The UASER's generation. The unfairness of the "no training" lobby that preclude "UAS" users to be trained.
The deep unfairness of who's cultured, want to replace the training by machines or those that have conservative policy disregarding the new training technology and put red tape.
Concern to drones, UAV, UAS, RPAS or what ever we like to call them, there's an evident lobby which profess that automatism, instead of education and training, will solve the problems inherent to the lack of Knowledge, Skill and Attitude (KSA). Therefore, all together the "UAS" users without any knowledge, might becoming: the future "UASER's generation". We noticing that some lobby want also to lower the use of the e-learning. Taking in account the International Labour Organization (I.L.O.) policy we might consider that who's profess that drones has to compensate the lack of the training of the pilot, or who provide conservative policy and do not accept the e-learning, would be profoundly unjust. Consequently, beyond industries lack of adequate workforce and/or in parallel to probable safety issues, there's a danger for our society and its growth. A complete harmonized European training syllabus or an Erasmus similar programme might avail the reinforcing and cement the Europe. There is the urgent need, for the drone training activities, to enforce the existing international agreements.
The very hungry of jobs and the lack of basic education
It is demonstrated by the fact that a large part of UAV users embark in the aviation world, thru drones activities, without any conscience and basic education in that field. It is enough to noticing the huge numbers of irregular operators to get the dimension of the issue.
We may identifying some non exhaustive reasons of that situation:
On the other hand, studies quiet clearly demonstrate that the entrance level of knowledge is catastrophic. For any purpose we recall the recommendation of the author of "Remote Pilot Aircraft System (RPAS): just Culture, Human Factors and Learnt Lessons" :
 Remote Pilot Aircraft System (RPAS): just culture, human factors and learnt lessons
The I.L.O. policy brief document "FORMULATING A NATIONAL POLICY ON SKILLS DEVELOPMENT" and the "Decent work for all" policy.
We may read in the I.L.O. policy brief abstract "Countries at all levels of development are finding that adequate education and skills can improve the employability of workers, the productivity of enterprises and the inclusiveness of economic growth... ".
The key message of I.L.O. report are:
Therefore, our point of view might be resume as: When you are cultured, refusing to each other the fundamental right to becoming educated too, represent a huge unfairness for that human body but also for the entire society. By consequence we totally disagree the point of view we have heard at past EASA RMT.0230 kick of workshop, defending the point of view that the machine instead of human, will providing the lack of skill and/or knowledge.
E-learning policy at the international level and: "The eLearning Action Plan - Designing tomorrow's education"
It is the right moment the one in which are fixed the future rules for training and education, to recall the "E-learning: Designing tomorrow's education" initiative that was adopted by the European Commission on 24 May 2000 and seems today be disliked for RPAS training and education by Italy for example.
It is interesting to read about European E-Learning policy: The Europe 2020 strategy acknowledges that Education and Training (E&T) have a strategic role to play for Europe to remain competitive, overcome the current economic crisis and grasp new opportunities. Digital transformation of E&T systems is present in several Europe 2020 flagship initiatives, and boosting digital skills and online learning is among the priorities of President Juncker. Also, the European Commission’s Opening up Education initiative emphasises the need for educational institutions to review their strategies in order to integrate digital technologies in their teaching, learning and organisational practices.
In the 2015 we could read in the "calls for strengthening cooperation in education and training up to 2020 and especially to promote social inclusion", that the six new priorities proposed by the European Commission are:
 Communication from the Commission to the Council and the European Parliament The eLearning Action Plan - Designing tomorrow's education COM/2001/0172 final http://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1482062154139&uri=CELEX:52001DC0172
Example of unsustainable drone training policy
We will discuss the remarkable case of Italy, that obviously is not the only one model behaviour or a unique case.
As proof of the unsustainable position of Italy on the international stage, we may report the question done by a Dutch responsible that ask if the "absence of ENAC physical oversight on the exams" is not a problem. During the CivOps of Bruxelles organized by UVSI, it happened at the question time of the ENAC presentation about its new rules and the new training policy. All along, ENAC careful avoid to treat the major issues regard to training that did not be disclose during the presentation.
Instead of that, we where obliged to vigorously disprove ENAC affirmation that said that the restructuring plan of the Italian training organizations was justified by the fact that they were taught only 16 hours theoretical matters. We had to publicly regaining the true, reiterating that at June 2016 when all approvals where cancelled, the minimum amount of hours was 33 hours and some schools were teaching 50 hours of theoretical matters.
We may also telling that in the ENAC's presentation, exceeding the allotted 15 minutes, we do not hearing nothing about the subject and how they are being taught. Instead of that, we learn that the consultation were done with NATO negotiation technics. Unfortunately, we did not receive precision about who were invited to discuss the new framework and even no information about criteria to choose the members of the roundtable session.
As a resume of the unsustainable ENAC training policy (LIC-15) we may highlight:
We like to recall what Dr. Fang Liu Secretary General of ICAO declare:
"The lack of harmonized competencies in some aviation disciplines and a lack of awareness of the variety and reality of careers in aviation amongst youth are further threatening the sustainability of the global aviation network’s workforce."
It seems evident that the train is leaving and that we have to jump on the bandwagon. Some are the issues that need to be accurately questioned:
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