An example of mapping an ab-initio meteorologist course to the BIP-M Presented by chris Webster

WMO-No. 49 Volume I Technical Regulations, PART V WMO-No.49 Volume I Technical Regulations, PART V. QUALIFICATIONS AND COMPETENCIES… 1.2 Personnel providing aeronautical meteorological services 1.2.1 Qualifications 1.2.1.1 Members, taking into consideration the area and airspace of responsibility; the impact of meteorological phenomena and parameters on aviation operations; aviation user requirements; international regulations and local procedures and priorities, should ensure that an Aeronautical Meteorological Forecaster has successfully completed the Basic Instruction Package for Meteorologists... This became a standard practice on 1 December 2016.

BIP-M foundation topics: mathematics physics historical context, complementary sciences - basic physical chemistry, oceanography, hydrology, geography, ecology communication & teamwork data analysis & utilization

BIP-M topics in atmospheric science: Physical meteorology Dynamic meteorology (including NWP) Synoptic & mesoscale meteorology Climatology

WMO Commission for Aeronautical Meteorology, Compliance flowchart WMO Commission for Aeronautical Meteorology, Expert Team on Education, Training & Competency developed a BIP-M compliance flowchart in multiple languages… (next slide) See: http://www.caem.wmo.int/moodle/ “Regulatory and Reference material”

Draft WMO Curriculum Mapping guide Gather all existing resources about your training (curriculum guides, course descriptions etc) Supplement as needed with old exams, course resources & texts, lab manuals, or interview past instructors Use a spreadsheet to carefully match the BIP-M/BIP-MT learning outcomes to items based on what you have collected With ‘learning outcomes’ the emphasis is on the achievements of the learner rather than the intentions of the instructor

Draft WMO Curriculum Mapping guide Are there gaps? Ask if you can fill them by running future learning activities. Or are the gaps not relevant for your regional or national needs? Can you justify this? Were some things taught beyond the BIP? Should they continue or not? Why? Document all the above steps, as part of your organisational QMS.

BIP-M mapping in NZ Master of Meteorology Victoria University of Wellington in partnership with Meteorological Service of New Zealand Limited

BIP-M mapping in NZ We took a two-step approach, demonstrating that: the historical ab-initio programmes complied with the BIP-M in force at the time the individual AMFs successfully completed their programmes

BIP-M mapping in NZ The national regulator and meteorological authority. CAA of NZ consulted and briefed on compliance process Records made available for audit Maintained communication with CAA throughout the process.

BIP-M mapping in NZ Programme compliance Found and recorded details of the initial meteorological courses that AMFs attended (typically included a “prescription” and timetable). Then had the commencement dates of each course, which determined which WMO document to use. For each part of the BIP-M, mapped those elements of the course that satisfy the learning outcomes in the applicable WMO document.

2. Individual compliance BIP-M mapping in NZ 2. Individual compliance Found original documentary evidence that each of the current or future AMFs passed their course. Did this by: searching training department records, accessing personal files in HR sections, or asking individuals for their personal copies of certificates.

BIP-M mapping in NZ Trawled back on thirty years of records! Lots of variation in how the information was presented, but key stuff on course content, duration and how taught was usually there. Some gaps in oldest course records, but worked around these based on knowledge of how historical courses were run.

BIP-M mapping in NZ In a very few cases, an individual had not passed a module. But NZ initial courses went beyond the BIP-M – the individual had still satisfied the learning outcomes of the BIP-M.   The individual compliance statements were signed off, and presented, by the CEO.

BIP-M mapping in NZ Focussed on the learning outcomes as in WMO-No.49 rather than 1083 because: No.49 with its Appendix D is the regulatory document, and b) the mapping from No.49 is detailed enough. The scientific background needed to assess against 1083 may require CAA auditors to be professional meteorologists themselves (not the case in NZ).

Thank you!