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MEA97 Aeroskills Training Package

Qualifications Framework

Assessment Guidelines Competency Standards

For

MEA20401 Certificate II in Aeroskills

MEA40602 Certificate IV in Aeroskills (Avionics)

MEA40702 Certificate IV in Aeroskills (Mechanical)

MEA40802 Certificate IV in Aeroskills (Structures)

MEA50104 Diploma of Aeroskills (Avionics)

MEA50204 Diploma of Aeroskills (Mechanical)

The material contained within this volume constitutes the endorsed components of the Aeroskills Training Package.

The MEA97 Aeroskills Training Package (Version 4) was endorsed by the

NTQC on 30 July 2004 and agreed by the Ministers.

The Aeroskills Training Package is to be reviewed by 30 June 2006.

MEA97 Aeroskills Training Package © Australian National Training Authority (ANTA), 1997

This work has been produced initially with the assistance of funding provided by the Commonwealth Government through ANTA.

This work is copyright, but permission is given to teachers, trainers and assessors to make copies by photocopying or other duplicating processes for use within their training organisation or in a workplace where training is being conducted. This permission does not extend to the making of copies for use outside the immediate training environment for which they are made, nor the making of copies for hire or resale to third parties.

Except as permitted under the Copyright Act 1968, all other rights are reserved.

For permission outside these guidelines, apply in writing to the Australian National Training Authority (see contact details below).

Australian National Training Authority Level 11, AMP Place 10 Eagle Street BRISBANE, QLD 4000 Phone: (07) 3246 2300 Fax: (07) 3246 2490 Website: www.anta.gov.au

This work is the result of wide consultations with many Australian industry participants. It is based on a collaborative approach and consequently does not necessarily represent the view of any specific body and no single body or group warrants its content or accepts liability.

In particular ANTA and MERS ITAB do not accept any liability for any damage or loss (including indirect and consequential loss) incurred by any person as a result of relying on the information contained in this Training Package. It does not provide professional advice and it should not be relied upon for guidance in making decisions about any important matter without first obtaining other appropriate advice directly tailored to your circumstances.

Authoritative information on Civil Aviation Safety Authority (CASA) licensing, current and proposed compliance requirements can be obtained from CASA on telephone 131 757 or at www.casa.gov.au

Published by: Australian Training Products Ltd Level 25, 150 Lonsdale Street Melbourne VIC 3000 Phone: +61 3 96550600 Fax: +61 3 96394684 www.atpl.net.au e-mail: [email protected]

First published: November 1997

Stock Code Number: atp9302

ISBN: 0 642 80173 8

Printed by: Document Printing Australia, Melbourne, Australia

AESharenet Code: P

Print Version Number: 4

Release Date: 24/08/2004

Table of contents Important note to users ................................................................................................... i

Section One: Introduction.............................................................................................. 1

Overview of Training Packages..................................................................................... 1

What is a Training Package? ............................................................................................ 1

Training Package Components ......................................................................................... 2

The aerospace engineering industry ............................................................................. 6

MEA97 Aeroskills Training Package............................................................................ 6

The current version (version 4)......................................................................................... 8

Implementing the amended Aeroskills Training Package ................................................ 9

Support materials for the Aeroskills Training Package .................................................. 10

Section Two: Qualifications Framework.................................................................... 13

The Australian Qualifications Framework ................................................................ 15

What is the Australian Qualifications Framework?........................................................ 15

The Aeroskills Training Package Qualifications ....................................................... 21

Qualification Pathways ................................................................................................... 21

Pathways to a career and national qualifications ............................................................ 22

Packaging units of competency for a qualification......................................................... 23

Customisation of qualifications ...................................................................................... 23

Certificate II Aeroskills qualification ......................................................................... 24

Credit transfer and articulation ....................................................................................... 24

Qualification flexibility................................................................................................... 24

Competency units coverage ............................................................................................ 24

Selecting units of competency ........................................................................................ 25

MEA20401 Certificate II in Aeroskills qualification requirements ............................... 26

Certificate II units of competency .................................................................................. 29

Certificate IV Aeroskills qualifications....................................................................... 30

Certificate IV qualifications outcomes ........................................................................... 30

Credit transfer and articulation ....................................................................................... 31

Qualification flexibility................................................................................................... 31

Certificate IV structure and packaging rules .................................................................. 32

MEA40602 Certificate IV in Aeroskills (Avionics) qualification requirements............ 33

MEA40702 Certificate IV in Aeroskills (Mechanical) qualification requirements ........34

MEA40802 Certificate IV in Aeroskills (Structures) qualification requirements ..........35

Certificate IV units of competency .................................................................................36

Diploma level Aeroskills qualifications .......................................................................40

The new Diploma level qualifications ............................................................................40

Working with CASA to integrate licensing requirements ..............................................40

The new Diplomas – scope and industry coverage .........................................................42

Credit transfer and articulation........................................................................................43

Qualification structure – flexibility .................................................................................43

Training and qualifications pathways including New Apprenticeships..........................43

Structure and packaging rules .........................................................................................44

MEA50104 Diploma of Aeroskills (Avionics) qualification requirements ....................45

MEA50204 Diploma of Aeroskills (Mechanical) qualification requirements............46

Diploma units of competency .........................................................................................47

Section Three: Assessment Guidelines ........................................................................51

Assessment Guidelines ..................................................................................................53

Introduction .....................................................................................................................53

Assessment System Overview ........................................................................................53

Benchmarks for Assessment ...........................................................................................53

AQTF Assessment Requirements ...................................................................................53

Licensing/Registration Requirements .............................................................................55

Pathways..........................................................................................................................55

Learning and Assessment Pathways ...............................................................................56

Assessment-Only or Recognition of Prior Learning Pathway ........................................56

Combination of Pathways ...............................................................................................57

Assessor Requirements ...................................................................................................58

Designing Assessment Tools ..........................................................................................58

Conducting Assessment ..................................................................................................59

Further Sources of Information .......................................................................................61

Section Four: Competency Standards Overview....................................................65

Competency Standards .................................................................................................65

What is competency? ......................................................................................................65

Contextualisation of units of competency by RTOs....................................................... 65

Components of units of competency .............................................................................. 66

Key Competencies .......................................................................................................... 67

The Aerospace Industry Competency Standards ...................................................... 75

Overview......................................................................................................................... 75

The new Diploma level qualifications ............................................................................ 76

Structure of the Aerospace Industry Competency Standards ......................................... 76

Recent changes to the Aerospace Industry Competency Standards ............................... 77

Section Five: Supporting Information ........................................................................ 79

CASA requirements...................................................................................................... 81

CASA's review of licensing requirements – advice to contact CASA ........................... 82

Section Six: National Aerospace Industry Competency Standards (see Volume 2)

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Important note to users Training Packages are not static documents; they are amended periodically to reflect the latest industry practices and are version controlled. It is essential that the latest version is always used. Check the version number before commencing training or assessment This Training Package is Version 4 – check whether this is the latest version by going to the National Training Information Service (www.ntis.gov.au) and locating information about the Training Package. Alternatively, contact the Manufacturing, Engineering and Related Services Industry Training Advisory Body (www.mersitab.com.au) to confirm the latest version number. Explanation of version number conventions The primary release Training Package is Version 1. When changes are made to a Training Package, sometimes the version number is changed and sometimes it is not, depending on the extent of the change. When a Training Package is reviewed it is considered to be a new Training Package for the purposes of version control, and is Version 1. Do not confuse the version number with the Training Package’s national code (which remains the same during its period of endorsement). Version modification history The version details of this endorsed Training Package are in the table below. The latest information is at the top of the table.

Version Release Date Comments 4 24/08/2004 Addition of two new Diploma qualifications [MEA50104 Diploma of

Aeroskills (Avionics) and MEA50204 Diploma of Aeroskills (Mechanical)] with the insertion of 10 additional units of competency.

3.00 14/11/2002 Addition of three new Certificate IV qualifications (MEA40602, MEA40702 and MEA40802) replacing the pre-existing five qualifications at that level. Insertion of a new bank of Competency Standards comprising 99 units replacing the pre-existing bank of units. The Certificate II in Aeroskills (MEA20401) is included as the sole qualification at this level with the deletion of the other three pre-existing Certificate II qualifications (namely MEA20197, MEA20297 and MEA20397). Release of a reprinted 2002 version of the Aeroskills Training Package MEA97 containing the qualifications as specified above and meeting current printing requirements.

2.00 1/01/2001 Addition of new Certificate II in Aeroskills (MEA20401) comprising 10 additional and 6 revised Units of Competency.

1.00 1/11/1997 Primary release

ii

Summary of AQF qualifications in MEA97 Aeroskills Training Package

Code Title MEA20401 Certificate II in Aeroskills






Explanation of the review date The review date (shown on the title page and in the footer of each page) indicates when the Training Package is expected to be reviewed in the light of changes such as changing technologies and circumstances. The review date is not an expiry date. Endorsed Training Packages and their components remain current until they are reviewed or replaced.

Forms control: All endorsed Training Packages will have a version number displayed on the imprint page of every volume constituting that Training Package. Every training package will display an up-to-date copy of this modification history form, to be placed immediately after the contents page of the first volume of the Training Package. Comments on changes will only show sufficient detail to enable a user to identify the nature and location of the change. Changes to Training Packages will generally be batched at quarterly intervals. This modification history form will be included within any displayed sample of that Training Package and will constitute all detail available to identify changes.

Section One: Introduction


©Australian National Training Authority MEA97 Aeroskills Training Package Version 4 Page 1 to be reviewed by 30 June 2006

Overview of Training Packages

What is a Training Package? A Training Package is an integrated set of nationally endorsed competency standards, assessment guidelines and Australian Qualifications Framework (AQF) qualifications for a specific industry, industry sector or enterprise.

Each Training Package:

• provides a consistent and reliable set of components for training, recognising and assessing people’s skills, and may also have optional support materials

• enables nationally recognised qualifications to be awarded through direct assessment of workplace competencies

• encourages the development and delivery of flexible training which suits individual and industry requirements

• encourages learning and assessment in a work-related environment which leads to verifiable workplace outcomes.

How do Training Packages fit within the National Training Framework?

The National Training Framework is made up of the nationally agreed quality arrangements for the vocational education and training (VET) sector, the Australian Quality Training Framework (AQTF), and Training Packages endorsed by the National Training Quality Council (NTQC).

How are Training Packages developed?

Training Packages are developed by Industry Skills Councils or enterprises to meet the identified training needs of specific industries or industry sectors. To gain national endorsement of Training Packages, developers must provide evidence of extensive research, consultation and support within the industry area or enterprise.

How do Training Packages encourage flexibility?

Training Packages describe the skills and knowledge needed to perform effectively in the workplace without prescribing how people should be trained.

Training Packages acknowledge that people can achieve vocational competency in many ways by emphasising what the learner can do, not how or where they learned to do it. For example, some experienced workers might be able to demonstrate competency against the units of competency, and even gain a qualification, without completing a formal training program.

With Training Packages, assessment and training may be conducted at the workplace, off-the-job, at a training organisation, during regular work, or through work experience, work placement, work simulation or any combination of these.


©Australian National Training Authority Page 2 Version 4 MEA97 Aeroskills Training Package to be reviewed by 30 June 2006

Who can deliver and assess using Training Packages?

Training and assessment using Training Packages must be conducted by a Registered Training Organisation (RTO) that has the qualifications or specific units of competency on its scope of registration, or that works in partnership with another RTO as specified in the AQTF Standards for Registered Training Organisations.

Training Package Components Training Packages are made up of mandatory components endorsed by the NTQC, and optional support materials.

Training Package Endorsed Components

The nationally endorsed components include the Competency Standards, Assessment Guidelines and Qualifications Framework. These form the basis of training and assessment in the Training Package and, as such, they must be used.

Competency Standards

Each unit of competency identifies a discrete workplace requirement and includes the knowledge and skills that underpin competency as well as language, literacy and numeracy; and occupational health and safety requirements. The units of competency must be adhered to in training and assessment to ensure consistency of outcomes.

Assessment Guidelines

The Assessment Guidelines provide an industry framework to ensure all assessments meet industry needs and nationally agreed standards as expressed in the Training Package and the Standards for Registered Training Organisations. The Assessment Guidelines must be followed to ensure the integrity of assessment leading to nationally recognised qualifications.

Competency

Standards

Qualifications

Framework

Endorsed Components

Assessment Guidelines




Each Training Package provides details of those units of competency that must be achieved to award AQF qualifications. The rules around which units of competency can be combined to make up a valid AQF qualification in the Training Package are referred to as the ‘packaging rules’. The packaging rules must be followed to ensure the integrity of nationally recognised qualifications issued.

Training Package Support Materials

The endorsed components of Training Packages are complemented and supported by optional support materials that provide for choice in the design of training and assessment to meet the needs of industry and learners.

Training Package support materials can relate to single or multiple units of competency, an industry sector, a qualification or the whole Training Package. They tend to fall into one or more of the categories illustrated below.

Training Package support materials are produced by a range of stakeholders such as RTOs, individual trainers and assessors, private and commercial developers and Government agencies.

Where such materials have been quality assured through a process of ‘noting’ by the NTQC, they display the following official logo. Noted support materials are listed on the National Training Information Service (NTIS), together with a detailed description and information on the type of product and its availability (www.ntis.gov.au).

It is not compulsory to submit support materials for noting; any resources that meet the requirements of the Training Package can be used.

Training Package, Qualification and Unit of Competency Codes

There are agreed conventions for the national codes used for Training Packages and their components. Always use the correct codes, exactly as they appear in the Training Package, and with the title always following the code.

Professional Development Materials

Assessment Materials

Learning Strategy

Support Materials



Training Package Codes

Each Training Package has a unique five-character national code assigned when the Training Package is endorsed, for example MEA97. The first three characters are letters identifying the Training Package industry coverage and the last two characters are numbers identifying the year of endorsement.

Qualification Codes

Within each Training Package, each qualification has a unique eight-character code, for example MEA20401. The first three letters identify the Training Package; the first number identifies the qualification level (noting that arabic numbers are not used in qualification titles themselves); the next two numbers identify the position in the sequence of the qualification at that level; and the last two numbers identify the year in which the qualification was endorsed. (Where qualifications are added after the initial Training Package endorsement, the last two numbers may differ from other Training Package qualifications as they identify the year in which those particular qualifications were endorsed.)

Unit of Competency Codes

Within each Training Package, each unit of competency has a unique code. The unit of competency codes are assigned when the Training Package is endorsed, or when new units of competency are added to an existing endorsed Training Package.

