Competence Requirements for eronautical eteorological ersonnel

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1 WMO-CGMS Virtual Laboratory For Education and Training in Satellite Meteorology Competence Requirements for eronautical eteorological ersonnel 2013 and beyond

2 Overview Part One Background and Terminology Part Two Competence Standards for AMP Part Three Competence Assessment Process Part Four Support

3 Part One Background and Terminology

4 ICAO Requirement for Quality Management system (QMS) ICAO Annex 3 - STANDARDS AND RECOMMENDED PRACTICES In order to meet the objective of meteorological service for international air navigation, the Contracting State should ensure that the designated meteorological authority establishes and implements a properly organised quality management system.!! The quality system established should be in conformity with the International Organisation for Standardisation (ISO) 9000 series of quality assurance standards, and certified by an approved organisation

5 ICAO Annex 3 - STANDARDS AND RECOMMENDED PRACTICES The quality management system should provide the users with assurance that the meteorological information supplied complies with the stated requirements In regard to the exchange of meteorological information for operational purposes, the quality management system should include verification and validation procedures Demonstration of compliance of the quality management system applied should be by audit. If nonconformity of the system is identified, action should be initiated to determine and correct the cause.

6 Quality Management System Involves the implementation of processes which improve quality over time; Ensures that a controlled high quality of data and products are provided by the aeronautical meteorological services; Requires coordinated activities to direct and control an organization with regard to quality (ISO 9000*) (ICAO Annex 3).

7 Part Two Competence Standards for Aeronautical Meteorological Personnel

8 AMP Competence and Qualification Requirements ICAO Annex 3, paragraph states:! Each Contracting State shall ensure that the designated MET authority complies with the requirements of the WMO in respect of qualifications and training of MET personnel providing services for international air navigation.!

9 AMP Competence and Qualification Requirements Competence requirements defined in: WMO 49 WMO 1083 WMO No. 49 Vol. 1 - Technical Regulations This document describes the WMO AMP Competence Standards; WMO No Manual on the Implementation of Education and Training Standards in Meteorology and Hydrology This document provides further guidance.

10 Meteorological Personnel Meteorologist a person who has successfully completed the Basic Instruction Package for Meteorologists (BIP-M) requirements at university- degree level. Meteorological Technician a person who has successfully completed the Basic Instruction Package for Meteorological Technicians (BIP-MT) requirements. The implementation date for the changed definitions and Basic Instruction Packages will be 1 st December 2013.

11 Aeronautical Meteorological Personnel Aeronautical Meteorological Forecasters Satisfy competence requirements by December 2013 (specified by CAeM); Satisfy the qualification requirements by December Aeronautical Meteorological Observers Satisfy competence requirements by December 2013 (specified by CAeM).

12 Basic Instruction Package for Meteorologists Specifies the Basic Instruction Package for Meteorologists (BIP-M) in terms of learning outcomes Physical meteorology! including air quality and observing technology. Dynamic meteorology! including Numerical Weather Prediction (NWP). Synoptic meteorology! including mesoscale meteorology and weather prediction. Climatology! including both the traditional statistical description and the modern dynamical study and interpretation of the climate, as well as climate prediction.

13 BIP-M Attainment Options requirements will usually be satisfied through the successful completion of a bachelors degree in meteorology or a postgraduate programme of study in meteorology (preferably after acquiring a bachelors degree in a science, engineering or computational subject).

14 BIP-M Attainment Options Educational institutions which provide a non degree Meteorological demonstrate that:! curriculum have to Their programme of study provides the characteristic learning outcomes associated with a bachelors degree course; The nationally agreed academic qualification levels have also been met.

15 Aeronautical Meteorological Personnel By 1 st December 2013, the Aeronautical Meteorological Personnel (for conditions A to C) satisfy the BIP-M and BIP-MT requirements and be able to meet the competence requirements; By 1 st December 2016 the AMP satisfy BIP-M and BIP-MT requirements subject to the conditions A to C in the header to the competence standards.

16 Implementation Timeline Modification to the definitions of a Meteorologist approved by the 16 th WMO Congress

17 Implementation Timeline Modification to the definitions of a Meteorologist approved by the 16 th WMO Congress Quality Management System implemented

18 Implementation Timeline Modification to the definitions of a Meteorologist approved by the 16 th WMO Congress Quality Management System implemented Ability to demonstrate conformance with the AMP competence standards and should satisfy qualification by 1 st December

19 Implementation Timeline Modification to the definitions of a Meteorologist approved by the 16 th WMO Congress Quality Management System implemented Ability to demonstrate conformance with the AMP competency standards and should satisfy qualification by 1 st December Ability to demonstrate conformance with the AMP competence standards and to satisfy qualification Requirements by 1 st December

20 AMP Competence as defined in WMO 1083 ompetence having and being able to apply appropriate basic knowledge and technical skills, but it is also necessary. display transferrable behaviours such as being able to:!

21 Competence Communicate effectively through written and oral presentations; Share knowledge and work effectively with others; Apply initiative and take a problem-solving approach to non-routine tasks; Exhibit critical thinking when confronted with new information; Take responsibility for their own decisions and be prepared to explain the rationale for those decisions; Manage several tasks at any one time and prioritize accordingly; Manage their own learning and performance; Acquire new skills, knowledge and understanding demanded by changes in working practices.

22 Competence Hierarchy First-level Competences! WMO No. 49 Vol. 1 Standards.

23 Competence Hierarchy First-level Competences! WMO No. 49 Vol. 1 Standards. Second-level Competences! Describe and elaborate on the standards.

24 Competence Hierarchy First-level Competences! WMO No. 49 Vol. 1 Standards. Second-level Competences! Describe and elaborate on the standards. Third-level Competences! Use examples of the second level to adapt the top-level competences to suit the national situation.

