U.S. Department of Transportation Federal Aviation Administration Advisory Circular Subject: Certification and Operation of Aviation Maintenance Technician Schools Date: 6/5/15 Initiated by: AFS-300 AC No: 147-3B Change:
This advisory circular (AC) provides guidance to assist persons in obtaining and maintaining Federal Aviation Administration (FAA) certification of an Aviation Maintenance Technician School (AMTS). This AC is not mandatory and does not constitute a regulation. This AC describes acceptable means, but not the only means, to meet the requirements of Title 14 of the Code of Federal Regulations (14 CFR). However, if you choose to follow this AC as the means to meet the provisions of 14 CFR part 147, then you must follow the AC in its entirety. New content in AC 147-3B will provide part 147 AMTS applicants and currently certificated AMTSs with information concerning comprehensive detail of AMTS operations to include Distance Learning and Operations Specifications (OpSpec) informational guidance for industry.
ORIGINAL SIGNED by /s/ John Barbagallo Deputy Director, Flight Standards Service
CONTENTS Paragraph Page
CHAPTER 1. INTRODUCTION
1-1. Purpose1
1-2. Cancellation1
1-3. Principal Changes1
1-4. Applicability1
1-5. Background1
1-6. Discussion2
CHAPTER 2. CERTIFICATION REQUIREMENTS FOR SCHOOLS CERTIFICATED UNDER PART 147
2-1. AMTS Ratings3
2-2. Operations Specifications (OpSpecs)3
2-3. Duration of Certificate4
2-4. Display of Certificate4
2-5. Advertising4
2-6. Inspection Requirements4
2-7. Curriculum Requirements4
2-8. Facilities12
2-9. Technical Data Library Requirements13
2-10. Instructional Aids and Aircraft13
2-11. Shop Equipment Requirements14
2-12. Special Tools Standards14
2-13. Student Hand Tool Requirements14
2-14. Material Requirements15
2-15. Instructor Requirements and Responsibilities15
2-16. Foreign Schools15
2-17. Satellite Schools15
CHAPTER 3. OPERATING RULES
3-1. Change of Location17
3-2. Time and Attendance18
3-3. Enrollment18
3-4. Records, Transcripts, and Graduation Certificates18
3-5. Maintenance of Facilities19
3-6. Maintenance of Instructor Requirements19
3-7. Maintenance of Instructional Aids19
3-8. Maintenance of Technical Data Reference Materials20
3-9. Maintenance of Shop Equipment20
3-10. Maintenance of Tools and Special Tools Supply20
3-11. Maintenance of Instructional Materials20
3-12. Maintenance of Quality of Instruction20
Paragraph Page
3-13 AMTS Norm vs. National Passing Norms, AC Form 8080-08, and Associated
Reports in the Series21
3-14. Availability of Type-Certificated Aircraft21
CHAPTER 4. CERTIFICATION PROCEDURES
4-1. General Information on Certification Procedures23
4-2. Preapplication Phase24
4-3. Formal Application Phase31
4-4. Document Compliance Phase32
4-5. Demonstration and Inspection Phase32
4-6. Certification Phase33
APPENDIX 1. GLOSSARY OF TERMS (4 pages)1
APPENDIX 2. RELATED REFERENCES (2 pages)1
APPENDIX 3. FREQUENTLY ASKED QUESTIONS (FAQ) REGARDING AMTS
CERTIFICATION AND OPERATION (8 pages)1
APPENDIX 4. FREQUENTLY ASKED QUESTIONS (FAQ) REGARDING AMTS
OPERATIONS SPECIFICATIONS (2 pages)1
APPENDIX 5. OPTIONAL AMT CURRICULUM (12 pages)1
APPENDIX 6. ADDITIONAL COURSE MATERIAL RECOMMENDATIONS (2 pages)..1
APPENDIX 7. SAMPLE CURRICULUM OUTLINES (14 pages)1
APPENDIX 8. MAINTENANCE OF THE GENERAL CURRICULUM (2 pages)1
APPENDIX 9. SAMPLE FACILITY LAYOUT (2 pages)1
APPENDIX 10. CERTIFICATION PROCESS FLOWCHART (2 pages)1
APPENDIX 11. DISTANCE LEARNING (4 pages)1
APPENDIX 12. EXPLANATION OF A “LETTER OF COMPLIANCE,” I.E.,
STATEMENT OF COMPLIANCE (14 pages)1
LIST OF FIGURES
Figure 4-1. AMTS Certification Process Guide23
Figure 4-2. Preapplication Statement of Intent (Front)25
Figure 4-3. Preapplication Statement of Intent (Back)26
Figure 4-4. Form 8310-6, Aviation Maintenance Technician School Certificate and Ratings
Application (Front)28
Figure 4-5. Form 8310-6, Aviation Maintenance Technician School Certificate and Ratings
Application (Back)29
Par 1-1 Page 1 INTRODUCTION CHAPTER 1.