A typical code can be made of up to 12 characters, normally a mixture of uppercase letters and numbers, as in MEA203A. The first three characters signify the Training Package (MEA97 Aeroskills Training Package in the above example) and up to eight characters, relating to an industry sector, function or skill area, follow. The last character is always a letter and identifies the unit of competency version. The ‘A’ in the example above indicates that this is the original unit of competency. An incremented version identifier usually means that minor changes have been made. Typically this would mean that wording has changed in the range statement or evidence guide, providing clearer intent. Where changes are made that alter the outcome, a new code is assigned and the title is changed.

Training Package, Qualification and Unit of Competency Titles

There are agreed conventions for titling Training Packages and their components. Always use the correct titles, exactly as they appear in the Training Package, and with the code always placed before the title.

Training Package Titles

The title of each endorsed Training Package is unique and relates the Training Package’s broad industry coverage.

Qualification Titles

The title of each endorsed Training Package qualification is unique. Qualification titles use the following sequence:



• firstly, the qualification is identified as either Certificate I, Certificate II, Certificate III, Certificate IV, Diploma or Advanced Diploma

• this is followed by the words ‘in’ for Certificates I to IV and ‘of’ for Diploma and Advanced Diploma

• then the industry descriptor follows, for example Aeroskills, and

• if applicable, the occupational or functional stream follows in brackets, for example (Mechanical).

For example:

• MEA20401 Certificate II in Aeroskills

• MEA50204 Diploma of Aeroskills (Mechanical)

Unit of Competency Titles

Each unit of competency title is unique. Unit of competency titles describe the competency outcome concisely, and are written in sentence case.

For example:

• MEA203A Remove and install advanced aircraft electrical system components

• MEA319A Inspect gas turbine engine systems and components



The aerospace engineering industry The Australian aerospace engineering industry is a competitive and technically sophisticated niche supplier to both domestic and overseas markets across a wide range of aerospace activities. These activities include aero structure component manufacture; development and supply of systems engineering and avionics; manufacture of light aircraft for training, agricultural, transport and recreation uses; repair, maintenance and overhaul services for domestic and overseas carriers; pilot and engineering training, and development of airport management products and services. In addition, MERS ITAB works closely with the three arms of the Australian Defence Force in aerospace engineering.

Information from the Australian Bureau of Statistics (ABS) indicates that for 1999-2001 the industry had a turnover of $1,832m, employment of 11,678 people and industry value-added of $852m.

Australia also has a significant light aircraft manufacturing industry. Other ABS Special Data Service information says that the overall turnover of the aircraft manufacturing industry in Australia in 1998/1999 was $1,922 million and industry value added was $901 million. The Australian export market was worth $825 million in the same year, $656 million in 1999/2000 and $706 million in 2000/01. The import market was worth approximately $2,757 million in 1998/1999, $4,729 million in 1999/2000 and $3,203 million in 2000/01.

MEA97 Aeroskills Training Package Australian aerospace engineering is a key national industry sector. It is diverse, highly technical and uses advanced technologies. As it operates in a multi billion dollar capital equipment environment, high quality and maximum safety requirements and standards are critical.

The Aeroskills Training Package has been developed by MERS ITAB to meet the training and skills recognition needs of the Australian aerospace engineering industry sector.

In developing the Aeroskills Training Package MERS ITAB has brought together representatives of major Australian airlines, manufacturers and general aviation, key unions, RTOs and government bodies with an interest in the aerospace industry. Some of these have included the Australian Defence Force, the Department of Education, Science and Training (DEST) and the Civil Aviation Safety Authority (CASA).

The first competency standards and related training curriculum for apprenticeships were initially developed in 1994 by the National Aeroskills Project Inc. (an earlier training advisory body). In October 1997 the National Training Framework Committee endorsed the initial version of the Aeroskills Training Package MEA97. A subsequent amendment was made in 2001 to add a new Certificate II in Aeroskills (MEA20401), replacing three Certificate II qualifications in the original Training Package.



The initial Aeroskills Training Package MEA97 included five national Certificate IV qualifications covering the technical areas of Avionics, Mechanical and Structures in aircraft maintenance and engineering. In the Avionics and Mechanical areas these qualifications were further classified into Aircraft Maintenance Engineering (AME) and Aircraft Mechanics (AM) streams.

These streams were set some years ago to reflect work patterns in the industry. They established workplace skill development pathways reflecting distinctions (particularly in large airline operation) between work performed on the flight line and in hangars (AME) compared with work performed in workshops (AM).

In June 2002 the National Training Quality Council (NTQC) endorsed a reprinted version (version 3.00) of the Aeroskills Training Package MEA97. This reprinted version of the Training Package was the product of further review and re-formatting of each of the components to meet contemporary industry requirements, and ANTA’s requirements for Training Package design.

A number of new qualifications were included in version 3.00 of the Aeroskills Training Package. These qualifications removed the AME/AM separation; however the additional flexibility created still enabled these earlier specialisations to be chosen through the alternate competency unit pathways available for each person's training program.

A major feature was the inclusion of CASA licensing requirements (as foreshadowed from CASA's current review of the licensing/regulatory framework) within the competencies providing pathways for licensing preparation as well as leading to Certificate IV outcomes.

Trade/technician level Certificate IV qualifications

The major change contained in version 3.00 of the Training Package was the introduction of three new ‘trade/technician level’ Certificate IV qualifications.




These three new qualifications replaced the pre-existing five qualifications at the same level and were designed to accommodate the revised trade apprenticeships of:

• Aerospace Engineering Technician (Avionics)

• Aerospace Engineering Technician (Mechanical)

• Aerospace Engineering Technician (Structures)

These qualifications use core units of competency as well as an extensive range of elective units suited to aerospace engineering needs in the technical areas of aircraft Avionics, Mechanical and Structures.



These new Certificate IV qualifications included additional and enhanced training pathways designed to better suit the needs of industry across the full spectrum from small general aviation organisations to large airlines.

This version of the Aeroskills Training Package MEA97 (version 3.00) retained the Certificate II qualification (MEA20401) and it replaced the three pre-existing qualifications previously available at that level. This Certificate II qualification can articulate with, and provide credit towards, the above new Certificate IV qualifications where desired.

The current version (version 4) The Aeroskills Training Package covers the competencies used by people employed in the maintenance, repair and overhaul of aircraft and components. The Training Package applies across the industry, including the major national and international carriers, regional carriers, general aviation and the Australian Defence Force.

This reprinted version of the Aeroskills Training Package MEA97 (version 4) was endorsed by the National Training Quality Council (NTQC) in May 2004.

It provides access to the apprenticeship streams provided by the National Aerospace Industry Competency Standards leading to national qualifications, with traineeship pathways also available. It also enables further career advancement beyond trade apprenticeship, with progression to Diplomas leading to Civil Aviation Safety Authority (CASA) licensing.

New Diplomas leading to Civil Aviation Safety Authority (CASA) licensing

The major change introduced in this current version (version 4) of the Aeroskills Training Package MEA97 is the inclusion of two new Diploma level qualifications.



These Diplomas provide competency pathways which cover the embedded ‘trade’ and new ‘beyond trade’ components which combine to fully meet proposed ‘CASA licensing requirements’.

These new Diploma qualifications enhance the national VET framework within the industry. They should significantly assist to encourage much needed increased recruitment to aerospace maintenance with the incentives available now for higher-level career advancement. They will also play a critical role in supporting industry by providing the Training Packages necessary to enable maintenance organisations to meet proposed new CASA licensing requirements at the Licensed Aircraft Maintenance Engineer level.

They build on the existing Training Package programs developed for a competent base-level aerospace engineering technician; that is, at the level expected on completion of an aerospace apprenticeship in Avionics, Mechanical or Structures streams.



Traineeship pathways are also included enabling further increased access to careers in the aerospace industry.

CASA ‘beyond trade’ licensing requirements (as foreshadowed from CASA’s current review of the licensing/regulatory framework) are included in custom-designed competencies. Completion of these competencies (combined with previous completion of appropriate ‘trade’ level technical stream competencies) leads to the award of the relevant Diploma and meets the required competency preparation for CASA licensing.

Meeting CASA requirements

The Civil Aviation Safety Authority (CASA) is currently involved in a major review of its licensing and regulatory framework. A major focus of MERS ITAB’s review/revision work in recent years has been to integrate CASA licensing requirements (as foreshadowed from CASA’s review) within the VET framework mechanism of the Aeroskills Training Package.

MERS ITAB has been working closely with CASA to complete the complex task of integrating the anticipated CASA Syllabus requirements into competency standards forming part of optional licensing pathways.

New and redesigned competencies now meet CASA’s proposed licensing requirements. The Training Package provides competency pathways covering both the nested ‘trade’ and new ‘beyond trade’ components which combine to fully meet ‘CASA’s proposed licensing requirements.

Training programs will allow entry to optional licensing pathways leading to both trade recognition and preparation for CASA licensing. These programs will be conducted by Registered Training Organisations (RTOs) which will also have complementary CASA approval as Maintenance Training Organisations under the proposed Civil Aviation Safety Regulation Part 147.

(Section Five should be referred to for more information on CASA requirements.)

Implementing the amended Aeroskills Training Package MERS ITAB will be working with State and Territory Training Authorities to facilitate nationally consistent and realistic implementation arrangements, including funding models. Additional work will be done with other relevant key bodies such as the Job Network, New Apprenticeship Centres and Group Training Companies who have a crucial role in apprenticeship and traineeship take-up and supporting arrangements.

MERS ITAB will also continue working to achieve the key VET objectives set out in the Aerospace Engineering Skills Action Plan (a joint project between the Commonwealth Department of Education, Science and Training and the Australian Industry Group). For further information on the Aerospace Engineering Skills Action Plan contact MERS ITAB at their website http://www.mersitab.com.au. or http://www.skillsinitiative.gov.au and look at ‘first round industries’.



Support materials for the Aeroskills Training Package The support materials components of this Training Package have also been revised and further developed. These components include learning strategies, assessment materials and professional development materials to support implementation of the Training Package. These components of the Training Package will use existing products as well as additional items. A summary of these is shown below.

Learning strategies will:

• include a training framework which identifies learning pathways and model training programs to meet the needs of the diverse client groups in the Aerospace industry

• include new model learning and assessment strategies drawing together learning requirements in integrated resources which are designed to facilitate competency achievement

• include the learning resource packages and other training materials developed through the Australian Vocational Traineeship System (AVTS) National Transition Program.

Assessment materials will:

• include revised assessment exemplars and models available to assist assessors

• provide examples of good assessment practices, strategies and methods

• give additional information on flexible and cooperative approaches to assessment to RTOs and enterprises.

Professional development materials will:

• refine and update the professional development package developed through the AVTS National Transition Program

• extend the range of professional development products to include multi-media items.

Additional materials that MERS ITAB have available include sample training programs and competency based training (CBT) module descriptors.

Sample training programs will also be made available for use by enterprises, RTOs and other industry organisations. These will provide combinations of units of competency for Certificate IV outcomes that are designed to meet workplace requirements in a diverse range of industry settings.

The six common core units of competency MEA101A, MEA103A, MEA105A, MEA107A, MEA108A and MEA109A are required for all programs. The technical stream units applicable in each case will be listed against various industry organisation/job requirement scenarios.

These sample training programs are only indicative guides and will be provided to illustrate the wide range of outcomes possible under the qualification arrangements.



The module descriptors are not obligatory, however, RTOs seeking Civil Aviation Safety Authority (CASA) Part 147 status and recognition should discuss their use of the modules with the Authority.

The actual choice of modules and training method adopted by RTOs can be flexible and varied. A range of appropriate flexibilities or variations can be implemented for skill programs tailored to the needs of individual enterprises, while still remaining within the overall stated training effort required for this qualification.

In planning the delivery of learning and assessment services relevant to industry, RTOs are also encouraged to explore the benefits of integrated delivery of modular learning outcomes as part of a holistic approach to achievement of complementary competencies within the one learning strand.

Information on developments is available from MERS ITAB at http://www.mersitab.com.au .

Section Two: Qualifications Framework



The Australian Qualifications Framework

What is the Australian Qualifications Framework? A brief overview of the Australian Qualifications Framework (AQF) follows. For a full explanation of the AQF see the AQF Implementation Handbook, 3rd Edition 2002. You can download it from the Australian Qualifications Advisory Board (AQFAB) website (www.aqf.edu.au) or obtain a hard copy by contacting AQFAB on phone 03 9639 1606 or by emailing AQFAB on [email protected]

The AQF provides a comprehensive, nationally consistent framework for all qualifications in post-compulsory education and training in Australia. In the VET sector it assists national consistency for all trainees, learners, employers and providers by enabling national recognition of qualifications and Statements of Attainment.

Training Package qualifications in the VET sector must comply with the titles and guidelines of the AQF. Endorsed Training Packages provide a unique title for each AQF qualification which must always be reproduced accurately.

Qualifications

Training Packages can incorporate the following six AQF qualifications.

• Certificate I in …

• Certificate II in …

• Certificate III in …

• Certificate IV in …

• Diploma of …

• Advanced Diploma of …

On completion of the requirements defined in the Training Package, a Registered Training Organisation (RTO) may issue a nationally recognised AQF qualification. Issuance of AQF qualifications must comply with the advice provided in the AQF Implementation Handbook and the Australian Quality Training Framework Standards for Registered Training Organisations, particularly Standard 10.

Statement of Attainment

Where an AQF qualification is partially achieved through the achievement of one or more endorsed units of competency, an RTO may issue a Statement of Attainment. Issuance of Statements of Attainment must comply with the advice provided in the AQF Implementation Handbook and the Australian Quality Training Framework Standards for Registered Training Organisations, particularly Standard 10.

Under the Standards for Registered Training Organisations, RTOs must recognise the achievement of competencies as recorded on a qualification or Statement of Attainment issued by other RTOs. Given this, recognised competencies can progressively build towards a full AQF qualification.



AQF Guidelines and Learning Outcomes

The AQF Implementation Handbook provides a comprehensive guideline for each AQF qualification. A summary of the learning outcome characteristics and their distinguishing features for each VET related AQF qualification is provided below.

Certificate I

Characteristics of Learning Outcomes Breadth, depth and complexity of knowledge and skills would prepare a person to perform a defined range of activities most of which may be routine and predictable.

Applications may include a variety of employment related skills including preparatory access and participation skills, broad-based induction skills and/or specific workplace skills. They may also include participation in a team or work group.

Distinguishing Features of Learning Outcomes Do the competencies enable an individual with this qualification to:

• demonstrate knowledge by recall in a narrow range of areas • demonstrate basic practical skills, such as the use of relevant tools • perform a sequence of routine tasks given clear direction • receive and pass on messages/information.

Certificate II

Characteristics of Learning Outcomes Breadth, depth and complexity of knowledge and skills would prepare a person to perform in a range of varied activities or knowledge application where there is a clearly defined range of contexts in which the choice of actions required is usually clear and there is limited complexity in the range of operations to be applied.

