COMMISSION IMPLEMENTING REGULATION (EU) 2025/2143 of 23 October 2025 amending Regulation (EU) 2015/340 as regards the introduction of competency-based training and assessment and virtual training of air traffic controllers - text published in the Official Journal of the European Union

Objective

This Regulation amends Regulation 2015/340 by adding provisions for:
* competency-based training and assessment (CBTA) for air traffic controllers (including instructors and assessors);
* virtual training for air traffic controllers.

Summary

The most notable changes introduced by this Regulation include:

• Nine (9) new definitions and updated 6 existing definitions, notably:
  • Introduction of competency-related definitions (e.g. "adapted competency model", "competency", etc.).
  • Introduction of "visual classroom" as a training method to help overcome the difficulties associated with geographical separation of students, instructors and assessors.
  • Replacement of "performance objectives" with "performance criteria", the latter now being used to assess whether the required levels of performance have been demonstrated for a competency.
• To avoid discontinuity in the training process, certificates of completion of initial training courses that started prior to the applicability date (01.01.2029) are acceptable, provided that training and assessment have been completed within six months (i.e. by 30.06.2029).
• The scope of provisions is focused specifically to air '''traffic''' service (ATS) providers as opposed to the more general air '''navigation''' services providers (ANSPs).
• Update of the unit compenence scheme requirements, including:
  • Explicitly stating that the requirement for minimum number of approaches is relevant to SRA and PAR rating endorsements.
  • A provision for the inclusion of examination and assessment during refresher training,
  • Expanding the provision for identification of records to be kept to include all records related to the processes in the unit competence scheme (i.e. not only those related to continuation training and assessments).
• The process of establishing the language profficiency level is referred to as "testing" rather than "assessment".
• Replaced "skills" and "techniques" with "competencies" in certain provisions to account for the fact that competencies include knowledge and attitudes in addition to skills and techniques.
• Being an ATCL holder on its own no longer satisfies the reqiorements for being a theoretical instructor. Appropriate qualification or demonstration of knowledge and experience is required.
• Added a provision to allow (former) military air traffic controller licence holders to provide instruction and assessment on synthetic training devices during initial training.
• Added provision that OJTI or STDI endorsement holders are also authorised to carry out assessments during basic, pre-OJT, continuation training and practical instructor refresher training.
• Explicitly stating that the requirements for assessors also apply when they perform assessment leading to revalidation (i.e. not only for issue and renewal) of STDI, OJTI and assessor endorsements.
• Removed the provision stating that only holders of assessor endorsement can carry out assessments (in line with the provision that OJTI and STDI endorsement holders can also be authorised).
• Defined the principles of competency-based training and assessment which are to be followed when developing training plans and courses:
  • There is an explicit link between the required performance and the competencies to be trained and assessed.
  • Consistency is ensured between the persons assessing the same performance using the same competency model.
  • The assessment of competencies is based on multiple observations across multiple contexts.
  • To be considered competent, an individual must demonstrate an integrated performance of all the competencies defined in the competency model.
• The description of initial training is updated:
  • Appendices 2 to 7 to Annex I (containing subjects, topics and subtopics of the basic training and the rating training) are removed.
  • The mandatory subjects are included in the descriptions of the basic or rating training. The topics and subtopics are removed (note that topics, subtopics and objectives are included in the acceptable means of compliance issued by EASA).
  • The subject "Introduction to the course" is removed from the list of mandatory subjects for basic and rating training.
• Performance objectives are replaced with competencies:
  • The 13 performance objectives of basic training were replaced by 7 competencies which also address the required behaviour.
  • The 4 rating training objectives (2 common and 2 rating-specific) were replaced by 10 competencies which also address the required behaviour (these competenies are common, i.e. the same for all ratings).
• Defined the principles of competency-based training and assessment for unit training:
  • Competencies must be defined clearly.
  • Competencies must be formulated in a way that ensures that they can be trained for, observed and assessed consistently in a wide variety of work contexts.
  • Clear performance criteria must be established for assessing competences.
• Oral interviews can be used as an additional method for assessment during unit endorsement courses.
• When a change to the functional system leads to the introduction of a unit endorsement, an assessment is required to allow for the issue of this endorsement.
• Defined the principles for competency-based training and assessment for practical instructors and assessors:
  • They both must understand the principles of competency based training and assessment as well as the competency model used.
  • The practical instructor must:
    • instruct based on the training plan and associated materials,
    • provide timely and continuous feedback to the trainee,
    • use the competency model to diagnose performance difficulties,
    • ensure positive and professional attitude.
  • The assessor must:
    • gather evidence of competent performance through practical observations.
    • gather and analyse all the evidence to compare observed performance against the required competencies,
    • be able to assess both the integrated performance and the performance of separate competencies,
    • debrief in a manner that will aid trainee progress.
• The issue, revalidation and renewal of STDI authorisations are added to the tasks of the competent authorities.
• A description of the facilities and equipment must be included in the application for a training organisation certificate.
• The training organisation must ensure that synthetic training devices are approved by the competent authority.

Entry into Force

This Regulation entered into force in November 2025.

It is applicable from 01.01.2029. However, certain provisions are applicable from 13.05.2026.

Regulation 2025/2143 amending Regulation 2015/340 as regards ATCO CBTA and virtual training (OJ, 24.10.2025)

Related Regulations

• Regulation 2018/1139
• Regulation 2015/340

Further  Reading

European Commission

• EUR-Lex Portal: Regulation 2025/2143 (available in different languages and file formats)
• EUR-Lex Portal: Regulation 2015/340 (available in different languages and file formats)