1-1. PURPOSE.
a. General. This advisory circular (AC) provides guidance to assist persons in obtaining and maintaining Federal Aviation Administration (FAA) certification of an Aviation Maintenance Technician School (AMTS). This AC is not mandatory and does not constitute a regulation. This AC describes acceptable means, but not the only means, to meet the requirements of Title 14 of the Code of Federal Regulations (14 CFR). However, if you choose to follow this AC as the means to meet the provisions of 14 CFR part 147, then you must follow the AC in its entirety.
b. Additional Information. All definitions and references relevant to this AC are listed in the appendices. In addition, Appendix 3, Frequently Asked Questions (FAQ) Regarding AMTS Certification and Operation, contains a list of FAQ regarding AMTS certification and operation.
1-2. CANCELLATION. AC 147-3A, Certification and Operation of Aviation Maintenance Technician Schools, dated January 18, 2005, is canceled.
1-3. PRINCIPAL CHANGES. This AC was edited to apply the formatting and language requirements of the current edition of FAA Order 1320.46C, Advisory Circular System. This revised AC includes new language regarding an optional Aviation Maintenance Technician (AMT) curriculum that would be acceptable to the FAA, which is included as Appendix 5, Optional AMT Curriculum. In addition, this AC includes distance learning delivery method guidance.
1-4. APPLICABILITY. Currently certificated AMTSs should use this AC to increase the understanding of part 147. This AC also provides information on suggested curriculum modifications. A person seeking FAA certification for an AMTS program should use this AC as a tool to understand the certification process and the requirements of part 147.
1-5. BACKGROUND.
a. Part 147. Part 147 specifies requirements for the certification and operation of an AMTS. The regulation includes both the curriculum requirements and the operating rules for all certificated AMTS. The regulation’s origin was in Civil Air Regulations (CAR) part 53. When the CARs were recodified in 1962, CAR part 53 became 14 CFR part 147. In 1970, part 147 was completely revised. The revision increased the required core curriculum hours from 1,650 to 1,900 and further defined the subject content and teaching guidelines.
b. Exception. Frequently, the FAA-approved program is only part of a school’s overall instruction program (for example, bachelor degrees that include an FAA Airframe and Powerplant (A&P) mechanic certificate). The requirements of part 147 should not be interpreted as applicable for any courses other than those required by the part 147 curriculum.
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1-6. DISCUSSION. An AMTS is an educational facility certificated by the FAA to train the AMT for careers in the airline industry, in aviation maintenance facilities, and in commercial and General Aviation (GA). The knowledge, skills, and abilities required of AMTs are considerable and demand high quality training. Therefore, the FAA requires high standards of AMTS.
a. Time and Capital. From the initiation of the AMTS certification process to the issuance of the certificate, the amount of time and capital for required facilities, equipment, and curriculum development can be significant.
b. Exceed FAA Minimums. AMTS applicants are encouraged to exceed the FAA minimum standards for facilities, curriculum, and teaching levels. AMTS applicants are encouraged to teach subjects beyond those required by the regulations; for example, make enhancements in composite material repair, solid-state electronics, nondestructive inspection (NDI) techniques, and built-in test equipment, and add courses in human factors and inspection principles. (See Appendix 6 for additional course material recommendations.)
Whenever an AMTS desires to change location, facilities, or ratings, it must first notify the FAA to ensure recertification procedures are followed.
c. Satisfying Requirements. Because an AMTS is certificated and inspected by the FAA, satisfying part 147 requirements should be the primary concern of an AMTS. When local and state educational requirements conflict with the FAA’s regulation of an AMTS, FAA regulations take precedence over those requirements.
NOTE: For distance learning information on requirements see Appendix 11.
Par 2-1 Page 3 CERTIFICATION REQUIREMENTS FOR SCHOOLS CERTIFICATED CHAPTER 2.
UNDER PART 147
2-1. AMTS RATINGS. An AMTS may be FAA-certificated for the following ratings: airframe, powerplant, or combined A&P. The general portion of the curriculum is not a rating, but it is a required part of all the ratings. Schools certificated for only combined A&P ratings cannot grant single ratings such as airframe or powerplant. Students enrolled in a combined curriculum are required to finish the entire combined curriculum before becoming eligible for FAA certification testing.