Performance of a prescribed range of functions involving known routines and procedures and some accountability for the quality of outcomes.

Applications may include some complex or non-routine activities involving individual responsibility or autonomy and/or collaboration with others as part of a group or team.


• demonstrate basic operational knowledge in a moderate range of areas • apply a defined range of skills • apply known solutions to a limited range of predictable problems • perform a range of tasks where choice between a limited range of options is required • assess and record information from varied sources • take limited responsibility for own outputs in work and learning.



Certificate III

Characteristics of Learning Outcomes Breadth, depth and complexity of knowledge and competencies would cover selecting, adapting and transferring skills and knowledge to new environments and providing technical advice and some leadership in resolution of specified problems. This would be applied across a range of roles in a variety of contexts with some complexity in the extent and choice of options available.

Performance of a defined range of skilled operations, usually within a range of broader related activities involving known routines, methods and procedures, where some discretion and judgement is required in the section of equipment, services or contingency measures and within known time constraints.

Applications may involve some responsibility for others. Participation in teams including group or team coordination may be involved.


• demonstrate some relevant theoretical knowledge • apply a range of well developed skills • apply known solutions to a variety of predictable problems • perform processes that require a range of well developed skills where some discretion

and judgement is required • interpret available information, using discretion and judgement • take responsibility for own outputs in work and learning • take limited responsibility for the output of others.



Certificate IV

Characteristics of Learning Outcomes Breadth, depth and complexity of knowledge and competencies would cover a broad range of varied activities or application in a wider variety of contexts most of which are complex and non-routine. Leadership and guidance are involved when organising activities of self and others as well as contributing to technical solutions of a non-routine or contingency nature.

Performance of a broad range of skilled applications including the requirement to evaluate and analyse current practices, develop new criteria and procedures for performing current practices and provision of some leadership and guidance to others in the application and planning of the skills.

Applications involve responsibility for, and limited organisation of, others.


• demonstrate understanding of a broad knowledge base incorporating some theoretical concepts

• apply solutions to a defined range of unpredictable problems • identify and apply skill and knowledge areas to a wide variety of contexts, with depth

in some areas • identify, analyse and evaluate information from a variety of sources • take responsibility for own outputs in relation to specified quality standards • take limited responsibility for the quantity and quality of the output of others.



Diploma

Characteristics of Learning Outcomes Breadth, depth and complexity covering planning and initiation of alternative approaches to skills or knowledge applications across a broad range of technical and/or management requirements, evaluation and coordination.

The self directed application of knowledge and skills, with substantial depth in some areas where judgement is required in planning and selecting appropriate equipment, services and techniques for self and others.

Applications involve participation in development of strategic initiatives as well as personal responsibility and autonomy in performing complex technical operations or organising others. It may include participation in teams including teams concerned with planning and evaluation functions. Group or team coordination may be involved.

The degree of emphasis on breadth as against depth of knowledge and skills may vary between qualifications granted at this level.

Distinguishing Features of Learning Outcomes Do the competencies or learning outcomes enable an individual with this qualification to:

• demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas

• analyse and plan approaches to technical problems or management requirements • transfer and apply theoretical concepts and/or technical or creative skills to a range of

situations • evaluate information, using it to forecast for planning or research purposes • take responsibility for own outputs in relation to broad quantity and quality

parameters • take some responsibility for the achievement of group outcomes.



Advanced Diploma

Characteristics of Learning Outcomes Breadth, depth and complexity involving analysis, design, planning, execution and evaluation across a range of technical and/or management functions including development of new criteria or applications or knowledge or procedures.

The application of a significant range of fundamental principles and complex techniques across a wise and often unpredictable variety of contexts in relation to either varied or highly specific functions. Contribution to the development of a broad plan, budget or strategy is involved and accountability and responsibility for self and others in achieving the outcomes is involved.

Applications involve significant judgement in planning, design, technical or leadership/guidance functions related to products, services, operations or procedures.

The degree of emphasis on breadth as against depth of knowledge and skills may vary between qualifications granted at this level.

Distinguishing Features of Learning Outcomes Do the competencies or learning outcomes enable an individual with this qualification to:

• demonstrate understanding of specialised knowledge with depth in some areas • analyse, diagnose, design and execute judgements across a broad range of technical

or management functions • generate ideas through the analysis of information and concepts at an abstract level • demonstrate a command of wide-ranging, highly specialised technical, creative or

conceptual skills • demonstrate accountability for personal outputs within broad parameters • demonstrate accountability for personal and group outcomes within broad

parameters.



The Aeroskills Training Package Qualifications This version of the MEA97 Aeroskills Training Package (version 4) includes national qualifications at Certificate II and Certificate IV, as well as Diploma levels.

Certificate II national qualification

The MEA97 Aeroskills Training Package includes one Certificate II qualification:

Certificate II qualification


Certificate IV national qualifications

The MEA97 Aeroskills Training Package includes three Certificate IV qualifications:

Certificate IV qualifications




Diploma national qualifications

The MEA97 Aeroskills Training Package was amended in May 2004 to include two new Diploma qualifications (these being the first Diplomas to be available under this Training Package):

Diploma qualifications



Qualification Pathways There are many ways in which a person can gain a national qualification. Existing employees, trainees, apprentices, or pre-employment students may obtain qualifications. The achievement of competence is what matters, not the way in which it is achieved.

Possible pathways may include:

• assessment only pathway

• combination of on-the-job and institution-based training

• institution-based training programs

• on-the-job training.



Pathways to a career and national qualifications

All pathways are suited to New Apprenticeships

Dire

ct e

ntry

Rec

ogni

tion

of P

rior L

earn

ing

MEA40702 Certificate IV in

Aeroskills (Mechanical)

Aviation Maintenance Technician for

aircraft mechanical equipment

MEA40802 Certificate IV in

Aeroskills (Structures)

Aviation Maintenance Technician for

aircraft airframe structures

MEA40602 Certificate IV in Aeroskills

(Avionics) Aviation

Maintenance Technician for

aircraft avionics equipment


Licensed Aircraft Maintenance

Engineer for aircraft avionics equipment

MEA50204 Diploma of Aeroskills

(Mechanical)

Licensed Aircraft Maintenance

Engineer for aircraft mechanical equipment


Works under guidance with choices across the technical

areas of Avionics, Mechanical or Structures



Skills recognition pathways including New Apprenticeships

The Aeroskills Training Package provides national qualification outcomes based on recognition of competency achievement as specified under the National Aerospace Industry Competency Standards. These qualifications can be accessed through traineeship and apprenticeship pathways available under the New Apprenticeship System.

These qualifications may also be achieved through other pathways which do not involve a contract of training, such as recognition of prior learning.

However in all cases, achievement or recognition of competence is necessary in all of the required units of competency to be awarded a national qualification.

Packaging units of competency for a qualification Qualifications may be achieved in a number of ways, but however they are gained, they must be based on the achievement of a package of competency standards.

Each qualification is made up of core and elective units:

• the core units for each qualification ensure the integrity of the qualification

• the choice of a range of elective units provides flexibility.

The units of competency to be achieved for each qualification have been determined in consultation with industry. Any RTO issuing a qualification will need to comply with this framework. However, RTOs are encouraged to offer flexible learning delivery formats to suit industry needs (what is taught, how, when, where delivered etc).

Customisation of qualifications All qualifications in the Aeroskills Training Package have the capacity for customisation to suit the needs of enterprises and trainees/apprentices. Options for selecting units of competency are included to enable customised training pathways to be followed and recognised by a qualification. In addition, the Range of Variables in the units of competency are designed to provide sufficient scope for the application of the units across the spectrum of the Aerospace industry.

Aircraft maintenance engineering is highly regulated. Other than those areas identified in each unit of competency, there is no provision for modification to the units. Since the units of competency identify broad industry-wide competencies, individual enterprises may need to add additional units or elements to accommodate specific work arrangements and award requirements not common across the industry.

There is no further provision for substitution of units other than those specified for each qualification. Recognition of a person’s existing competencies is accommodated through the relevant processes described in the Assessment Guidelines section of this Training Package.

People with experience in related industries such as Manufacturing, Engineering, Automotive and Electrotechnology may be able to achieve competence in units from the National Aerospace Industry Competency Standards with limited levels of ‘gap’ training and experience.



Certificate II Aeroskills qualification The Aeroskills Training Package MEA97 includes the MEA20401 Certificate II in Aeroskills qualification.

Credit transfer and articulation The MEA20401 Certificate II in Aeroskills articulates with, and provides credit towards, the Aeroskills Training Package ‘trade’ qualifications at AQF Certificate IV level with core units given full recognition at the higher level.

In most cases, the technical units are derived from trade-level competencies so there will be maximum credit given to people as they progress from AQF II to the revised ‘trade’ AQF IV qualifications. This credit will be clearly mapped and identified in separate documentation at a later date.

Qualification flexibility The MEA20401 Certificate II in Aeroskills has a set of packaging rules that provide multiple pathways in three technical areas of Avionics, Mechanical and Structures. This design promotes the achievement of a multi-skilled qualification that can directly lead to the three established aircraft ‘trade’ areas and provide the maximum credit transfer.

The qualification has been designed to allow maximum flexibility to enable enterprises to choose the most appropriate pathway/s for their needs. The technical focus and application of the qualification achieved by each learner can be easily determined through consideration of their transcript of achieved units of competency.

Competency units coverage The Certificate II in Aeroskills is made up of core and technical units of competency.

Core units: These are obligatory in all Aeroskills qualifications that relate to workers directly involved in aircraft maintenance and repair. They apply at AQF II and AQF IV. These latest core units include references to the Civil Aviation Safety Authority (CASA) anticipated requirements for licensing purposes. The core units in the Certificate II qualification are also included in the Certificates IV and Diplomas in this version of the Aeroskills Training Package (version 4).

Technical units: The technical units are broken into the three main ‘trade’ technical areas of Avionics, Mechanical and Structures. The units are written to describe work role activities, irrespective of where the work actually occurs whether in a workshop or in a hangar or on the flight line.



Selecting units of competency To achieve a MEA20401 Certificate II in Aeroskills, both core and elective units must be completed. The technical units are presented in ways such that the qualification will have a dominant technical area (a ‘major’ component) and a complementary supporting component (the ‘minor’ component).

The ‘major’ and ‘minor’ components of the qualification must be drawn from different technical areas.

Core units +

technical units (major component) +

technical units (minor component) =

Certificate II in Aeroskills MEA20401



MEA20401 Certificate II in Aeroskills qualification requirements The requirement for the awarding of MEA20401 Certificate II in Aeroskills is demonstrated competency in the competency units under the conditions set out below.

Core units Complete all 6 units:

MEA101A MEA103A MEA105A


Technical units – Major component (select one area)

Technical units – Minor component (select one unit from an area below that is

not the same as the ‘major’ area)

Avionics Complete all 3 units:

MEA238A

MEA239A

MEA240A

or

Mechanical Complete any 3 units:

MEA329A

MEA330A

MEA331A

MEA332A

MEA333A

or

Structures Complete both units:

MEA406A

MEA407A

Avionics MEA238A

MEA239A

MEA240A

Mechanical MEA329A

MEA330A

MEA331A

MEA332A

MEA333A

Structures MEA406A

MEA407A



Technical units (group A – major component)

Select one area and complete the required units of competency to achieve a ‘major’ component of the Certificate II in Aeroskills.

Avionics

Complete all three Units of Competency:

MEA238A Perform routine removal and installation of miscellaneous aircraft electrical hardware/components

MEA239A Fabricate aircraft electrical looms and harnesses

MEA240A Use electrical test equipment to perform basic electrical tests

OR

Mechanical

Select three of the following units of competency:

MEA329A Dismantle, inspect, maintain and assemble aircraft basic hydraulic and pneumatic components or parts

MEA330A Dismantle, inspect, maintain and assemble aircraft non-primary structural removable components or parts and internal fittings

MEA331A Dismantle, inspect, maintain and assemble aircraft gas turbine engine components or parts

MEA332A Dismantle, inspect, maintain and assemble aircraft mechanical components or parts

MEA333A Dismantle, inspect, maintain and assemble aircraft piston engine components or parts

OR

Structures

Complete the following two units of competency:

MEA406A Repair/modify aircraft non-primary structural sheetmetal components

MEA407A Repair/modify aircraft non-primary structural non-metallic components



Technical units (group B – minor components)

Select any one unit of competency from the list below to form a ‘minor’ component of MEA20401 Certificate II in Aeroskills. Note that the ‘major’ and ‘minor’ units must be drawn from different technical areas. For example, if the ‘major’ component is Mechanical then the ‘minor’ component must be Avionics or Structures.

Avionics

MEA238A Perform routine removal and installation of miscellaneous aircraft electrical hardware/components



OR

Mechanical






OR

Structures





Certificate II units of competency

Core units MEA101A Interpret occupational health and safety practices in maintenance

MEA103A Plan and organise work activities

MEA105A Apply quality standards applicable to maintenance processes

MEA107A Interpret and use industry manuals and specifications

MEA108A Complete industry documentation

MEA109A Perform basic hand skills, standard trade practices and fundamentals

Avionics technical stream units MEA238A Perform routine removal and installation of miscellaneous aircraft

electrical hardware/components



Mechanical technical stream units






Structures technical stream units





Certificate IV Aeroskills qualifications The Aeroskills Training Package MEA97 includes these three Certificate IV qualifications:




Certificate IV qualifications outcomes The Certificate IV qualifications contained in this version of the Aeroskills Training Package MEA97 specify competencies required for trade-level outcomes in maintenance, repair and overhaul for the aerospace engineering industry.

These Training Package programs have been developed for a competent base-level aerospace engineering technician; that is, at the level expected on completion of an aerospace apprenticeship in Avionics, Mechanical or Structures streams. Traineeship pathways are also included enabling further increased access to careers in the aerospace industry.

These qualifications are the product of a commitment to comprehensive continuous improvement review processes undertaken over a period of years and ongoing. Parties involved include aerospace industry organisations, the Australian Defence Force, the Civil Aviation Safety Authority (CASA) and RTOs. It was also acknowledged that more work needed to be done for the Aeroskills industry to fully benefit from the new national training and skill recognition arrangements.

Over the last few years MERS ITAB has undertaken extensive industry consultation through its industry based Aeroskills Sector Council. Membership has been augmented by including a representative of the Australian National Training Authority (ANTA) and a representative of a State or Territory Training Authority. The Council set up an ongoing and widely representative working group to focus on and deal with detailed competency standards review/development and related Training Package revision issues. This work has been undertaken simultaneously with action on the other key issue for much of the industry: integration of CASA licensing requirements within the trade training framework.

The additional work has been directed to ensuring that the units of competency and packaging arrangements contained in the new qualifications provide a more accurate reflection of the types and level of work performed across the industry. As a result of this comprehensive review MERS ITAB has developed new units of competency as well as substantially revising others.