25 Competence Statement First-level Competences! WMO No. 49 Vol. 1 Standards.

26 Top Level Conditions For the area and airspace of responsibility; In consideration of the impact of meteorological phenomena and parameters on aviation operations; In compliance with aviation user requirements, international regulations, local procedures and priorities.

27 Aeronautical Meteorological Forecaster Analyse and monitor continuously the weather situation; Forecast aeronautical meteorological phenomena and parameters; Warn of hazardous phenomena; Ensure the quality of meteorological information and services; Communicate meteorological information to internal and external users.

28 Aeronautical Meteorological Observer Monitor continuously the weather situation; Observe and record aeronautical meteorological phenomena and parameters; Ensure the quality of the performance of systems and of meteorological information; Communicate meteorological information to internal and external users.

29 Competence Description and Criteria Second-level Competences! Describe and on the standards. elaborate

30 Second-level Competences Developed by the CAeM Expert Team on Education and Training, they contain: For each first-level competence Competence description Performance criteria Allow for regional variations (e.g. range of weather phenomena, regional regulations and communications technology). Identify background knowledge and skills (e.g. meteorology, standards and procedures, and user requirements).

31 Second-level - Competences Description Provides broad plain language outline E.g. Forecast aeronautical meteorological phenomena and parameters! Forecasts of meteorological parameters and phenomena are prepared and issued in accordance with documented requirements, priorities and deadlines.

32 Second-level - Competences Criteria Outlines broad performance criteria e.g. Forecast aeronautical meteorological phenomena and parameters! Forecast the following weather parameters: temperature and humidity, wind, Ensure that forecasts are prepared and issued in accordance with ICAO Annex 3, WMO No.49 Vol. 2, regional and national formats and technical Ensure that forecasts of weather parameters and phenomena are consistent (spatially and temporally) across boundaries of the area of responsibility as far as practicable

33 Competence Details Third-level Competences! Use examples of the second level to adapt the top-level competences to suit the national situation.

34 Third-level Competences This is the critical level At this level you adapt the global competence standards to the national conditions and requirements related to: The area and airspace of responsibility; The impact of meteorological phenomena and parameters on aviation operations; The aviation user requirements, international regulations, local procedures and priorities; The capabilities of the meteorological service provider. These are the national competences and will be the basis of the national assessment.

35 Part Three Competence Assessment

36 Goals of Competence Assessments To demonstrate that Aeronautical Meteorological Personnel ( ) are competent; Not perfection; rather, it is to document the assessment and to have processes in place to identify deficiencies to ensure ongoing improvement; Every assessment system will have deficiencies that will need to be documented and addressed.

37 What is Competence Assessment? Moving from: «Tell me what you know» This is knowledge and traditionally related to qualifications

38 What is Competence Assessment? Moving from: «Tell me what you know» This is knowledge and traditionally related to qualifications

39 What is Competence Assessment? Moving from: «Tell me what you know» This is knowledge and traditionally related to qualifications Moving to: «Show me what you can do» This is about job performance and competence

40 Toolkit for Aeronautical Meteorological Personnel Developed by the CAeM Task Team on the Competence Assessment Toolkit (Now the ET-ETC), the toolkit contains guidance on: Experiential questions; Test questions; Direct observation; Classroom or paper simulation; Case study.

41 Implications 1 st December 2013 coincides with the requirement for meteorological service providers to ensure that their personnel meet the aeronautical meteorological personnel competence standards. NMS meteorologists have to show that they have successfully completed the. Qualified meteorologists under the current definition will not have to do anything extra. However they are expected to have continued their professional development. Those in aviation are expected to have documented this professional development.

42 Unable to demonstrate conformance with the Competence Standards by 1 st December 2013? A non-compliance issue could be raised against the associated ICAO requirement. ICAO Annex 3 Paragraph Each Contracting State shall ensure that the designated meteorological authority complies with the requirements of the World Meteorological Organization in respect of qualifications and training of meteorological personnel providing service for international air navigation. Note: Full compliance must be demonstrated by 1 st December, 2016.

43 Part Four Support

44 What support is available? WMO-CAeM Expert Team! Endorses that what you say that you do meets requirements, supports QMS processes and identifies opportunities for improvement of deficiencies. NOTE: WMO cannot verify that you actually do what you say that you do (very important WMO does not certify). WMO-CAeM website! Contains select regulatory and guidance material; Links to the Competence Assessment Toolkit, which was Compiled by Expert Team on Education, Training and Competences (ET-ETC) and being introduced World Wide via regional workshops Note: No registration needed. You can login as guest.

45 What support is available? Online Training! ET-ETC is planning several online training events to assist; ET-ETC is compiling a database of training resources and centers: The AMP Competence Training Mapping Database, available at: web/ Event Weeks from WMO Virtual Laboratory(VLab) and other such groups are aimed to provide information and training support. See resources at:

46 What support is available? Discussion Forum! The CAeM ET/ETC would like to introduce you to a new discussion forum, which is designed to put you in contact with others for questions, answers and discussions. This Forum is available in the CAeM website Select Regulatory and Reference Material Then select either of the AMO or AMF options under the header AMP Competence Assessment Forums Note: No registration needed. You can login as guest.

47 What support is available? WMO Regional Training Centers will be: Educating the new forecasters and observers Helping to translate knowledge into efficient, effective action Instilling good work habits Building competence Nurturing confidence

48 WMO-CGMS Virtual Laboratory For Education and Training in Satellite Meteorology Contact Details World Meteorological Organisation (WMO) index_en.html Mr. Jeffrey WILSON, Director, ETR Caribbean Institute for Meteorology and Hydrology (CIMH) Ms. Kathy-Ann Caesar