2-2. OPERATIONS SPECIFICATIONS (OpSpecs). OpSpecs will be issued utilizing the following paragraphs, as appropriate and applicable to the AMTS ratings.
• A001, Issuance and Applicability (Mandatory).
• A002, Definitions and Abbreviations (Mandatory).
• A003, Rating(s) (Mandatory).
• A004, Summary of Special Authorizations and Limitations (Mandatory).
• A005, Exemptions (Optional).
• A006, Management Personnel (Mandatory).
• A007, Designated Persons (Mandatory).
• A012, Affiliated Designated Mechanic Examiners (DME) (Optional).
• A013, Instructors (Mandatory).
• A025, Recordkeeping System (Mandatory).
• A026, Authorizations/Limitations (Optional).
• B002, Required Minimum Curriculum for General (Part 147 Appendix B) (Mandatory).
• B003, Required Minimum Curriculum for Airframe (Part 147 Appendix C) (Optional).
• B004, Required Minimum Curriculum for Powerplant (Part 147 Appendix D) (Optional).
a. Web-Based Operations Safety System (WebOPSS). All AMTS OpSpecs are initially prepared and maintained by the FSDO using standard paragraphs and an FAA automated system known as Web-based Operations Safety System (WebOPSS). Industry can gain access to WebOPSS by contacting their local office and requesting training on WebOPSS. They should also request a login password for future use.
b. Relevant Information. If the certificated entity does not choose to have access to the WebOPSS program, or does not have the resources to do so, they must provide the relevant information necessary to the FSDO to process the AMTS OpSpecs. The FSDO will then provide the AMTS with a hard copy of the OpSpecs with the following information:
• Primary points of contact (POC) and their contact information;
• Management personnel and their contact information;
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• Location of the AMTS’s recordkeeping system; and
• Person(s) at the AMTS designated to receive OpSpecs. The AMTS must have one person (or more) identified in OpSpec A007 as a designated person authorized to receive OpSpecs. The authorized designated person will sign and date the OpSpec once issued.
c. Two Copies for Signature. An AMTS can be issued OpSpecs by the FSDO manually.
Two copies will be provided to the AMTS for signature. One copy must be kept at the AMTS for review and display; the other copy must be returned to the FSDO.
NOTE: OpSpecs are legal documents which indicate FAA approval. Any additional language in the OpSpecs should clearly specify the authorizations, ratings, and/or limitations being approved.
2-3. DURATION OF CERTIFICATE. An AMTS’s FAA certificate remains in effect until it is surrendered, suspended, or revoked. Whenever an AMTS desires to change location, facilities, or ratings, it must first notify the FAA to ensure recertification procedures are followed.
2-4. DISPLAY OF CERTIFICATE. An AMTS is required to display its FAA certificate in a prominent location that is accessible and visible to the public. The AMTS must also make the certificate available for FAA inspection.
2-5. ADVERTISING. The holder of an AMTS certificate may not make any statement relating to itself that is false or designed to mislead any person considering school enrollment. Course literature must clearly distinguish between those courses that have been approved by the FAA, and those that have not. For example, an FAA-certificated AMTS that is part of a college or university system may offer other aviation courses, such as aviation management. These other aviation courses must clearly state in their literature that they are not FAA-approved.
2-6. INSPECTION REQUIREMENTS. When a formal application is made to the FAA for certification, the applicant must be ready for the FAA to inspect its facilities and equipment.
After certification, FAA inspections are conducted annually to determine whether the school continues to meet its certification requirements. However, the FAA will perform more inspections if required (refer to part 147, § 147.43).
2-7. CURRICULUM REQUIREMENTS. The AMTS curriculum is comprised of the courses needed to meet part 147 requirements. The curriculum is the single most important document an AMTS applicant will submit. Once approved by the FAA, the curriculum shows how the AMTS will train students for AMT certification while meeting regulatory requirements. Elements comprising an AMTS curriculum can vary widely. However, many AMTS include all or some of the required operating rule compliance documents in their curriculums. Because these documents must be supplied to the FAA, this has an advantage in that it incorporates all part 147 school requirements in a single document. Curriculum revisions that must be approved by the FAA are indicated by a stamp on the List of Effective Pages (LEP). All revisions should be listed for future reference on a page that serves as a log of revisions indicating the page location of each revision, revision insertion date, revision number, and initials of who inserted the revision.
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a. Curriculum Structure. Section 147.21 provides an overview of the curriculum requirements. Maintenance of the curriculum requirements is covered in § 147.38.