This work had particular regard to the Range of Variables, taking account of the differing mix of environments faced in the industry. The specification of the underpinning skills and knowledge in the Evidence Guide as well as the scope of the Range of Variables has been mapped closely with CASA in order to meet their proposed new regulatory licensing framework requirements. The new qualifications will allow access to training programs providing optional licensing pathways leading to achievement of both trade recognition and substantial preparation for CASA licensing (based on their anticipated requirements). Also included are CASA Syllabus references within the underpinning skills and knowledge section of each unit where relevant.

Credit transfer and articulation The Certificate II in Aeroskills MEA20401 articulates with, and provides credit towards, the three Aeroskills Certificate IV ‘trade’ qualifications.

There will be maximum credit given to people as they progress from AQF II to the established ‘trade’ AQF IV. This credit, where it cannot be shown as direct credit on a whole unit basis, will be clearly mapped and identified in separate documentation at a later date. This will assist learners, enterprises and RTOs in realising the greatest possible efficiencies in terms of learning and skills acquisition.

In addition, MERS ITAB is seeking to undertake a separate mapping exercise to document the level of credit transfer available from, and to, competencies under other related industry Training Packages such as Metal and Engineering, Electrotechnology and so on, towards these new Certificate IV qualifications.

The Certificate IV qualifications articulate with, and provide credit towards, the Diplomas and proposed higher qualifications.

When the full impacts of the proposed new CASA legislation are established, including the ‘post trade’ licensing requirements, the Aeroskills Training Package will be extended to cover other occupational groups such as licensed personnel, higher level technicians, engineers and managers. These areas will be incorporated through additional competencies as well as new Diploma and Advanced Diploma qualifications to be developed through the Aeroskills Sector Council processes and submitted to ANTA for national endorsement.

Qualification flexibility The Certificate IV qualifications have been designed to allow maximum flexibility to enable enterprises to choose the most appropriate pathway/s for their needs. Removal of the fixed and separate ‘AME’ and ‘AM’ streams in Mechanical and Avionics allows an increase in flexibility and competency options within and across technical streams to better meet workplace needs.

The detailed technical focus of the qualification achieved by each learner can be easily determined through consideration of their transcript of achieved units of competency.



Certificate IV structure and packaging rules Each Certificate IV qualification is comprised of core units (common to all qualifications) and technical units.

Core units: These are obligatory in all Aeroskills qualifications that relate to workers directly involved in aircraft maintenance, repair and overhaul. They cover ‘job enabling and job readiness skills’ and support the achievement of the technical competencies.

Technical units: These are divided into three ‘trade’ technical streams of Avionics, Mechanical and Structures. The units are written to describe work role activities. This is a change from the previous Aeroskills Training Package ‘trade’ qualifications where there was a distinction made between work performed in a workshop situation (Aircraft Mechanic, AM) and that performed in a hangar or on the tarmac or flight line (Aircraft Maintenance Engineer, AME). These new arrangements are expected to increase flexibility and competency options within and across technical streams to better meet workplace needs.

The structure of each qualification can be represented in a generic form as follows:

Core units + Technical stream units = Certificate IV in Aeroskills

The three Certificate IV qualifications and the required units of competency are set out on the following pages.



MEA40602 Certificate IV in Aeroskills (Avionics) qualification requirements The requirement for the awarding of MEA40602 Certificate IV in Aeroskills (Avionics) is demonstrated competency in the competency units under the conditions set out below.


MEA101A MEA103A MEA105A MEA107A MEA108A MEA109A

PLUS

Avionics technical stream units Complete all 3 units:


PLUS Complete one of the following pathways:

(note that units linked with ‘and’ must be taken as a mandatory pair)

Pathway 1 (suited to AME in general aviation)

Pathway 2 (suited to AME in large airline operations)

Pathway 3 (suit AM)

MEA202A or MEA203A MEA204A or MEA205A MEA206A MEA207A MEA210A or MEA211A MEA212A or MEA213A MEA214A MEA221A Plus at least five of: MEA215A MEA216A MEA217A MEA218A MEA219A and MEA208A MEA220A MEA222A and MEA209A MEA233A MEA234A MEA261A MEA262A or MEA263A MEA231A MEA301A

MEA203A MEA205A MEA206A MEA207A MEA208A MEA209A MEA222A MEA223A MEA224A MEA225A or MEA231A MEA226A MEA227A MEA228A MEA229A MEA230A or MEA231A MEA232A

MEA247A MEA248A MEA249A MEA250A MEA252A MEA261A and either MEA262A or MEA263A

Note: Additional units that may be required to meet enterprise and/or licensing needs for pathway 3: MEA251A, MEA258A



MEA40702 Certificate IV in Aeroskills (Mechanical) qualification requirements The requirement for the awarding of MEA40702 Certificate IV in Aeroskills (Mechanical) is demonstrated competency in the competency units under the conditions set out below.



PLUS

Mechanical technical stream units MEA327A or MEA328A

PLUS Complete one of the following pathways:

(note that units linked with ‘and’ must be taken as a mandatory pair)

Pathway 1 (suited to AME in general aviation)

Pathway 2 (suited to AME in large airline operations)

Pathway 3 (suit AM)

MEA301A MEA302A MEA304A or MEA317A MEA305A or MEA308A MEA306A MEA7307A or MEA308A MEA309A MEA311A MEA312A or MEA316A MEA313A or MEA314A MEA315A or MEA316A

MEA301A MEA302A MEA303A MEA305A MEA306A MEA317A MEA318A MEA319A MEA320A MEA321A MEA322A MEA401A MEA410A

MEA334A Plus one of: MEA335A MEA336A MEA337A MEA338A




MEA40802 Certificate IV in Aeroskills (Structures) qualification requirements The requirement for the awarding of MEA40802 Certificate IV in Aeroskills (Structures) is demonstrated competency in the competency units under the conditions set out below.



PLUS

Technical stream units MEA302A MEA303A MEA304A or MEA317A MEA305A or MEA308A MEA327A MEA401A MEA402A MEA403A MEA404A MEA405A

Note: Additional units that may be required to meet enterprise and/or licensing needs: MEA408A, MEA409A



Certificate IV units of competency







Avionics technical stream units MEA201A Remove and install miscellaneous aircraft electrical hardware/components

MEA202A Remove and install basic aircraft electrical system components

MEA203A Remove and install advanced aircraft electrical system components

MEA204A Remove and install basic aircraft instrument system components

MEA205A Remove and install advanced aircraft instrument system components

MEA206A Remove and install basic radio communication and navigation system components

MEA207A Remove and install aircraft electronic system components

MEA208A Remove and install pressurisation control system components

MEA209A Remove and install aircraft oxygen system components

MEA210A Inspect, test and troubleshoot basic aircraft electrical systems and components

MEA211A Inspect, test and troubleshoot advanced aircraft electrical systems and components

MEA212A Inspect, test and troubleshoot basic aircraft instrument systems and components

MEA213A Inspect, test and troubleshoot advanced aircraft instrument systems and components

MEA214A Inspect, test and troubleshoot basic communication and radio navigation systems and components

MEA215A Inspect, test and troubleshoot advanced aircraft communication systems and components

MEA216A Inspect, test and troubleshoot instrument landing systems and components

MEA217A Inspect, test and troubleshoot fixed wing autopilot systems and components

MEA218A Inspect, test and troubleshoot rotary wing autopilot systems and components



Avionics technical stream units (cont.) MEA219A Inspect, test and troubleshoot pressurisation control systems and

components

MEA220A Inspect, test and troubleshoot primary radar systems and components

MEA221A Inspect, test and troubleshoot secondary radar systems and components

MEA222A Inspect, test and troubleshoot aircraft oxygen systems and components

MEA223A Inspect aircraft electrical systems and components

MEA224A Inspect aircraft instrument systems and components

MEA225A Inspect fixed wing aircraft automatic flight control systems and components

MEA226A Inspect aircraft electronic systems and components

MEA227A Test and troubleshoot aircraft electrical systems and components

MEA228A Test and troubleshoot aircraft instrument systems and components

MEA229A Test and troubleshoot aircraft radio frequency navigation and communication systems and components

MEA230A Test and troubleshoot fixed wing aircraft automatic flight control systems and components

MEA231A Inspect, test and troubleshoot rotary wing aircraft automatic flight control systems and components

MEA232A Test and troubleshoot aircraft pulse systems and components

MEA233A Inspect, test and troubleshoot inertial navigation and reference systems and components

MEA234A Inspect, test and troubleshoot aircraft global navigation systems and components

MEA246A Fabricate and/or repair aircraft electrical hardware or parts

MEA247A Repair or overhaul aircraft electrical/electro-mechanical components

MEA248A Repair or overhaul aircraft instrument and display system components

MEA249A Test, align and troubleshoot analogue circuitry

MEA250A Test, align and troubleshoot digital circuitry

MEA251A Repair or overhaul aircraft oxygen system components

MEA252A Test, align and troubleshoot synchro and servo system components

MEA258A Repair or overhaul audio and visual systems and reproducers

MEA260A Use electrical test equipment

MEA261A Use electronic test equipment



Avionics technical stream units (cont.) MEA262A Modify/repair single layer printed circuit boards

MEA263A Modify/repair multi layer printed circuit boards


MEA301A Perform aircraft flight servicing

MEA302A Remove and install aircraft hydro-mechanical system components

MEA303A Remove and install aircraft pneumatic system components

MEA304A Remove and install non-pressurised aircraft structural and non-structural components

MEA305A Remove and install aircraft fixed wing flight control system components

MEA306A Remove and install engines and engine system components

MEA307A Remove and install propeller systems and components

MEA308A Remove and install rotary wing rotor and flight control system components

MEA309A Inspect, test and troubleshoot aircraft hydro-mechanical systems and components

MEA310A Inspect, test and troubleshoot aircraft pneumatic systems and components

MEA311A Inspect and repair/modify aircraft structures

MEA312A Inspect, test and troubleshoot aircraft fixed wing flight control systems and components

MEA313A Inspect, test and troubleshoot piston engine systems and components

MEA314A Inspect, test and troubleshoot gas turbine engine systems and components

MEA315A Inspect, test and troubleshoot propeller systems and components

MEA316A Inspect, test and troubleshoot rotary wing rotor and control systems and components

MEA317A Remove and install pressurised aircraft structural and non-structural components

MEA318A Inspect aircraft hydro-mechanical and mechanical systems and components

MEA319A Inspect gas turbine engine systems and components

MEA320A Test and troubleshoot aircraft hydro-mechanical systems and components

MEA321A Test and troubleshoot aircraft fixed wing flight control systems and components

MEA322A Test and troubleshoot gas turbine engine systems and components

MEA327A Fabricate and/or repair aircraft mechanical components or parts

MEA328A Maintain and/or repair aircraft mechanical components or parts



Mechanical technical stream units (cont.)

MEA334A Repair and/or overhaul aircraft hydro-mechanical system components

MEA335A Repair and/or overhaul gas turbine engine components and/or modules

MEA336A Repair and/or overhaul piston engines

MEA337A Repair and/or overhaul propellers

MEA338A Repair and/or overhaul rotary wing dynamic components


MEA401A Inspect aircraft structures

MEA402A Fabricate aircraft structural components

MEA403A Repair/modify aircraft structure

MEA404A Disassemble and re-assemble aircraft structure for major repair or modification

MEA405A Repair/modify aircraft composite material structure/components

MEA408A Inspect and repair aircraft wooden structures

MEA409A Inspect, test, repair and re-cover aircraft fabric surfaces

MEA410A Maintain aircraft structure/components



Diploma level Aeroskills qualifications The Aeroskills Training Package MEA97 includes two Diploma level qualifications:



The new Diploma level qualifications These Diplomas provide competency pathways which cover the embedded ‘trade’ and new ‘beyond trade’ components which combine to fully meet proposed CASA licensing requirements.

They provide optional licensing pathways building on the existing Training Package programs developed for a competent base-level aerospace engineering technician; that is, at the level expected on completion of an aerospace apprenticeship as specified in Avionics or Mechanical streams. Traineeship pathways are also included enabling further increased access to careers in the aerospace industry.

CASA ‘beyond trade’ licensing requirements (as foreshadowed from CASA’s current review of the licensing/regulatory framework) are integrated within custom-designed competencies leading to required skill outcomes. Completion of these competencies (combined with previous completion of specified ‘trade’ level technical stream competencies) leads to the award of the relevant Diploma and meets the required competency preparation for CASA licensing.

Working with CASA to integrate licensing requirements CASA is committed to integrating their licensing requirements within the Aeroskills Training Package.

The work to integrate anticipated CASA licensing requirements within the Aeroskills Training Package has been undertaken in two phases.

Completion of the Certificate IV qualifications (endorsed in 2002) was the first phase and saw CASA licensing requirements integrated within the Aeroskills Training Package up to the ‘trade’ level. The specification of underpinning skills and knowledge as well as the scope of the range of variables was mapped closely with CASA in order to meet their proposed licensing requirements.

The second phase of the work involved completing the proposed new ‘CASA licensing competencies’ above the trade level, and consolidating all licensing requirements in the proposed new Diplomas.

CASA Syllabus items have been included in the relevant ‘core’ and ‘technical stream’ specific competencies offering optional licensing pathways leading to completion of the new Diplomas.



The new Diploma qualifications have been designed to provide comprehensive competency pathways which cover the embedded ‘trade’ and new ‘beyond trade’ components which combine to fully meet anticipated CASA licensing requirements.

MERS ITAB’s Aeroskills Council has worked closely with CASA on all aspects of the drafting of content of competencies and proposed packaging arrangements for these new Diplomas.

The qualifications and their competencies have been developed to meet the needs of industry by incorporating the anticipated requirements for CASA licensing of aircraft maintenance engineers. These Diplomas provide comprehensive competency pathways which cover the embedded ‘trade’ and new ‘beyond trade’ components which combine to fully meet proposed CASA licensing requirements.

As already mentioned, CASA obviously have a strong interest in these new qualifications and they are committed to working with industry organisations, MERS ITAB and participating RTOs on the implementation steps required.

CASA’s regulatory review timetable

CASA has advised that it anticipates new regulations covering its proposed licensing and related requirements will be made in the first quarter of 2004 with projected implementation from first quarter 2005. This program is a component of their substantial Regulatory Reform Process. MERS ITAB has worked closely with CASA since 1996 to achieve the goal of integrating nationally recognised vocational education and training outcomes with CASA’s licensing requirements.

MERS ITAB’s proposals reflect CASA’s anticipated form of licensing and regulatory requirements (both ‘trade’ and ‘beyond trade’) up to Diploma level. If in finalising its own consultative processes CASA makes further changes prior to regulation-making then MERS ITAB will act promptly to process and validate any changes considered necessary.

