European Aviation Safety Agency (EASA) regulations structure
 Many civil aviation personnel will probably be familiar with this ‘Regulations Structure’ chart which is found on the home page of EASA's Regulations section on its website. However, this chart at first sight can be intimidating and off-putting to users trying to understand EASA aviation regulations due to the fact that there are over 40 undefined acronyms and parts on one page!! 
In my continuing quest for plain English in business and a reduction in the use of endless acronyms and abbreviations in the aviation and defence sectors, you will find that my guidebook defines all the parts and acronyms used in that chart with simple, brief explanation of each regulation and each part.

This is very useful as a quick reference guide and will save you much time instead of trawling through the EASA regulations or the Official Journal of the EU to try to locate what they all mean. It is also useful for new aviation employees or students as a quick reference. I do hope this product will save you hours of search and will help you or your colleagues or new employees to quickly get to grips with the EASA regulations structure, or be used as a quick reference tool. I do welcome feedback and will be happy to hear about your experience with this tool by emailing me at delphineryan@protonmail.com.
What are EASA Part-M and Part-145 regulations? What is the difference between them?
The difference between EASA Part-M and Part-145 regulations and their interrelationship is a common source of confusion for airline/maintenance organisation non-technical staff (and at times technical staff) operating in the EU. Outside the EU, where organisations are required to take into account these regulations, there can also be confusion among their less experienced staff.  

I have created an easy-to-read instruction booklet which clarifies the above in an engaging manner. Within a couple of hours, the reader should obtain a basic, but clear, concept of Part-M and Part-145 regulations and see the difference. Included in the booklet is a brief history of aviation legislation providing the reader with the right context for the information. This booklet is ideal for new aviation staff working in organisations subject to these regulations.

DOWNLOAD PDF

"It's a good read, a very good read.  You have the ability to take a complex, and perhaps sometimes not the most interesting of subjects, and make it easy and a pleasant read! "
Paul Kirby IEng MRAeS,  Jet2.com Aircraft Engineering Ltd

"I have just read your article in this month's Tech Log. Very well written. It explained a few things to myself even after 10 years on the maintenance side."
N.S.  Monarch Aircraft Engineering Ltd

Other aviation-related knowledge transfer documents which may be of interest:
  • Key words lists: a powerful tool for knowledge transfer and learning from experience (LfE)

    The benefits of key words lists in knowledge transfer, learning from experience (LfE), job performance and building competence


    Across the world today, there are almost a billion people who are illiterate (unable to read and write). In addition to this, there are the functionally illiterate – those who are not literate enough to function in their jobs, or to even get a job. 


    Then there is the category of “hidden illiterates” – which are those people who, while seemingly normal in their intelligence, yet have numerous terms and words that are misunderstood, causing them to make mistakes, alter instructions, make financial errors that can cost millions of pounds, and get into arguments and upsets (especially with their bosses and co-workers). They also number in the millions...


    Read the full article here.


  • EASA Part-66 Basic knowledge requirements modules - Key words lists downloads

    The basic knowledge requirements for aircraft maintenance engineering licencing is fully described in Annex III (Part-66) to EU regulation 1321/2014 on continuing airworthiness.


    The knowledge requirements are delivered in modular form, with each module covering a specific area, example Module 1 is mathematics, Module 2 physics and so on. These are then followed by multiple-choice question exams. 


    In many instances, some Part-147 organisations (delivering aircraft maintenance engineering training) deliver each module over 1 week with an exam at the end, taking little account of whether the students fully grasp what they are studying since the learning is limited to 5 days with the pressure of an exam at the end. Such delivery tends to be geared towards “verbatim learning” or “rote learning” with an ability to regurgitate the right answer during a multiple-choice question exam. This system of training neither guarantees real, honest success for the student nor potential competence for future when live aircraft will need maintaining. Other scenarios include distance learning and situations whereby students seeking a quick way around the exams obtain “exam question banks” available online and learn these verbatim rather than honestly learn the module topic for future application.


    Whatever the situation, anyone wishing to develop as a licenced aircraft maintenance engineer is encouraged to study the basic knowledge requirements taking into account the three ingredients to building competence and the three barriers to study. Only in this way will they get the most honest results for themselves, personally, and be proud in the achievement.


    Out of the three barriers to study, the “misunderstood” or “not understood”  word is the most significant barrier to learning a subject and developing competence in it. Therefore, it follows that a first step towards developing understanding and competence in a job, a role, a post, or subject, would be to ensure that the person fully grasps the basic associated terminology. This can be accomplished with key words lists.


    A key words list is simply a list of the most important words and their meanings relating to the person’s duties or post or a new subject. It is compiled using standard language dictionaries as well as approved published specialist or technical dictionaries (e.g. medical, law, engineering) if necessary. 