(1) An AMTS is required to adhere to its approved curriculum. Any part 147 course material the school wishes to add must be incorporated into the approved curriculum and approved by the FAA before it may be used. This does not prohibit an AMTS from teaching non-FAA-approved courses such as refresher courses or academic courses required to complete a degree program. However, those courses must be clearly distinguishable from FAA-approved AMTS courses.
(2) An AMTS should strive to keep its approved AMTS curriculum current to meet industry needs by revising courses as appropriate. These revisions require FAA approval before implementation.
(3) Practical projects, referred to in § 147.21(d), include all functions specified in the curriculum that involve hands-on tasks. Therefore, practical projects include any task taught at level 2 or level 3, because all of these require some practical application, as specified in part 147 appendices.
b. Curriculum Development. Curriculum development generally progresses through several stages, as discussed below. Practical examples may be found in Appendices 4 and 6 of this AC.
(1) Stage 1. The first stage of the curriculum development is to conceptualize the knowledge, skills, and abilities an aviation mechanic must acquire to become certificated by the FAA. To determine the knowledge, skills, and abilities requirements, the FAA commissioned a study of the AMT occupation. Some of the results of the study, A Survey of the “Aviation Mechanic Occupation,” were used in developing part 147. This study is often called “The Allen Study,” after the chief researcher, Dr. David Allen. Although it does not constitute an AMTS curriculum, the Allen Study does provide a partial foundation for developing a sound curriculum that addresses the requirements of the regulations. The study also identifies the training, knowledge, skills, and abilities a student must acquire to qualify as an A&P mechanic.
NOTE: Additional information can be obtained from the Allen Study from the late 1960s; the U.S. Office of Education survey of the National Aviation Mechanics Occupation (1970); the University of California, Los Angeles National Study of the Aviation Mechanics Occupation (1974); the Northwestern University Study from the 1990s; and the General Accounting Office Report Number GAO-03-317 entitled “Aviation Security: FAA Needs to Update Curriculum and Certification Requirements for Aviation Mechanics (2003).
(2) Stage 2. The second stage of the curriculum development involves identifying which specific tasks must be performed, determining specific performance standards that must be reached for each task and subject area, and ensuring the proper amount of instructional time for theory, laboratory, and shop to achieve that performance standard. For this phase, the aviation safety inspector (ASI) reviewing and approving the curriculum is specifically looking for all
Par 2-7 Page 6 subjects to be taught to the stated proficiency as directed by 14 CFR part 147 appendices B, C, and D. In this phase, most of Level (2) and all of Level (3) incorporates a demonstrated hands-on task performance and completion.
(3) Stage 3. The third stage in curriculum development must produce a curriculum that contains all the elements required to teach, test, and conform to the rule. Stage 3 must also develop practical projects and objective project grading criteria. The AMTS may present practical projects and associated tests within the main body of the curriculum or in associated workbooks, workbook supplements, or project guides. Wherever the practical projects are presented, they ultimately must be submitted to the FAA for approval and become part of an FAA-approved curriculum. The testing and evaluation of practical projects may represent the most difficult task in curriculum development. No one method is “best.” Instead, there are a number of methods used by AMTS that have proven to be valid. Appendix 7, Sample Curriculum Outlines, offers a brief description of practical project guides and the various methods AMTSs use to objectively grade practical projects. Minimally, a complete curriculum should:
• Conform to part 147;
• Provide a method to teach the knowledge, skills, and abilities an AMT student is required to learn;
• Have clearly expressed objectives;
• Provide objective test criteria that conform to subjects studied in the laboratory, shop, and in the classroom;
• Show the appropriate teaching level and number of required laboratory, shop, and theoretical hours to complete the program for a given rating;
• Include a complete description of each practical project and the methods and materials required to accomplish each one; and
• Show the relationship of practical projects to the required subjects.
c. Curriculum Components. An acceptable part 147 curriculum consists of at least the following elements:
• Subjects conforming to part 147 appendices B, C, and D;
• Course content conforming to part 147 appendices A, B, C, and D;
• Teaching level requirements conforming to part 147 appendices A, B, C, D, and to part 147;
• Objective testing and grading criteria;
• Classroom or theory hours conforming to § 147.21;
• Laboratory or shop hours conforming to § 147.21;
• Total number of hours conforming to § 147.21;
• A schedule of required tests that shows the sequence of examinations for each subject in the curriculum; and
• The order of instruction for each subject.
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d. Additional Requirements.
(1) Each subject item must be taught at least at the indicated level of proficiency as defined in part 147 appendices. When the school wishes to teach a subject item to a level beyond the requirements, the teaching level must be approved by the FAA and made part of the FAA-approved curriculum. Subject items cannot be taught at a level less than that shown in the FAA-approved curriculum, or less than those shown in the part 147 appendices. Subject items may be taught at a higher level than the minimum required if the school’s curriculum allows for it.