MERS ITAB will also work with CASA and RTOs to ensure that current Training Package learners will not suffer disadvantage in the transition.

Advice to contact CASA for authoritative information on licensing requirements

Selected units of competency and qualifications in this Training Package have been designed to satisfy draft requirements proposed byCASA for Licensed Aircraft Maintenance Engineers under the proposed Civil Aviation Safety Regulation Part 66.

Training programs will allow entry to optional licensing pathways leading to both trade recognition and preparation for CASA licensing. These programs will be conducted by Registered Training Organisations which will also have complementary CASA approval as maintenance training organisations under the proposed Civil Aviation Safety Regulation Part 147.



This Aeroskills Training Package publication provides advisory information based on MERS ITAB's discussions with CASA, including their anticipated future requirements . All possible care has been taken in the preparation of this material however persons should not rely solely on this publication on matters involving CASA's current or proposed licensing requirements or arrangements.

Precise information on licensing, current and proposed compliance requirements can be obtained from CASA on telephone 131 757 or at www.casa.gov.au.

The new Diplomas – scope and industry coverage Over recent years MERS ITAB has undertaken extensive industry consultation through its industry based Aeroskills Council. In addition to the industry, Council membership includes the Australian Defence Force, CASA and RTOs.

This continuous improvement process has been focused on ensuring that the competencies and packaging arrangements contained in the Aeroskills Training Package accurately reflect and suit the types and level of work performed across the industry. This work has had particular regard to the complex range and mix of technologies and environments faced in the industry. These extend from large airline operations through to small general aviation enterprises, as well as the quite different needs of the three arms of the Australian Defence Force.

These new Diploma qualifications have been designed by MERS ITAB to provide a Training Package for competent aerospace technicians seeking progression to CASA Licensed Aircraft Maintenance Engineer (LAME) (ie. at the level expected on completion of New Apprenticeships pathways in aerospace engineering to Diploma level for LAME outcomes) in Avionics and Mechanical streams. Traineeship pathways have been included to enable increased access to careers in aerospace engineering.

These qualifications may also be achieved through other pathways which do not involve a contract of training or training agreement such as recognition of prior learning.

It is anticipated that for particular chosen pathways there will be, in overall terms, a similar training effort required. Estimates from training providers (RTOs) for the ‘gap’ nominal structured supporting training required (ie. beyond skills/knowledge components supporting achievement of the embedded ‘trade level’ competency units in the chosen technical stream pathway) fall within the range 500/600 hours for both Avionics and Mechanical.

Recognition and implementation of the new qualifications by State/Territory Training Authorities will be pursued and facilitated where possible at State/Territory level by MERS ITAB and its related State/Territory ITABs.

In overall terms the new Diplomas of Aeroskills qualifications are designed to meet industry’s need to be able to respond to new CASA licensing requirements. In addition they enhance career development opportunities for new and existing employees, and they are expected to bolster much needed improvements in recruitment outcomes by attracting more job-seekers to the industry.



Credit transfer and articulation The three current Certificate IV qualifications in Aeroskills (MEA40602, MEA40702 and MEA40802) articulate with or provide credit towards the two new proposed Aeroskills Training Package Diploma level qualifications MEA50104 Diploma of Aeroskills (Avionics) and MEA50204 Diploma of Aeroskills (Mechanical).

In a number of situations training pathways completed under the current Certificate IV programs will directly articulate in full with the relevant new Diploma. Where such direct/full articulation cannot be shown then Certificate IV training pathways will still provide identified direct credits at the level of whole units. This will assist learners, enterprises and RTOs in realising the greatest possible efficiencies in terms of learning and skills acquisition.

Where a new learner selects a ‘licensing’ pathway in a Certificate IV then all of those chosen competencies will gain maximum credit in the respective Diploma.

Qualification structure – flexibility The two new qualifications have a set of packaging rules that provide multiple optional CASA licensing pathways, covering a range of choices suited to the differing environments across the industry, from large airline operations through to small general aviation enterprises. Australian Defence Force personnel, although not affected by the CASA licensing/regulatory regime for civil aircraft operations, would be able to transition to LAME licensing upon return to a civilian role.

The detailed technical focus of the qualification achieved by each learner can be easily determined through consideration of their transcript of achieved competency standards units.

Training and qualifications pathways including New Apprenticeships The new Diploma qualifications can be accessed through apprenticeship pathways available under the New Apprenticeships system.

Details of indicative training pathways (or competency profiles) will be made available for use by enterprises, RTOs, NACs etc. as part of the non-endorsed Training Package information. These pathways cover different job types including options providing licensing preparation, however it is stressed that they are intended for illustrative purposes and should not be viewed as limiting.

The new qualifications may also be achieved through other pathways which do not involve a contract of training, such as recognition of prior learning. A diagram outlining the pathways to national qualifications available under the Training Package is shown earlier.



Structure and packaging rules These Aeroskills Training Package Diplomas provide competency pathways which include specified embedded ‘trade’ competency units meeting requirements for Certificate IV and new ‘beyond trade’ licensing requirements which combine to fully meet proposed CASA requirements for issue of particular LAME licences as specified under Civil Aviation Safety Regulation Manual of Standards Part 66.

Each Diploma qualification (avionics or mechanical) is comprised of core units of competency (common to both qualifications) and specified technical stream units. Both core and technical streams include new additional ‘beyond trade’ obligatory subsets of units supporting achievement of the particular LAME licence sought.

Core units: The core units include those obligatory units common to other Aeroskills qualifications, with an additional obligatory subset of core units supporting achievement of ‘beyond trade’ CASA licensing requirements.

Technical units: These are divided into two technical streams of Avionics and Mechanical. The Avionics and Mechanical technical stream units specified for the Diploma qualifications are those designed to suit various optional licensing pathways. They describe work role activities performed in a hangar or on the tarmac or flight line (as part of the ‘trade’ skills profile for an Aircraft Maintenance Engineer, AME). Additionally there is also an obligatory subset of technical units (having avionics or mechanical focus as required) supporting achievement of CASA ‘beyond trade’ licensing requirements.

The structure of each qualification can be represented in a generic form as follows:

Specified

Certificate IV

requirements

+

Specified

Licensing

requirements

= Diploma of

Aeroskills

The two Diploma qualifications and the required units of competency are set out on the following pages.



MEA50104 Diploma of Aeroskills (Avionics) qualification requirements The requirement for the awarding of MEA50104 Diploma of Aeroskills (Avionics) is demonstrated competency in the competency units under the conditions set out below.

Complete one of the following pathways (note that units linked with ‘and’ must be taken as a mandatory pair)

Pathway 1 (suited to general aviation operations)

Pathway 2 (suited to large airline operations)

MEA101A MEA103A MEA105A MEA107A MEA108A MEA109A MEA111A MEA112A MEA113A MEA201A MEA246A MEA260A MEA202A or MEA203A MEA204A or MEA205A MEA206A MEA207A MEA210A or MEA211A MEA212A or MEA213A MEA214A MEA221A MEA235A MEA237A MEA241A Plus at least five of: MEA215A MEA216A MEA217A MEA218A MEA219A and MEA208A MEA220A MEA222A and MEA209A MEA233A MEA234A MEA261A MEA262A or MEA263A MEA231A MEA301A

MEA101A MEA103A MEA105A MEA107A MEA108A MEA109A MEA111A MEA112A MEA113A MEA201A MEA246A MEA260A MEA203A MEA205A MEA206A MEA207A MEA208A MEA209A MEA222A MEA223A MEA224A MEA225A or MEA231A MEA226A MEA227A MEA228A MEA229A MEA230A or MEA231A MEA232A MEA235A MEA237A MEA241A



MEA50204 Diploma of Aeroskills (Mechanical) qualification requirements The requirement for the awarding of MEA50204 Diploma of Aeroskills (Mechanical) is demonstrated competency in the competency units under the conditions set out below.

Complete one of the following pathways (note that units linked with ‘and’ must be taken as a mandatory pair)

Pathway 1 (suited to general aviation operations)

Pathway 2 (suited to large airline operations)

MEA101A MEA103A MEA105A MEA107A MEA108A MEA109A MEA111A MEA112A MEA113A MEA327A or MEA328A MEA301A MEA302A MEA304A or MEA317A MEA305A or MEA308A MEA306A MEA307A or MEA308A MEA309A MEA311A MEA312A or MEA316A MEA313A or MEA314A MEA315A or MEA316A MEA323A MEA324A MEA325A MEA326A

MEA101A MEA103A MEA105A MEA107A MEA108A MEA109A MEA111A MEA112A MEA113A MEA327A or MEA328A MEA301A MEA302A MEA303A MEA305A MEA306A MEA317A MEA318A MEA319A MEA320A MEA321A MEA322A MEA401A MEA410A MEA323A MEA324A MEA325A MEA326A





Diploma units of competency







MEA111A Perform administrative processes to prepare for certification of aircraft maintenance

MEA112A Plan and implement aircraft maintenance activities

MEA113A Supervise maintenance activities and manage human resources in the workplace

Avionics technical stream units MEA201A Remove and install miscellaneous aircraft electrical hardware/components

MEA202A Remove and install basic aircraft electrical system components

MEA203A Remove and install advanced aircraft electrical system components

MEA204A Remove and install basic aircraft instrument system components

MEA205A Remove and install advanced aircraft instrument system components

MEA206A Remove and install basic radio communication and navigation system components

MEA207A Remove and install aircraft electronic system components

MEA208A Remove and install pressurisation control system components

MEA209A Remove and install aircraft oxygen system components

MEA210A Inspect, test and troubleshoot basic aircraft electrical systems and components

MEA211A Inspect, test and troubleshoot advanced aircraft electrical systems and components

MEA212A Inspect, test and troubleshoot basic aircraft instrument systems and components

MEA213A Inspect, test and troubleshoot advanced aircraft instrument systems and components

MEA214A Inspect, test and troubleshoot basic communication and radio navigation systems and components



Avionics technical stream units (cont’d) MEA215A Inspect, test and troubleshoot advanced aircraft communication systems

and components

MEA216A Inspect, test and troubleshoot instrument landing systems and components

MEA217A Inspect, test and troubleshoot fixed wing autopilot systems and components

MEA218A Inspect, test and troubleshoot rotary wing autopilot systems and components

MEA219A Inspect, test and troubleshoot pressurisation control systems and components

MEA220A Inspect, test and troubleshoot primary radar systems and components

MEA221A Inspect, test and troubleshoot secondary radar systems and components

MEA222A Inspect, test and troubleshoot aircraft oxygen systems and components

MEA223A Inspect aircraft electrical systems and components

MEA224A Inspect aircraft instrument systems and components

MEA225A Inspect fixed wing aircraft automatic flight control systems and components

MEA226A Inspect aircraft electronic systems and components

MEA227A Test and troubleshoot aircraft electrical systems and components

MEA228A Test and troubleshoot aircraft instrument systems and components

MEA229A Test and troubleshoot aircraft radio frequency navigation and communication systems and components

MEA230A Test and troubleshoot fixed wing aircraft automatic flight control systems and components

MEA231A Inspect, test and troubleshoot rotary wing aircraft automatic flight control systems and components

MEA232A Test and troubleshoot aircraft pulse systems and components

MEA233A Inspect, test and troubleshoot inertial navigation and reference systems and components

MEA235A Perform advanced troubleshooting in aircraft avionics maintenance

MEA237A Perform mechanical preventative maintenance

MEA241A Perform aircraft weight and balance calculations as a result of modifications

MEA234A Inspect, test and troubleshoot aircraft global navigation systems and components

MEA246A Fabricate and/or repair aircraft electrical hardware or parts

MEA260A Use electrical test equipment



Avionics technical stream units (cont’d) MEA261A Use electronic test equipment

MEA262A Modify/repair single layer printed circuit boards

MEA263A Modify/repair multi layer printed circuit boards


MEA301A Perform aircraft flight servicing

MEA302A Remove and install aircraft hydro-mechanical system components

MEA303A Remove and install aircraft pneumatic system components

MEA304A Remove and install non-pressurised aircraft structural and non-structural components

MEA305A Remove and install aircraft fixed wing flight control system components

MEA306A Remove and install engines and engine system components

MEA307A Remove and install propeller systems and components

MEA308A Remove and install rotary wing rotor and flight control system components

MEA309A Inspect, test and troubleshoot aircraft hydro-mechanical systems and components

MEA310A Inspect, test and troubleshoot aircraft pneumatic systems and components

MEA311A Inspect and repair/modify aircraft structures

MEA312A Inspect, test and troubleshoot aircraft fixed wing flight control systems and components

MEA313A Inspect, test and troubleshoot piston engine systems and components

MEA314A Inspect, test and troubleshoot gas turbine engine systems and components

MEA315A Inspect, test and troubleshoot propeller systems and components

MEA316A Inspect, test and troubleshoot rotary wing rotor and control systems and components

MEA317A Remove and install pressurised aircraft structural and non-structural components

MEA318A Inspect aircraft hydro-mechanical and mechanical systems and components

MEA319A Inspect gas turbine engine systems and components

MEA320A Test and troubleshoot aircraft hydro-mechanical systems and components

MEA321A Test and troubleshoot aircraft fixed wing flight control systems and components

MEA322A Test and troubleshoot gas turbine engine systems and components



Mechanical technical stream units (cont’d)

MEA323A Perform advanced troubleshooting in aircraft mechanical maintenance

MEA324A Perform structural repair/modification assessment and evaluation

MEA325A Weigh aircraft and perform aircraft weight and balance calculations as a result of modifications

MEA326A Perform avionic preventative maintenance

MEA327A Fabricate and/or repair aircraft mechanical components or parts

MEA328A Maintain and/or repair aircraft mechanical components or parts


MEA401A Inspect aircraft structures

MEA410A Maintain aircraft structure/components

Section Three: Assessment Guidelines



Assessment Guidelines Introduction These Assessment Guidelines provide the endorsed framework for assessment of units of competency in this Training Package. They are designed to ensure that assessment is consistent with the Australian Quality Training Framework (AQTF) Standards for Registered Training Organisations. Assessments against the units of competency in this Training Package must be carried out in accordance with these Assessment Guidelines.

Assessment System Overview This section provides an overview of the requirements for assessment when using this Training Package, including a summary of the AQTF requirements; licensing/registration requirements; and assessment pathways.

Benchmarks for Assessment Assessment within the National Training Framework is the process of collecting evidence and making judgements about whether competency has been achieved to confirm whether an individual can perform to the standards expected in the workplace, as expressed in the relevant endorsed unit of competency.

In the areas of work covered by this Training Package, the endorsed units of competency are the benchmarks for assessment. As such, they provide the basis for nationally recognised Australian Qualifications Framework (AQF) qualifications and Statements of Attainment issued by Registered Training Organisations (RTOs).