    Below are three sample key words lists I have created and which you can download for Part-66 Module 1 Mathematics, Module 2 Physics and Module 8 Basic Aerodynamics. I have taken each key word listed in the module content description in the Part-66 regulation and defined each.


    Further lists can be created for all the other modules or for any other topic. The student can create them for their own use by going through the detailed subject requirement in the regulation, or a teacher/trainer can create the lists for use by the students.


    Part-66 Basic knowledge requirements:  Module 1 – Mathematics

    Part-66 Basic knowledge requirements: Module 2 – Physics

    Part-66 Basic knowledge requirements Module 8 – Basic Aerodynamics


    Further reading:


    1. The Benefits of Key Words Lists in Knowledge Transfer and Job Performance

    2. The Three Barriers to Study

    3. What is Study Technology?

    4. Part-66 Study and Licensing Survey 2014


    Additional sample downloadable key words lists:


    BTEC Level 3 Engineering Unit 1 - Engineering Principles

    BTEC Level 3 Engineering Unit 5 - Engineering Principles: Stress & Strain




  • Aviation recovery post Covid-19: restoring trust, integrity, cooperation and collaboration

    GLOBAL CIVIL AVIATION RECOVERY POST COVID-19: Restoring integrity and trust with The Way to Happiness – a non-religious, common sense guide to better living


    The civil aviation industry was arguably the first major casualty of the Covid-19 pandemic towards the beginning of 2020 when countries around the world closed their borders and literally cancelled air travel. Twelve months on, and as of March 2021, while domestic travel has restarted in some countries, and in the likes of China, has gone back to pretty much pre-Covid levels, international passenger travel has still not resumed properly and it is estimated that it will take until at least 2024 for civil aviation to achieve pre-pandemic operations. But this is not certain.


    On the 15-16 March 2021, the Royal Aeronautical Society hosted a two-day conference, Aviation recovery post-Covid-19: a pragmatic near-term perspective, to examine and discuss immediate practical and actionable steps being taken or considered across the industry to drive a successful recovery for the civil aviation sector after what has been described as the most sweeping and challenging circumstances ever experienced in the industry. 


    A key recurring theme in the conference was the unquestionable need to restore integrity, trust, collaboration and cooperation across the boards.


    I present herewith a brief summary of the messages I took away from the conference, and explain why I believe The Way to Happiness to be a simple but vital tool for recovering and rehabilitating that lost trust and integrity between individuals, groups, companies, governments, and whole nations, and actually raise them to new heights.  

    READ THE FULL ARTICLE HERE.


    “In moments of social chaos and conflict, ‘The Way to Happiness’ works to restore the bonds that unite Mankind—as a common sense guide that can be followed by anyone of any race, colour or creed.” The Way to Happiness Foundation



  • August 2020 EASA guidance on virtual classroom instruction: tips for success

    On 28 August 2020, the European Aviation Safety Agency (EASA) published a set of guidelines for virtual classroom instruction in the context of Covid-19, for a number of theoretical segments of pilot, cabin crew and maintenance engineer training syllabus. Click here for announcement. You can also download here a glossary I have created to support the EASA guidelines document to aid comprehension.


    The discovery of the three barriers to study (absence of mass, too steep a gradient and the misunderstood word) and their exact handling as precisely described in The Technology of Study (R) can transform the learning experience of students and instructors alike.


    Students will benefit greatly by learning what The Technology of Study is, how to use it, how to spot when they run up against one of the three barriers to study, and how to successfully overcome the barrier to ensure study success.


    Since the third barrier to study - the misunderstood word - is also the most important and creates physiological reactions such as feeling washed-out, a blank feeling, a not-there feeling and a sort of nervous hysteria, it is  really important that students can spot when they have gone past a word or symbol they do not understand, so that they can backtrack, find the word or symbol which was misunderstood, clarify it and resume study with a clear head and with understanding.


    "The Technology of Study" free on-line course is available right now and will take a person through all the basics of this technology including the three barriers to study and their remedies. The course is available here on the Scientology Volunteer Minister's global website and is available in 17 languages.

  • The Technology of Study® and the three barriers to study and learning

    The discovery of the three barriers to study and their exact handling as prescribed in The Technology of Study (R) can transform the learning experience of students and instructors alike. These barriers to learning are some of the key causes behind illiteracy and academic failures, a lowering of IQ, delayed and overrun projects, costly errors in the workplace, failure to follow procedure and instructions resulting in accidents and other woes.


    What is Study Technology?

    The Three Barriers to Study



    For more information, contact me on +44 (0)753 328 1098, or at delphineryan@protonmail.com for an initial discussion.