(2) Additional subjects/courses required by the school for its own purposes, e.g., degree program subjects such as geography, should not be submitted for FAA approval as part of the curriculum.
(3) Subjects such as basic aerodynamics or theory of flight can be taught within pertinent, related subjects such as physics and aircraft rigging. This would not necessarily increase required instruction hours.
(4) The teaching of additional subject material beyond the requirements of appendices B, C, and D to part 147 may require additional instruction hours beyond those required to be offered by § 147.21.
e. Curriculum Focus.
(1) Many AMTSs enhance portions of their curriculums to develop graduates who are directed toward particular areas of the aviation industry. Examples are schools that tend to train graduates specifically for employment at commercial airlines, helicopter operations, repair stations, or agricultural aircraft operations. Enhancement of the curriculum generally results in a curriculum with more hours of instruction than the minimum that must be offered under § 147.21 for A&P ratings. The FAA may permit schools with focused curriculums to reduce teaching hours (but not teaching levels) in areas they want to deemphasize, and increase teaching hours (and sometimes teaching levels) in areas targeted for enhancement. The following are two examples of focused curriculums:
NOTE: In addition to meeting the minimum requirements in all tasks and subject matters in part 147, an AMTS may add course subject matter to enhance skills based on local aviation industry opportunities.
(a) Example 1. A small AMTS in a rural area may wish to concentrate on preparing AMT students for GA and aircraft operations such as agricultural operations. A rural area is a geographic area that is located outside metropolitan cities and towns. Typical rural areas have a low population density and small settlements. Agricultural areas are commonly rural, though so are others such as forests. In this case, airframe subjects such as wood, dope, fabric, welding, rigging, and corrosion control would be emphasized by increasing the teaching hours and perhaps teaching levels for these subjects. Powerplant courses such as propellers and reciprocating powerplants, including radial and opposed, would also be emphasized in the same ways and further by exploring better or more efficient instruction and/or methods. On the other
Par 2-7 Page 8 hand, turbine engines, electronics, and air conditioning may be reduced in teaching hours.
Part 147 does not permit a reduction in teaching level.
(b) Example 2. A large AMTS in a metropolitan area may concentrate on preparing AMT students for employment at major airlines. This AMTS would tend to emphasize areas such as turbine engines, nondestructive inspection, air conditioning systems, autoflight, electronics, and airline maintenance systems. This AMTS may want to reduce its teaching hours in wood, dope, fabric, welding, and reciprocating engine subjects.
(2) In both examples, the number of teaching hours for certain subjects may be either reduced or increased, as appropriate. However, course content cannot be lowered in teaching levels and the number of teaching hours for each subject would require FAA approval. It is obvious from this discussion that it is permissible to concentrate curriculums toward certain areas to prepare the students for the appropriate service market. It is recommended that the AMTS develop its curriculum direction during the initial certification.
(3) It is important to note that the teaching level of each subject in the curriculum directly affects the number of hours required to teach that subject. An AMTS must offer a sufficient number of hours for each subject to permit an average student to perform at the required subject level.
f. Curriculum Format. There is not a format specifically required for a curriculum.
However, as testing is part of the teaching validation process, the curriculum is required to show testing and grading, as stated in § 147.21(d)(3).
g. Hours of Instruction. The number of hours of instruction offered for any rating must be at least the minimum specified by § 147.21. The school may offer more hours of instruction than the FAA requires. The following blocks of time are not to be included in calculating the minimum number of instructional hours specified in § 147.21:
(1) Time used to take the FAA oral and practical test.
(2) Time spent in taking the FAA knowledge test or time spent registering for the test.
(3) Time set aside for FAA test review and testing at the conclusion of the course. This is not to preclude review and testing for curriculum courses but to differentiate between the time spent in learning approved curriculum material and that spent in review for the FAA certification test.
(4) Time used for meals, breaks, class changes or maintenance of lab/shop equipment.
h. Order of Instruction. The curriculum should list the order of course progression in a logical sequence for each rating offered. For example, basic electricity would be completed before taking aircraft electrical systems. The FAA will discuss with the AMTS applicant the need to develop AMTS operating policy and procedure addressing allowances to deviate from the approved curriculum order of instruction on a case-by-case basis due to unexpected interruptions, such as inoperative mock-ups or hospitalized instructor, etc. The FAA will also discuss with the AMTS applicant the need for the AMTS to incorporate policy and procedure