AQTF Assessment Requirements Assessment leading to nationally recognised AQF qualifications and Statements of Attainment in the vocational education and training sector must meet the requirements of the AQTF as expressed in the Standards for Registered Training Organisations.

The Standards for Registered Training Organisations can be downloaded from the ANTA website at www.anta.gov.au or can be obtained in hard copy from ANTA. The following points summarise the assessment requirements under the AQTF.

• Registration of Training Organisations Assessment must be conducted by, or on behalf of, an RTO formally registered by a State or Territory Registering/Course Accrediting Body in accordance with the Standards for Registered Training Organisations. The RTO must have the specific units of competency and/or AQF qualifications on its scope of registration. See Section 1 of the Standards for Registered Training Organisations.

• Quality Training and Assessment Each RTO must have systems in place to plan for and provide quality training and



assessment across all its operations. See Standard 1 of the Standards for Registered Training Organisations.

• Assessor Competency Requirements Each person involved in training, assessment or client service must be competent for the functions they perform. See Standard 7 of the Standards for Registered Training Organisations for assessor competency requirements. Standard 7 also specifies the competencies that must be held by trainers.

• Assessment Requirements The RTO’s assessments must meet the requirements of the endorsed components of Training Packages within its scope of registration. See Standard 8 of the Standards for Registered Training Organisations.

• Assessment Strategies Each RTO must identify, negotiate, plan and implement appropriate learning and assessment strategies to meet the needs of each of its clients. See Standard 9 of the Standards for Registered Training Organisations.

• Mutual Recognition Each RTO must recognise the AQF qualifications and Statements of Attainment issued by any other RTO. See Standard 5 of the Standards for Registered Training Organisations.

• Access and Equity and Client Services Each RTO must apply access and equity principles, provide timely and appropriate information, advice and support services that assist clients to identify and achieve desired outcomes. This may include reasonable adjustment in assessment. See Standard 6 of the Standards for Registered Training Organisations.

• Partnership Arrangements RTOs must have, and comply with, written agreements with each organisation providing training and/or assessment on its behalf. See Standard 1.6 of Standards for Registered Training Organisations.

• Recording Assessment Outcomes Each RTO must have effective administration and records management procedures in place, and must record AQF qualifications and Statements of Attainment issued. See Standards 4 and 10.2 of the Standards for Registered Training.

• Issuing AQF qualifications and Statement of Attainment Each RTO must issue AQF qualifications and Statements of Attainment that meet the requirements of the AQF Implementation Handbook and the endorsed Training Packages within the scope of its registration. An AQF qualification is issued once the full requirements for a qualification, as specified in the nationally endorsed Training Package are met. A Statement of Attainment is issued where the individual is assessed as competent against fewer units of competency than required for an AQF qualification. See Standard 10 and Section 2 of the Standards for Registered Training Organisations.



Licensing/Registration Requirements Advice to contact CASA for authoritative information on licensing requirements

Selected units of competency and qualifications in this Training Package have been designed to satisfy draft requirements proposed by the Civil Aviation Safety Authority (CASA) for Licensed Aircraft Maintenance Engineers under the proposed Civil Aviation Safety Regulation Part 66.

Training programs will allow entry to optional licensing pathways leading to both trade recognition and preparation for CASA licensing. These programs will be conducted by Registered Training Organisations which will also have complementary CASA approval as maintenance training organisations under the proposed Civil Aviation Safety Regulation Part 147.

This Aeroskills Training Package publication provides advisory information based on MERS ITAB's discussions with CASA, including their anticipated future requirements . All possible care has been taken in the preparation of this material however persons should not rely solely on this publication on matters involving CASA's current or proposed licensing requirements or arrangements.

Authoritative information on licensing, current and proposed compliance requirements can be obtained from CASA on telephone 131 757 or at www.casa.gov.au.

Pathways The competencies in this Training Package may be attained in a number of ways including through:

• formal or informal education and training

• experiences in the workplace

• general life experience, and/or

• any combination of the above.

Assessment under this Training Package leading to an AQF qualification or Statement of Attainment may follow a learning and assessment pathway, an assessment-only or recognition pathway, or a combination of the two as illustrated in the following diagram.



Learning and Assessment Pathways

and/or

Assessment Only or Recognition of Prior Learning

Pathways

Units of Competency

Statement of Attainment

and/or qualification

under the Australian


Each of these assessment pathways leads to full recognition of competencies held – the critical issue is that the candidate is competent, not how the competency was acquired.

Assessment, by any pathway, must comply with the assessment requirements set out in the Standards for Registered Training Organisations.

Learning and Assessment Pathways

Usually, learning and assessment are integrated, with assessment evidence being collected and feedback provided to the candidate at anytime throughout the learning and assessment process.

Learning and assessment pathways may include structured programs in a variety of contexts using a range of strategies to meet different learner needs. Structured learning and assessment programs could be: group-based, work-based, project-based, self-paced, action learning-based; conducted by distance or e-learning; and/or involve practice and experience in the workplace.

Learning and assessment pathways to suit New Apprenticeships have a mix of formal structured training and structured workplace experience with formative assessment activities through which candidates can acquire and demonstrate skills and knowledge from the relevant units of competency.

Assessment-Only or Recognition of Prior Learning Pathway

Competencies already held by individuals can be formally assessed against the units of competency in this Training Package, and should be recognised regardless of how, when or where they were achieved.

In an assessment-only or Recognition of Prior Learning (RPL) pathway, the candidate provides current, quality evidence of their competency against the relevant unit of competency. This process may be directed by the candidate and verified by the assessor, such as in the compilation of portfolios; or directed by the assessor, such as through



observation of workplace performance and skills application, and oral and/or written assessment. Where the outcomes of this process indicate that the candidate is competent, structured training is not required. The RPL requirements of Standard 8.2 of the Standards for Registered Training Organisations must be met.

As with all assessment, the assessor must be confident that the evidence indicates that the candidate is currently competent against the endorsed unit of competency. This evidence may take a variety of forms and might include certification, references from past employers, testimonials from clients, and work samples. The onus is on candidates to provide sufficient evidence to satisfy assessors that they currently hold the relevant competencies. In judging evidence, the assessor must ensure that the evidence of prior learning is:

• authentic (the candidate’s own work)

• valid (directly related to the current version of the relevant endorsed unit of competency)

• reliable (shows that the candidate consistently meets the endorsed unit of competency)

• current (reflects the candidate’s current capacity to perform the aspect of the work covered by the endorsed unit of competency), and

• sufficient (covers the full range of elements in the relevant unit of competency and addresses the four dimensions of competency, namely task skills, task management skills, contingency management skills, and job/role environment skills).

The assessment only or recognition of prior learning pathway is likely to be most appropriate in the following scenarios:

• candidates enrolling in qualifications who want recognition for prior learning or current competencies

• existing workers

• individuals with overseas qualifications

• recent migrants with established work histories

• people returning to the workplace, and

• people with disabilities or injuries requiring a change in career.

Combination of Pathways

Where candidates for assessment have gained competencies through work and life experience and gaps in their competence are identified, or where they require training in new areas, a combination of pathways may be appropriate.

In such situations, the candidate may undertake an initial assessment to determine their current competency. Once current competency is identified, a structured learning and



assessment program ensures that the candidate acquires the required additional competencies identified as gaps.

Assessor Requirements This section identifies the mandatory competencies for assessors, and clarifies how others may contribute to the assessment process where one person alone does not hold all the required competencies.

Assessor competencies

The Standards for Registered Training Organisations specify mandatory competency requirements for assessors. For information, Standard 7.3 from the Standards for Registered Training Organisations follows:

7.3 a The RTO must ensure that assessments are conducted by a person who has:

i the following competencies from the Training Package for Assessment and Workplace Training, or demonstrated equivalent competencies:

a BSZ401A Plan Assessment;

b BSZ402A Conduct Assessment;

c BSZ403A Review Assessment; and

ii relevant vocational competencies, at least to the level being assessed.

b However, if a person does not have all of the competencies in Standards 7.3 a (i) and 7.3 a (ii), one person with the competencies listed in Standard 7.3 a (i), and one or more persons who have the competencies listed in Standard 7.3 a (ii) may work together to conduct assessments.

Designing Assessment Tools This section provides an overview on the use and development of assessment tools.

Use of Assessment Tools

Assessment tools provide a means of collecting the evidence that assessors use in making judgements about whether candidates have achieved competency.

There is no set format or process for the design, production or development of assessment tools. Assessors may use prepared assessment tools, such as those specifically developed to support this Training Package, or they may develop their own.



Using Prepared Assessment Tools

If using prepared assessment tools, assessors should ensure these are benchmarked, or mapped, against the current version of the relevant unit of competency. This can be done by checking that the materials are listed on the National Training Information Service (http://www.ntis.gov.au). Materials on the list have been noted by the National Training Quality Council as meeting their quality criteria for Training Package support materials.

Developing Assessment Tools

When developing their own assessment tools, assessors must ensure that the tools:

• are benchmarked against the relevant unit or units of competency

• are reviewed as part of the validation of assessment strategies as required under 9.2i of the Standards for Registered Training Organisations, and

• meet the assessment requirements expressed in the Standards for Registered Training Organisations, particularly Standards 8 and 9.

A key reference for assessors developing assessment tools is BSZ98 Training Package for Assessment and Workplace Training and the unit of competency BSZ507A Develop Assessment Tools.

Conducting Assessment This section details the mandatory assessment requirements and provides information on equity in assessment including reasonable adjustment.

Mandatory Assessment Requirements

Assessments must meet the criteria set out in Standard 8 from the Standards for Registered Training Organisations. For information, Standard 8 from the Standards for Registered Training Organisations is reproduced below.



8 RTO Assessments

The RTO’s assessments meet the requirements of the endorsed components of Training Packages and the outcomes specified in accredited courses within the scope of its registration.

8.1 The RTO must ensure that assessments, regardless of whether through a training and assessment pathway or an assessment-only pathway:

i comply with the Assessment Guidelines included in the applicable nationally endorsed Training Packages or the assessment requirements specified in accredited courses;

ii lead to the issuing of a Statement of Attainment or qualification under the AQF when a person is assessed as competent against nationally endorsed unit(s) of competency in the applicable Training Package or modules specified in the applicable accredited course;

iii comply with the principles of validity, reliability, fairness and flexibility;

iv provide for applicants to be informed of the context and purpose of the assessment and the assessment process;

v where relevant, focus on the application of knowledge and skill to the standard of performance required in the workplace and cover all aspects of workplace performance, including task skills, task management skills, contingency management skills and job role environment skills;

vi involve the evaluation of sufficient evidence to enable judgements to be made about whether competency has been attained;

vii provide for feedback to the applicant about the outcomes of the assessment process and guidance on future options;

viii are equitable for all persons, taking account of cultural and linguistic needs; and

ix provide for reassessment on appeal.

8.2 a The RTO must ensure that RPL is offered to all applicants on enrolment.

b The RTO must have an RPL process that:

i is structured to minimise the time and cost to applicants; and

ii provides adequate information and support to enable applicants to gather reliable evidence to support their claim for recognition of competencies currently held, regardless of how, when or where the learning occurred.



Access and Equity

An individual's access to the assessment process should not be adversely affected by restrictions placed on the location or context of assessment beyond the requirements specified in this Training Package.

Reasonable adjustments can be made to ensure equity in assessment for people with disabilities. Adjustments include any changes to the assessment process or context that meet the individual needs of the person with a disability, but do not change competency outcomes. Such adjustments are considered ‘reasonable’ if they do not impose an unjustifiable hardship on a training provider or employer. When assessing people with disabilities, assessors are encouraged to apply good practice assessment methods with sensitivity and flexibility.

Further Sources of Information The section provides a listing of useful contacts and resources to assist assessors in planning, designing, conducting and reviewing of assessments against this Training Package.

Contacts

Manufacturing, Engineering & Related Services Industry Training Advisory Body PO Box 289 North Sydney NSW 2059 Phone 02 9955 5500 Fax 02 9955 8044 [email protected] www.mersitab.com.au

Australian Training Products Ltd Level 25, 150 Lonsdale Street MELBOURNE VIC 3000 PO Box 5347BB MELBOURNE VIC 3001 Telephone: (03) 9655 0600 Fax: (03) 9639 4684 Web: www.atpl.net.au Email: [email protected]

Business Services Training Australia Level 7, 163 Eastern Road SOUTH MELBOURNE VIC 3205 Telephone: (03) 9645 7555 Fax: (03) 9645 7556 Web: www.bsitab.org Email: [email protected]



General Resources

AQF Implementation Handbook, third Edition. Australian Qualifications Framework Advisory Board, 2002, aqf.edu.au Australian Quality Training Framework (AQTF) – for general information go to: www.anta.gov.au/aqtfWhat.asp Australian Quality Training Framework (AQTF) – for resources and information go to: www.anta.gov.au/pubBundle.asp?qsID=10 Australian Quality Training Framework Standards for Registered Training Organisations, Australian National Training Authority, Melbourne, 2001. Available in hard copy from ANTA or can be downloaded from www.anta.gov.au/pubBundle.asp?qsID=10 BSZ98 Training Package for Assessment and Workplace Training. This is available from the following organisations and can be viewed, and components downloaded, from the National Training Information Service (NTIS). National Training Information Service, an electronic database providing comprehensive information about RTOs, Training Packages and accredited courses – www.ntis.gov.au/ Training Package Development Handbook, Australian National Training Authority, Melbourne, 2001. Available in hard copy from ANTA or can be downloaded from www.anta.gov.au/publication.asp?qsID=213 Style Guide for Training Package Support Materials, Australian National Training Authority, Melbourne, 2003. Available in hard copy from ANTA or can be downloaded from www.anta.gov.au

Assessment Resources

Training Package Assessment Guides - a range of resources to assist RTOs in developing Training Package assessment materials developed by ANTA with funding from the Department of Education, Training and Youth Affairs. It is made up of 10 separate titles, as described at www.anta.gov.au/project/tpAssessment/. Go to www.resourcegenerator.gov.au/loadpage.asp?TPAG.htm Printed and/or CD ROM versions of the Guides can be purchased from Australian Training Products (ATP). The resource includes the following guides: 1 Training Package Assessment Materials Kit 2 Assessing Competencies in Higher Qualifications 3 Recognition Resource 4 Kit to Support Assessor Training 5 Candidate’s Kit: Guide to Assessment in New Apprenticeships 6 Assessment Approaches for Small Workplaces 7 Assessment Using Partnership Arrangements 8 Strategies for ensuring Consistency in Assessment 9 Networking for Assessors 10 Quality Assurance Guide for Assessment 11 Delivery and Assessment Strategies



Assessment Tool Design and Conducting Assessment

VETASSESS & Western Australian Department of Training and Employment 2000, Designing Tests – Guidelines for designing knowledge based tests for Training Packages.

