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3.4.4.1.1 When a training provider has established training objectives for a course, it will be necessary to establish entry requirements for that course, in order to assure that the objectives can be achieved in the time given. Training objectives, course length and prerequisite skills, knowledge and attitudes are always directly related. Course content, scope and course length in the following example are not meant to be prescriptive.
Course goal  At the end of this course, the participant will be able to design RNAV procedures in accordance with  PANS-OPS, Doc 8168 and the competency framework specified in Chapter 2, Table 2.1 of this manual. 
Target population  Active procedure designers who wish to refresh and/or improve their skills and knowledge in RNAV procedure design. *Active procedure designers who never were trained in RNAV criteria may benefit from this course also. 
Course duration  Two weeks/ten working days. 
Pre-requisites skills, knowledge and attitudes  Demonstrate sound knowledge and experience in the design of procedures for conventional navigation. Demonstrate SKAs outlined in paragraph 3.2. 

Training providers are invited to state the pre-requisites of the respective courses referring to the mastery of competency elements and performance criteria in Chapter 2 of this manual.
3.5 PROCESS OF SEQUENCING OBJECTIVES AND ORGANIZING MODULES OF TRAINING
3.5.1 The different courses of training can be divided into modules. The flexibility of a modular approach allows training providers to cope with a variety of entry levels, to establish the most effective duration for the course, to address individual learning styles and characteristics, and to measure results on job performance.
3.5.2 The grouping of the objectives into modules and the sequencing of the modules define the training strategy. The objectives will describe what the trainees must be able to do after training. Objectives should be expressed in terms of measurable performance, i.e. elements derived from competency unit or competency element of the framework provided in paragraph 2. 
3.5.3 A given module can have several terminal objectives, each one will have several enabling objectives, which describe the desired performance derived from performance criteria. Finally, OJT objectives describe what the trainee should be able to do after a defined period of practice on the job.
3.5.6 Each module should be designed to ensure that trainees are capable of performing the objectives to the standard required at the end of the module. This will normally require that the module follows the sequence described as:
a.  
defining what the trainee will be able to accomplish after learning (the objective);

b.  
explaining how the accomplishment will be tested ( methodology);

c.  
stimulating the recall of prerequisite learning;

d.  
presenting the subject-matter content to be learnt, piece by piece (based on competency unit and performance criteria);
　
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