Compare and highlight differences

Compare / EASA/ Incorporated Amendments/ Compare & Highlight Differences

AMC2 UAS.SPEC.050(1)(d) and UAS.SPEC.050(1)(e) Responsibilities of the UAS operator

Available versions for ERULES-1963177438-19506

ED Decision 2022/002/R found in: Unmanned Aircraft Systems (No 2019/947 and 2019/945) Part-UAS (Jul 2024)

Version Text

AMC2 UAS.SPEC.050(1)(d) and UAS.SPEC.050(1)(e) Responsibilities of the UAS operator

ED Decision 2022/002/R

PRACTICAL-SKILLS TRAINING FOR THE REMOTE PILOT AND ALL PERSONNEL IN CHARGE OF DUTIES ESSENTIAL TO THE UAS OPERATION IN THE ‘SPECIFIC’ CATEGORY

(a) Regarding the practical-skills training and assessment for the remote pilot, the UAS operator should consider the competencies that are defined in [AMC2 UAS.OPEN.030(2)(b)](#_DxCrossRefBm1106656882), complemented by the items listed below. The UAS operator should adapt the practical-skills training to the characteristics of the intended UAS operation and the functions available on the UAS. The UAS operator may use the same listed topics and may provide a practical training course also for all other personnel in charge of duties essential to the UAS operation. Appropriate simulators may be used to conduct some or all the tasks.

(1) Preparation of the UAS operation:

(i) implement the necessary measures to comply with the limitations and conditions applicable to the operational volume and to the ground risk buffer for the intended UAS operation in accordance with the OM procedures;

(ii) follow the necessary procedures for UAS operations in controlled airspace, including a protocol to communicate with the ATC and obtain clearance and instructions, if necessary;

(iii) confirm that all necessary documents for the intended UAS operation are on-site;

(iv) brief all participants on the planned UAS operation;

(v) perform visual airspace scanning; and

(vi) if AOs are employed, place them appropriately and brief them on the deconfliction scheme that includes phraseology.

(2) Preparation for the flight:

(i) ensure that all safety systems and functions, if installed on the UAS, including its height and speed limitation systems, flight termination system, and triggering system, are operational; and

(ii) know the basic actions to be taken in the event of an emergency, including issues with the UAS, or a mid-air collision hazard arising during the flight.

(3) Flight under abnormal conditions:

(i) manage a partial or a complete power shortage of the UA propulsion system, while ensuring the safety of third parties on the ground;

(ii) manage a situation of a non-involved person entering the operational volume or the controlled ground area, and take appropriate measures to maintain safety; and

(iii) react to, and take the appropriate corrective actions for, a situation where the UA is likely to exceed the limits of both the flight geography (contingency procedures) and of the operational volume (emergency procedures) as they were defined during the flight preparation.

(4) In general, emphasis should be placed on the following:

(i) normal, contingency, and emergency procedures;

(ii) skill tests combined with periodic proficiency checks;

(iii) operational experience (with on-the-job training counting towards proficiency);

(iv) pre-flight and post-flight procedures and documentation;

(v) recurrent training (UAS / flight training device (FTD)); and

(vi) remote pilot incapacitation.

(b) The practical-skills training may be conducted with the UAS or on an FTD. Scenario-based training (SBT) with highly structured, real-world experience scripts for the intended UAS operation should be used to fortify personnel’s learning in an operational environment and improve situational awareness. SBT should include realistic normal, abnormal, and emergency scenarios that are drafted considering specific learning objectives.

(c) The practical-skills training is checked during the assessment and can be provided using the actual UAS or an FTD appropriate to the intended UAS operation.

(d) Initial and recurrent training

(1) The UAS operator should ensure that specified minimum requirements regarding the time of the initial and recurrent training (e.g. duration and number of flight hours) are provided for in a manner that is acceptable and approved by the competent authority.

(2) Depending on the training course, each of the topics shown in Table 1 below may require only overview training or in-depth training. In-depth training should be interactive and should include discussions, case-study reviews, and role play, as deemed necessary to enhance learning. In case of change or update of the SW/HW of the UAS, depending on the size of the changes, the UAS operator should define the level of training.

<table border="1" cellpadding="0" cellspacing="0"><tr><td valign="top" width="133">Topic</td><td valign="top" width="120">Initial training</td><td valign="top" width="122">Change of UAS</td><td valign="top" width="124">Change of remote pilot/crew</td><td valign="top" width="102">Recurrent training</td></tr><tr><td valign="top" width="133">Situational awareness and error management</td><td valign="top" width="120">In-depth</td><td valign="top" width="122">In-depth</td><td valign="top" width="124">Overview</td><td valign="top" width="102">Overview</td></tr><tr><td valign="top" width="133">Organisational safety culture, operational procedures, and organisational structure</td><td valign="top" width="120">In-depth</td><td valign="top" width="122">Not required</td><td valign="top" width="124">In-depth</td><td valign="top" width="102">Overview</td></tr><tr><td valign="top" width="133">Stress management, fatigue, and vigilance</td><td valign="top" width="120">In-depth</td><td valign="top" width="122">Not required</td><td valign="top" width="124">Not required</td><td valign="top" width="102">Overview</td></tr><tr><td valign="top" width="133">Decision-making</td><td valign="top" width="120">In-depth</td><td valign="top" width="122">Overview</td><td valign="top" width="124">Not required</td><td valign="top" width="102">Overview</td></tr><tr><td valign="top" width="133">Automation and philosophy of the use of automation</td><td valign="top" width="120">As required</td><td valign="top" width="122">In-depth</td><td valign="top" width="124">In-depth</td><td valign="top" width="102">As required</td></tr><tr><td valign="top" width="133">Specific UAS type-related differences</td><td valign="top" width="120">As required</td><td valign="top" width="122">In-depth</td><td valign="top" width="124">Not required for the same UAS type)</td><td valign="top" width="102">As required</td></tr><tr><td valign="top" width="133">Case-based studies</td><td valign="top" width="120">In-depth</td><td valign="top" width="122">In-depth</td><td valign="top" width="124">In-depth</td><td valign="top" width="102">As required</td></tr></table>

Table 1 — Level of the practical-skills training in several topics depending on initial training,
 recurrent training, or change of UAS / remote pilot / remote crew