Vocational Education and Assessment Centre 1997, Designing Workplace Assessment Tools, A self-directed learning program, NSW TAFE. Manufacturing Learning Australia 2000, Assessment Solutions, Australian Training Products, Melbourne. Rumsey, David 1994, Assessment practical guide, Australian Government Publishing Service, Canberra. Assessor Training

Australian Committee on Training Curriculum (ACTRAC) 1994, Assessor training program – learning materials, Australian Training Products, Melbourne. Australian National Training Authority, A Guide for Professional Development, ANTA, Brisbane. Australian National Training Authority, Facilitator Packs for Certificate IV in Assessment and Workplace Training. Australian National Training Authority, Learners Packs for Certificate IV in Assessment and Workplace Training. Australian Training Products Ltd Assessment and Workplace Training, Training Package – Toolbox, ATPL Melbourne. Green, M, et al. 1997, Key competencies professional development Package, Department for Education and Children's Services, South Australia. Victorian TAFE Association 2000, The professional development CD: A learning tool, VTA, Melbourne. Assessment System Design and Management

Office of Training and Further Education 1998, Demonstrating best practice in VET project – assessment systems and processes, OTFE Victoria. Toop, L., Gibb, J. & Worsnop, P. Assessment system designs, Australian Government Publishing Service, Canberra. Western Australia Department of Training and VETASSESS 1998, Kit for Skills Recognition Organisations, WADOT, Perth.

Section Four: Competency Standards Overview



Competency Standards What is competency? The broad concept of industry competency concerns the ability to perform particular tasks and duties to the standard of performance expected in the workplace. Competency requires the application of specified skills, knowledge and attitudes relevant to effective participation in an industry, industry sector or enterprise.

Competency covers all aspects of workplace performance and involves performing individual tasks; managing a range of different tasks; responding to contingencies or breakdowns; and, dealing with the responsibilities of the workplace, including working with others. Workplace competency requires the ability to apply relevant skills, knowledge and attitudes consistently over time and in the required workplace situations and environments. In line with this concept of competency Training Packages focus on what is expected of a competent individual in the workplace as an outcome of learning, rather than focussing on the learning process itself.

Competency standards in Training Packages are determined by industry to meet identified industry skill needs. Competency standards are made up of a number of units of competency each of which describes a key function or role in a particular job function or occupation. Each unit of competency within a Training Package is linked to one or more AQF qualifications.

Contextualisation of units of competency by RTOs Registered Training Organisation (RTOs) may contextualise units of competency to reflect local outcomes required. Contextualisation could involve additions or amendments to the unit of competency to suit particular delivery methods, learner profiles, specific enterprise equipment requirements, or to otherwise meet local needs. However, the integrity of the overall intended outcome of the unit of competency must be maintained.

Any contextualisation of units of competency in this endorsed Training Package must be within the bounds of the following advice. In contextualising units of competency, RTOs:

• must not remove or add to the number and content of elements and performance criteria

• may add specific industry terminology to performance criteria where this does not distort or narrow the competency outcomes

• may make amendments and additions to the range statement as long as such changes do not diminish the breadth of application of the competency and reduce its portability, and/or

• may add detail to the evidence guide in areas such as the critical aspects of evidence or resources and infrastructure required where these expand the breadth of the competency but do not limit its use.



Components of units of competency The components of units of competency are summarised below, in the order in which they appear in each unit of competency.

Unit Title

The unit title is a succinct statement of the outcome of the unit of competency. Each unit of competency title is unique, both within and across Training Packages.

Unit Descriptor

The unit descriptor broadly communicates the content of the unit of competency and the skill area it addresses. Where units of competency have been contextualised from units of competency from other endorsed Training Packages, summary information is provided. There may also be a brief second paragraph that describes its relationship with other units of competency, and any licensing requirements.

Pre-requisite Units (optional)

If there are any units of competency that must be completed before the unit, these will be listed.

Application of the Unit

This sub-section fleshes out the unit of competency’s scope, purpose and operation in different contexts, for example, by showing how it applies in the workplace.

Competency Field (Optional)

The competency field either reflects the way the units of competency are categorised in the Training Package or denotes the industry sector, specialisation or function. It is an optional component of the unit of competency.

Sector (optional)

The industry sector is a further categorisation of the competency field and identifies the next classification, for example an elective or supervision field.

Elements of Competency

The elements of competency are the basic building blocks of the unit of competency. They describe in terms of outcomes the significant functions and tasks that make up the competency.

Performance Criteria

The performance criteria specify the required performance in relevant tasks, roles, skills and in the applied knowledge that enables competent performance. They are usually written in passive voice. Critical terms or phrases may be written in bold italics and then defined in range statement, in the order of their appearance in the performance criteria.



Required Skills and Knowledge

The essential skills and knowledge are either identified separately or combined. Knowledge identifies what a person needs to know to perform the work in an informed and effective manner. Skills describe the application of knowledge to situations where understanding is converted into a workplace outcome.

Key Competencies

The way the Key Competencies relate to the unit will be described (unless the developer has described them at the level of the qualification). The Key Competencies are described in more detail at the end of this section.

Range Statement

The range statement provides a context for the unit of competency, describing essential operating conditions that may be present with training and assessment, depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts. As applicable, the meanings of key terms used in the performance criteria will also be explained in the range statement.

Evidence Guide

The evidence guide is critical in assessment as it provides information to the Registered Training Organisation (RTO) and assessor about how the described competency may be demonstrated. The evidence guide does this by providing a range of evidence for the assessor to make determinations, and by providing the assessment context. The evidence guide describes:

• conditions under which competency must be assessed including variables such as the assessment environment or necessary equipment

• relationships with the assessment of any other units of competency

• suitable methodologies for conducting assessment including the potential for workplace simulation

• resource implications, for example access to particular equipment, infrastructure or situations

• how consistency in performance can be assessed over time, various contexts and with a range of evidence, and

• the required underpinning knowledge and skills

Key Competencies All Training Packages require the integration of Key Competencies either in each unit of competency, or across a qualification, depending on industry needs and preferences.

The Key Competencies were first defined in 1992 in the project report, Putting General Education to Work: The Key Competencies Report (Mayer Committee 1992). The skills and knowledge they describe are essential for effective workplace participation and



involve the sorts of capabilities commonly used by employers as selection criteria. They underpin the ability of employees to adapt to technological, organisational, societal and functional change.

The Key Competencies are generic, in that they apply to work in general, rather than to particular occupations or industries. They focus on the application of knowledge and skills in an integrated way in workplace situations. The seven Key Competencies are:

1 Collecting, analysing and organising information The capacity to locate, sift and sort information in order to select what is required and to present it in a useful way, and evaluate both the information itself and the sources and methods used to collect it.

2 Communicating ideas and information The capacity to communicate effectively with others using the range of spoken, written, graphic and other non-verbal means of expression.

3 Planning and organising activities The capacity to plan and organise one’s own work activities, including making good use of time and resources, sorting out priorities and monitoring one’s performance.

4 Working with others in teams The capacity to interact effectively with other people both on a one-to-one basis and in groups, including understanding and responding to the needs of a client and working effectively as a member of a team to achieve a shared goal.

5 Solving problems The capacity to apply problem-solving strategies in purposeful ways, both in situations where the problem and the solution are clearly evident and in situations requiring creative thinking and a creative approach to achieve a desired outcome.

6 Using mathematical ideas and techniques The capacity to use mathematical ideas, such as number and space, and techniques such as estimation and approximation, for practical purposes.

7 Using technology The capacity to apply technology, combining the physical and sensory skills needed to operate equipment with the understanding of scientific and technological principles needed to explore and adapt systems.



Performance Levels

There are three levels of performance defined within the Key Competencies. These are stand-alone levels and do not correspond to the AQF qualification levels.

• Performance Level 1 is concerned with the level of competence needed to undertake activities efficiently with sufficient self-management to meet the explicit requirements of the activity, and to make judgements about the quality of outcomes against established criteria.

• Performance Level 2 describes the competence needed to manage activities requiring the selection, application and integration of a number of elements, and to select from established criteria to judge quality of process and outcome.

• Performance Level 3 describes the competence needed to evaluate and reshape processes, to establish and use principles in order to determine appropriate ways of approaching activities, and to establish criteria for judging quality of process and outcome.

However, relating performance to the specific industry or workplace context may be more useful than interpreting the somewhat abstracted performance levels provided above. Where the Key Competencies are defined in the unit of competency, you will find them in a table, together with examples of their application, to help with assessment of their performance. Also, in evaluating the level of performance for the Key Competencies, consider the performance expectations at the AQF qualification level involved.

Delivery and Assessment of Key Competencies

The Key Competencies are integral to workplace competency, and, as such must be explicitly considered in the design, customisation, delivery and assessment of vocational education and training programs as represented diagrammatically below.

Competency Standards/

Competency

Learning Outcomes

Reflection

Workplace Activities

Assessment Strategies

Learning Strategies

Integration of

Key Competencies



Integration of the Key Competencies in the Aeroskills Training Package

The following table provides an indication of where the Key Competencies are addressed within the Aerospace Industry Competency Standards.



Key Competencies and the Aerospace Industry Competency Standards

Aerospace Competency Standards Units

The key competencies are mapped by level to each unit

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MEA101A Interpret occupational health and safety practices in maintenance 1 1 1 1 1 1 1 MEA103A Plan and organise work activities 1 1 1 1 1 1 1 MEA105A Apply quality standards applicable to maintenance processes 1 1 1 1 1 1 1 MEA107A Interpret and use industry manuals and specifications 1 1 1 1 1 1 1 MEA108A Complete industry documentation 1 1 1 1 1 1 1 MEA109A Perform basic hand skills, standard trade practices and fundamentals 1 1 1 1 1 1 1 MEA111A Perform administrative processes to prepare for certification of aircraft maintenance 2 2 2 2 2 2 2 MEA112A Plan and implement aircraft maintenance activities 2 2 2 2 2 2 2 MEA113A Supervise maintenance activities and manage human resources in the workplace 2 2 2 2 2 2 2 MEA201A Remove and install miscellaneous aircraft electrical hardware/components 1 1 1 1 1 1 1 MEA202A Remove and install basic aircraft electrical system components 1 1 1 1 1 1 1 MEA203A Remove and install advanced aircraft electrical system components 1 1 1 1 1 1 1 MEA204A Remove and install basic aircraft instrument system components 1 1 1 1 1 1 1 MEA205A Remove and install advanced aircraft instrument system components 1 1 1 1 1 1 1 MEA206A Remove and install basic radio communication and navigation system components 1 1 1 1 1 1 1 MEA207A Remove and install aircraft electronic system components 1 1 1 1 1 1 1 MEA208A Remove and install pressurisation control system components 1 1 1 1 1 1 1 MEA209A Remove and install aircraft oxygen system components 1 1 1 1 1 1 1 MEA210A Inspect, test and troubleshoot basic aircraft electrical systems and components 2 2 2 2 2 2 2 MEA211A Inspect, test and troubleshoot advanced aircraft electrical systems and components 2 2 2 2 2 2 2 MEA212A Inspect, test and troubleshoot basic aircraft instrument systems and components 2 2 2 2 2 2 2 MEA213A Inspect, test and troubleshoot advanced aircraft instrument systems and components 2 2 2 2 2 2 2 MEA214A Inspect, test and troubleshoot basic communication and radio navigation systems and components 2 2 2 2 2 2 2 MEA215A Inspect, test and troubleshoot advanced aircraft communications systems and components 2 2 2 2 2 2 2 MEA216A Inspect, test and troubleshoot instrument landing systems and components 2 2 2 2 2 2 2 MEA217A Inspect, test and troubleshoot fixed wing autopilot systems and components 2 2 2 2 2 2 2 MEA218A Inspect, test and troubleshoot rotary wing autopilot systems and components 2 2 2 2 2 2 2



MEA219A Inspect, test and troubleshoot pressurisation control systems and components 2 2 2 2 2 2 2 MEA220A Inspect, test and troubleshoot primary radar systems and components 2 2 2 2 2 2 2 MEA221A Inspect, test and troubleshoot secondary radar systems and components 2 2 2 2 2 2 2 MEA222A Inspect, test and troubleshoot aircraft oxygen systems and components 2 2 2 2 2 2 2 MEA223A Inspect aircraft electrical systems and components 2 2 2 2 2 2 2 MEA224A Inspect aircraft instrument systems and components 2 2 2 2 2 2 2 MEA225A Inspect fixed wing aircraft automatic flight control systems and components 2 2 2 2 2 2 2 MEA226A Inspect aircraft electronic systems and components 2 2 2 2 2 2 2 MEA227A Test and troubleshoot aircraft electrical systems and components 2 2 2 2 2 2 2 MEA228A Test and troubleshoot aircraft instrument systems and components 2 2 2 2 2 2 2 MEA229A Test and troubleshoot aircraft radio frequency navigation and communications systems and 2 2 2 2 2 2 2 MEA230A Test and troubleshoot fixed wing aircraft automatic flight control systems and components 2 2 2 2 2 2 2 MEA231A Inspect, test and troubleshoot rotary wing aircraft automatic flight control systems and components 2 2 2 2 2 2 2 MEA232A Test and troubleshoot aircraft pulse systems and components 2 2 2 2 2 2 2 MEA233A Inspect, test and troubleshoot inertial navigation and reference systems and components 2 2 2 2 2 2 2 MEA234A Inspect, test and troubleshoot aircraft global navigation systems and components 2 2 2 2 2 2 2 MEA235A Perform advanced troubleshooting in aircraft avionics maintenance 2 2 2 2 2 2 2 MEA237A Perform mechanical preventative maintenance 2 2 2 2 2 2 2 MEA238A Perform routine removal and installation of miscellaneous aircraft electrical hardware/components 1 1 1 1 1 1 1 MEA239A Fabricate aircraft electrical looms and harnesses 1 1 1 1 1 1 1 MEA240A Use electrical test equipment to perform basic electrical tests 1 1 1 1 1 1 1 MEA241A Perform aircraft weight and balance calculations as a result of modifications 2 2 2 2 2 2 2 MEA246A Fabricate and/or repair aircraft electrical hardware or parts 1 1 1 1 1 1 1 MEA247A Repair or overhaul aircraft electrical/electro-mechanical components 2 2 2 2 2 2 2 MEA248A Repair or overhaul aircraft instrument and display system components 2 2 2 2 2 2 2 MEA249A Test, align and troubleshoot analogue circuitry 2 2 2 2 2 2 2 MEA250A Test, align and troubleshoot digital circuitry 2 2 2 2 2 2 2 MEA251A Repair or overhaul aircraft oxygen system components 2 2 2 2 2 2 2 MEA252A Test, align and troubleshoot synchro and servo system components 2 2 2 2 2 2 2 MEA258A Repair or overhaul audio and visual systems and reproducers 2 2 2 2 2 2 2 MEA260A Use electrical test equipment 1 1 1 1 1 1 1 MEA261A Use electronic test equipment 1 1 1 1 1 1 1 MEA262A Modify/repair single layer printed circuit boards 2 2 2 2 2 2 2 MEA263A Modify/repair multi layer printed circuit boards 2 2 2 2 2 2 2 MEA301A Perform aircraft flight servicing 1 1 1 1 1 1 1 MEA302A Remove and install aircraft hydro-mechanical system components 1 1 1 1 1 1 1 MEA303A Remove and install aircraft pneumatic system components 1 1 1 1 1 1 1 MEA304A Remove and install non-pressurised aircraft structural and non-structural components 1 1 1 1 1 1 1



