance organisation.

‘Skills and responsibilities of a typical certifying staff’ include but are not limited to:

understanding the importance of professional integrity, behaviour and having an appropriate attitude towards safety;

understanding the conditions for ensuring the continuing airworthiness of aircraft and components;

the ability to identify and rectify existing and potential unsafe conditions;

the ability to prioritise tasks, coordinate with a team, and report discrepancies;

the ability to determine the required qualifications for the performance of maintenance tasks;

the ability to confirm the proper accomplishment of maintenance tasks;

the ability to compile and control completed work cards;

knowledge of safety risks linked to a particular working environment;

understanding of human performance and limitations;

understanding of the AMO’s (where the OJT is performed) privileges and limitations;

understanding of the AMO’s personnel authorisations and limitations;

being familiar with the AMO’s documents/forms (work packages, work orders, work cards, etc.);

being familiar with AMO’s release-to-service procedures: use of the aircraft technical logbook (ATLB), deferral of items and dispatch under MEL/CDL;

access, use and control of the required tools and equipment;

access, use and control of the required ICAs (AMM, TSM, SRM, etc.).

OJT content and OJT logbook

If the aircraft manufacturer has defined the OJT tasks during the type certification of a particular aircraft type (e.g. the operational suitability data (OSD) has been approved for a particular aircraft type), those tasks should be selected. In particular, the analysis performed for the maintenance areas of specific emphasis (MASE), as defined in point 430 of CS-MCSD, helps the organisation identify the more appropriate tasks.

Where no such data exists, the task list in Appendix II to the AMC to Annex III (Part-66) serves as the basis to develop an OJT programme including the applicable tasks for a particular aircraft type, based typically on the AMM. The tasks may be selected from the table in Appendix II in order to cover a broader representative sample of both simple and complex tasks on the particular aircraft type in order to reach a balanced distribution of the tasks between line and base maintenance. The tasks should be selected among those that are applicable to the aircraft type and the licence (sub)category applied for; for example, the selection could exclude location tasks (LOC) and tasks that can be considered under the category A licence privileges (seat covers, boilers, wheels, etc.).

A minimum number of tasks, as described in point 2 ‘List of tasks for OJT’ of Appendix II, of each of the following categories should be performed: INS/inspections, FOT/functional or operational, SGH/servicing, R/I removal and installation, MEL, and T/S troubleshooting. The licensing authority may accept that a limited number of tasks is not performed as long as the relevant cross section of the tasks as regards quality, quantity and complexity is still assured.

A task may be performed on the analogous system installed on a different aircraft type when the systems are similar in terms of design architecture, technology, and functionality. This can be the case, for example, for tasks performed on engines or landing gear of aircraft of the same manufacturer. Such task should be clearly identified and recorded.

Certain maintenance tasks could be performed on non-airworthy aircraft that still maintain functionality of systems to the extent that the maintenance tasks can be completely performed without any deviation from the maintenance instructions. Tasks circumscribed to system components may be performed at the workshop. This can be the case, for example, for avionics functional tests. Such scenarios should be limited to specific tasks that may not occur often in the maintenance of operational aircraft.

The use of MSTDs and MTDs for OJT should be restricted to a minimum.

When an existing licence is changed to include an additional category with a type rating, a different OJT from the category held to the new one may be permissible. In those cases, only tasks corresponding to the differences between the two categories should be performed.

The OJT may be partly performed on aircraft whose maintenance is not subject to Regulation (EU) 2018/1139 (for example, aircraft subject to the FAA regulatory framework or training helicopters used by the military) provided that the maintenance is subject to the same procedures and manuals.

A minimum of maintenance activity on aircraft that are subject to Regulation (EU) 2018/1139 is, however, required in order to gain sufficient insight into the European civil aviation regulatory framework and into release-to-service procedures. The acceptance of the OJT is up to the licensing authority.

The organisation that has control over the OJT should provide candidates with a schedule or plan which indicates the list of tasks to be performed under supervision. A record of the completed tasks is to be entered into a logbook whose design and format should be such that each task or group of tasks is countersigned by the corresponding mentor(s).

Regarding day-to-day supervision of the OJT programme in the approved maintenance organisation and the role of the mentor(s), the following should be considered:

•It is sufficient for the completion of the individual OJT tasks to be confirmed by the direct mentor(s), without the direct evaluation of the assessor being necessary.

•During the day-to-day OJT performance, the aim of the supervision is for mentors to oversee the whole process, including task completion, use of manuals, adherence to procedures, observance of safety measures, warnings, cautions and recommendations, and demonstration of appropriate behaviour in the maintenance environment.

•The mentor(s) should personally observe the work being performed to ensure its safe completion, and should be readily available for consultation if needed during the OJT.

•The mentor(s) should sign the tasks and release the maintenance tasks as the candidate is still not qualified to do so.

•The mentor(s) should be designated by the approved maintenance organisation to supervise.

For training in release-to-service procedures, following the completion of the performance of a specific task chosen by the mentor, the candidate should prepare a document with simulated release to service which has to be marked as ‘for training purposes only’ (e.g. ATL page, maintenance task card, CRS). If both the task and the simulated release to service have been performed to the satisfaction of the mentor, the task may be countersigned in the OJT task list by the mentor. A physical or electronic copy of the document with simulated release should be added to the syllabus.

Tasks which are usually performed with more than one person may be performed by more than one candidate under the supervision of one mentor. During the performance of the tasks, the mentor is limited to overseeing three candidates at the same time, given that the candidates can be properly seen ‘at a glance’ from the mentor’s position. Those tasks should be marked as ‘group tasks’ when applying for the approval. All other tasks should be a one-to-one mentorship. In such cases, all the candidates involved should be noted on the work order.

At the end of the performance of the OJT, a compliance report shall be made which verifies and documents the correct and complete performance and the recommendation of the mentor(s) for the following assessment. The mentor(s) may deny a recommendation if the candidate has not demonstrated the knowledge, skills, behaviour and/or ethics required from certifying staff.

Final assessment of the applicant

The OJT assessment should consist of a theoretical part and a practical part.

The theoretical part comprises the regulatory framework, safety procedures, knowledge of aircraft and its systems, maintenance procedures, and other typical certifying staff activities such as:

•the review and acceptance of work orders;

•shift-handover procedures and team coordination;

•communication and interaction with the flight crew;

•dispatch with unserviceable items;

•clear aircraft logbook entries and reporting notes;

•checks before release to service.

The practical part should include maintenance tasks on the aircraft (e.g. rem./inst., TS, R/I, FOT, MEL dispatch). The assessor may decide to simulate some aspects of the maintenance tasks.

The aircraft type on which the OJT is performed needs to be available for the assessment together with access to the required maintenance data, equipment, and tools. A training aircraft may be acceptable. It is good practice to assess the practical skills on the aircraft in question while the assessment of knowledge may be performed either on the aircraft or in theory.

Further guidance about the designated assessors is provided in the AMC to Appendix III to Part-66.

If an independent observer is required for the OJT, they shall be selected by the maintenance organisation among the maintenance personnel that have not taken part in the OJT performance but do have an adequate understanding of the OJT procedures.