MEA305A Remove and install aircraft fixed wing flight control system components 1 1 1 1 1 1 1 MEA306A Remove and install engines and engine system components 1 1 1 1 1 1 1 MEA307A Remove and install propeller systems and components 1 1 1 1 1 1 1 MEA308A Remove and install rotary wing rotor and flight control system components 1 1 1 1 1 1 1 MEA309A Inspect, test and troubleshoot aircraft hydro-mechanical systems and components 2 2 2 2 2 2 2 MEA310A Inspect, test and troubleshoot aircraft pneumatic systems and components 2 2 2 2 2 2 2 MEA311A Inspect and repair/modify aircraft structures 2 2 2 2 2 2 2 MEA312A Inspect, test and troubleshoot aircraft fixed wing flight control systems and components 2 2 2 2 2 2 2 MEA313A Inspect, test and troubleshoot piston engine systems and components 2 2 2 2 2 2 2 MEA314A Inspect, test and troubleshoot gas turbine engine systems and components 2 2 2 2 2 2 2 MEA315A Inspect, test and troubleshoot propeller systems and components 2 2 2 2 2 2 2 MEA316A Inspect, test and troubleshoot rotary wing rotor and control systems and components 2 2 2 2 2 2 2 MEA317A Remove and install pressurised aircraft structural and non-structural components 1 1 1 1 1 1 1 MEA318A Inspect aircraft hydro-mechanical and mechanical systems and components 2 2 2 2 2 2 2 MEA319A Inspect gas turbine engine systems and components 2 2 2 2 2 2 2 MEA320A Test and troubleshoot aircraft hydro-mechanical systems and components 2 2 2 2 2 2 2 MEA321A Test and troubleshoot aircraft fixed wing flight control systems and components 2 2 2 2 2 2 2 MEA322A Test and troubleshoot gas turbine engine systems and components 2 2 2 2 2 2 2 MEA323A Perform advanced troubleshooting in aircraft mechanical maintenance 2 2 2 2 2 2 2 MEA324A Perform structural repair/modification assessment and evaluation 2 2 2 2 2 2 2 MEA325A Weigh aircraft and perform aircraft weight and balance calculations as a result of modifications 2 2 2 2 2 2 2 MEA326A Perform avionic preventative maintenance 2 2 2 2 2 2 2 MEA327A Fabricate and/or repair aircraft mechanical components or parts 2 2 2 2 2 2 2 MEA328A Maintain and/or repair aircraft mechanical components or parts 2 2 2 2 2 2 2 MEA329A Dismantle, inspect, maintain and assemble aircraft basic hydraulic and pneumatic components or parts 1 1 1 1 1 1 1 MEA330A Dismantle, inspect, maintain and assemble aircraft non-primary structural removable components or parts and internal fittings 1 1 1 1 1 1 1

MEA331A Dismantle, inspect, maintain and assemble aircraft gas turbine engine components or parts 1 1 1 1 1 1 1 MEA332A Dismantle, inspect, maintain and assemble aircraft mechanical components or parts 1 1 1 1 1 1 1 MEA333A Dismantle, inspect, maintain and assemble aircraft piston engine components or parts 1 1 1 1 1 1 1 MEA334A Repair and/or overhaul aircraft hydro-mechanical systems and components 2 2 2 2 2 2 2 MEA335A Repair and/or overhaul gas turbine engine components and/or modules 2 2 2 2 2 2 2 MEA336A Repair and/or overhaul piston engines 2 2 2 2 2 2 2 MEA337A Repair and/or overhaul propellers 2 2 2 2 2 2 2 MEA338A Repair and/or overhaul rotary wing dynamic components 2 2 2 2 2 2 2 MEA401A Inspect aircraft structures 2 2 2 2 2 2 2 MEA402A Fabricate aircraft structural components 2 2 2 2 2 2 2 MEA403A Repair/modify aircraft structure 2 2 2 2 2 2 2



MEA404A Disassemble and reassemble aircraft structure for major repair or modification 2 2 2 2 2 2 2 MEA405A Repair/modify aircraft composite material structure/components 2 2 2 2 2 2 2 MEA406A Repair/modify aircraft non-primary structural sheetmetal components 1 1 1 1 1 1 1 MEA407A Repair/modify aircraft non-primary structural non-metallic components 1 1 1 1 1 1 1 MEA408A Inspect and repair aircraft wooden structures 2 2 2 2 2 2 2 MEA409A Inspect, test, repair and re-cover aircraft fabric surfaces 2 2 2 2 2 2 2 MEA410A Maintain aircraft structure/components 2 2 2 2 2 2 2



The Aerospace Industry Competency Standards

Overview The National Aerospace Industry Competency Standards form the basis of the Aeroskills Training Package. They were originally endorsed by the National Training Board in May 1993.

The Competency Standards have since been reviewed and revised on six separate occasions: in June 1994, June 1997, November 1997, January 2001 (for Certificate II competencies), October 2001 (for Certificate IV competencies), with the most recent review being completed in January 2004 (for ‘beyond trade’ competencies that meet proposed CASA licensing requirements for issue of particular LAME licences).

The Competency Standards focus on what is expected of an employee in the workplace rather than on the learning process and include the ability to transfer and apply skills and knowledge to new situations and environments. The Competency Standards reflect realistic workplace practices and provide optional CASA licensing pathways.

It has been accepted that the Competency Standards must cover functions which are meaningful in the workplace and appropriate to enterprise/organisation and industry application. In the Aerospace industry operational safety outcomes have top priority and this objective is incorporated and appropriately contextualised in the standards with care and close attention. The related issue of occupational health and safety also receives high priority.

Initially, National Aeroskills Project Inc. and then MERS ITAB Ltd concentrated on developing and refining a set of Competency Standards required of a competent base-level aerospace technician (i.e. at the level expected on completion of an aerospace engineering apprenticeship) in Avionics, Mechanical and Structures technical streams.

In 2001 MERS ITAB completed a revision of the specified Range of Variables and the underpinning skills and knowledge in the Evidence Guide in these ‘trade level’ units for effective performance in maintenance repair and overhaul across the various industry sub-sectors (ie. from large airline operations to small general aviation organisations, and in the Australian Defence Force), as well as within particular technical streams. This approach was strongly influenced by the ongoing need to acknowledge the critical technical requirements of the industry, proposed new Civil Aviation Safety Authority (CASA) licensing/regulatory requirements and the range of industrial awards applying across the industry.

Since the Competency Standards identify broad industry-wide competencies, individual enterprises may need to add additional units or elements to accommodate specific work arrangements and award requirements not common across the industry.

While the Competency Standards initially applied to the civilian side of the industry, MERS ITAB (as did the National Aeroskills Project Inc. before it) works closely with the Australian Defence Force to facilitate mobility and flexibility in skills recognition.



The Competency Standards do not cover the operation of ancillary equipment requiring specific licences, e.g. forklift. When individuals are required to operate such equipment they would need to demonstrate those competencies associated with the particular licence requirements. The skills base may be derived from other industry generated Competency Standards and therefore continue to provide recognised skills development across industry specific structures.

The new Diploma level qualifications The new Diploma qualifications made available in this version of the Aeroskills Training Package MEA97 (version 4) provide competency pathways which cover the embedded ‘trade’ and new ‘beyond trade’ components which combine to fully meet proposed Civil Aviation Safety Authority (CASA) licensing requirements as specified.

They provide optional licensing pathways building on the existing Training Package programs developed for a competent base-level aerospace engineering technician; that is, at the level expected on completion of an aerospace apprenticeship as specified in Avionics or Mechanical streams. Traineeship pathways are also included enabling further increased access to careers in the aerospace industry.

CASA ‘beyond trade’ licensing requirements (as foreshadowed from CASA's current review of the licensing/regulatory framework) are integrated within custom-designed competencies leading to required skill outcomes. Completion of these competencies (combined with previous completion of specified ‘trade’ level technical stream competencies) leads to the award of the relevant Diploma and meets the required competency preparation for CASA licensing.

Structure of the Aerospace Industry Competency Standards Within this Training Package, the Competency Standards are divided into two types:

i. Core units – these indicate competencies that apply across all technical areas encompassed within the Aerospace Engineering sector.

ii. Technical stream units – these indicate competencies required for workers involved in each particular technical stream.

The new Diploma level qualifications made available in this version of the Aeroskills Training Package MEA97 (version 4) specify additional obligatory subsets of core and technical stream units supporting achievement of ‘beyond trade’ CASA licensing requirements.

The Competency Standards are arranged in sections according to the basic groups of Core, Avionics, Mechanical and Structures skill requirements for aircraft maintenance, repair and overhaul activities.



Recent changes to the Aerospace Industry Competency Standards There are a number of variations between the previous Competency Standards published in the initial version of the Aeroskills Training Package MEA97 and the new/revised units now applicable for Certificate II, Certificate IV and the new Diploma national qualifications.

Significantly the Mechanical and Avionics technical streams (particularly those focused on ‘Aircraft Maintenance Engineer’ pathways) now have a far greater number of units than was the case in the 1997 Training Package. The reason for this is the alignment that has been established between the National Aerospace Competency Standards and the CASA Aircraft Maintenance Engineer licence system proposed to be introduced with Civil Aviation Safety Regulation Part 66. As a consequence of this alignment, proposed licensing criteria is now expressed in the relevant Units of Competency forming part of optional training pathways leading to achievement of new Diploma level qualifications, and meeting CASA’s requirements for LAME licensing preparation.

Global changes made to the Competency Standards

Aside from the larger number of units there are also a number of global changes that have been incorporated within recent versions of the Aeroskills Training Package as compared with the 1997 version of the Training Package. These are outlined as follows:

• The unit numbering system has been changed with new group prefixes

Core units are now in the ‘1’ series MEA101A

Avionics units are now in the ‘2’ series MEA201A

Mechanical units are now in the ‘3’ series MEA301A

Structures units are now in the ‘4’series MEA401A

• All of the units are now version ‘A’ (last character in the ‘number’) because of the numbering system changes. The next version of a competency unit will be ‘B’.

• Unit descriptors have been added immediately after unit headings to provide more information on the purpose and intent of the unit.

• More precise statements regarding the criteria for attainment of competency have been added to the unit Range of Variables and a statement has been added to clarify the condition that compliance with the criteria must be to the satisfaction of the assessor.

• Statements have been added to unit Evidence Guides to provide greater assistance to assessors in determining whether or not competency has been demonstrated.

• In the case of units that will define and form part of CASA licensing pathways, the Civil Aviation Safety Regulation Part 66 Syllabus references have been added at the end of the unit Underpinning Skills and Knowledge statements.

Section Five: Supporting Information



CASA requirements The Aerospace industry sector is bound by a licensing and regulatory compliance system administered by the Civil Aviation Safety Authority (CASA).

At the time that this version of the Aeroskills Training Package MEA97 (Version 4) was nationally endorsed (May 2004) CASA was still in the process of completing a major review of the licensing and regulatory framework.

MERS ITAB and CASA have been working in close consultation (under the terms of a joint Memorandum of Understanding) with the goal of achieving a common skills acquisition process and outcomes which meet the needs of industry and licensing requirements as specified.

The content of the existing Competency Standards and packaging arrangements leading to trade recognition at Certificate IV (particularly those relating to optional licensing pathways) were the outcome of exhaustive and detailed work with CASA through the representative processes of the MERS ITAB Aeroskills Council.

In addition this current version of the Training Package (version 4) now contains new competencies meeting CASA’s proposed ‘beyond trade’ requirements for licensing. The new Diplomas now available provide competency pathways which cover the embedded ‘trade’ and new ‘beyond trade’ components which combine to meet proposed CASA licensing requirements.

CASA’s ‘beyond trade’ licensing requirements (as foreshadowed from CASA's current review) are included in custom-designed competencies. Completion of these competencies (combined with previous completion of appropriate ‘trade’ level technical stream competencies) leads to the award of the relevant Diploma and meets the required competency preparation for CASA licensing.

Training programs will allow entry to optional licensing pathways leading to both trade recognition and preparation for CASA licensing. These programs will be conducted by Registered Training Organisations (RTOs ) which also have complementary CASA approval as maintenance training organisations under the proposed Civil Aviation Safety Regulation Part 147.

These new Diploma qualifications support and enhance career advancement opportunities within the industry. They are also expected to encourage recruitment to help address identified workforce skills shortages ‘gaps’.

In addition the new qualifications will provide the vocational education and training framework to enable industry organisations (using the services of Registered Training Organisations/CASA Maintenance Training Organisations) to meet the proposed new personnel licensing requirements set by CASA.

CASA has advised that it anticipates its new maintenance licensing and regulatory requirements will be implemented in early 2005.

As part of its consultative mechanisms CASA has released relevant Notices of Proposed Rule Making (NPRMs) containing draft proposals with a general invitation for responses and comment. If the finalised content of the draft CASA legislation changes from the



currently known proposals and this results in further review of Units of Competency or packaging arrangements for Aeroskills Training Package qualification outcomes, MERS ITABs Aeroskills Council will act promptly to consider what changes may be necessary and undertake work to process and validate any required changes.

CASA's review of licensing requirements – advice to contact CASA Selected Units of Competency and qualifications in this Training Package have been designed to satisfy draft requirements proposed by CASA for progression towards issue of specified Licensed Aircraft Maintenance Engineer (LAME) licences.

Training programs will allow entry to optional licensing pathways leading to both trade recognition and progression towards CASA licensing. These programs will be conducted by Registered Training Organisations (RTOs), which also have complementary CASA approval as maintenance training organisations under the proposed Civil Aviation Safety Regulation Part 147.

This Aeroskills Training Package publication provides advisory information based on MERS ITAB’s discussions with CASA regarding their proposed new legislation. All possible care has been taken in the preparation of this material. However, persons should not rely solely on this publication on matters involving CASA's current or new proposed requirements or arrangements.

For authoritative and detailed information on licensing and general compliance requirements and new proposed requirements please contact CASA on telephone 131 757 or at www.casa.gov.au

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