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STRATEGIC APPROACH TO EDUCATION AND TRAINING IN RADIATION AND WASTE SAFETY

STRATEGIC PLAN 2001 - 2010

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1 INTRODUCTION The IAEA is required by statutory function to establish standards of safety for the protection of health, life and property against ionizing radiation and to provide for the application of these standards to peaceful nuclear activities, through, inter alia, Education and Training. General Conference resolutions have emphasized this role: GC(XXXV)/RES/552 in 1991; GC(XXXVI)/RES/584in 1992; GC(43)/RES/13 in 1999; GC(44)/RES/13 in 2000... The 44th General Conference mandated IAEA to intensify post-graduate educational course activities and to develop, in a systematic way, syllabi and training material for specific target groups and specific uses of radiation sources and radioactive materials. There was also an action to strengthen, within existing resources, the role of regional training centres and to develop national training centres. Allied to this is the facilitation of co-operation between such centres, on one hand, and national and regional authorities and professional bodies on the other, with a view to encouraging the harmonization of training in radiation protection and safety of radiation sources and the application of the International Basic Safety Standards for the protection against Radiation and the Safety of Radiation Sources. With the help of the consultants, the secretariat • defined the requirements for a complete IAEA education and training strategy on

radiation protection and the safe use of radiation sources; • assessed the current status of the IAEA training activities; and • established a draft action plan in pursuance of the strategy. This report considered by the AGM contains the findings resulting from the above effort and proposes a strategy for the development of a self-sustaining education and training programme in radiation protection and the safe use of radiation sources. Actions identified in the report that are integral to the implementation of the strategy are stated in strategic plan. In addition, a number of general recommendations are made.

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2 REVIEW OF THE CURRENT TRAINING ACTIVITIES OF IAEA 2.1 POLICY The objectives, frames of reference and target audiences for the IAEA training programme were specified by the General Conference resolution GC(XXXVII)/1067 and Corr.1 in 1993. As an implementation of this resolution a programme for education and training in radiation protection and nuclear safety was made defining the Agency’s policy on education and training, which was approved by the Board of Governors and the General Conference. This resolution and the associated documentation require the IAEA to carry out education and training in radiation protection and nuclear safety by means of educational courses, primarily the Post-Graduate Course on Radiation Protection and Nuclear Safety, and short duration specialized courses. The target audiences for these courses include radiation protection professionals, high level managers and decision makers and technicians. The objectives of the training programme include the achievement of national training self-sufficiency in member states. These criteria have guided the Agency in all its radiation protection training activities. In addition, a draft internal policy for a sustainable education and training programme was developed in 2000 . 2.2 CURRENT TRAINING ACTIVITIES The range of training activities currently undertaken by the Agency can be summarised as follows :

2.2.1 Post-Graduate Education and Training 2.2.1.1PostGraduate Educational Course in Radiation Protection and the Safe Use of Radiation Sources (PGEC) The PostGraduate Education and Training Course in Radiation Protection and the Safe Use of Sources (PGEC) has been run for many years in different Agency official languages and provides a very comprehensive level of education and training for professional level radiation protection and safety practitioners. The aim of the PGEC is to meet the needs of professionals at graduate level, or equivalent, for initial training to acquire a sound basis in radiation protection and the safe use of radiation sources. The course also aims to provide the necessary basic tools for those who will become trainers in radiation protection and in safe use of radiation sources in their countries. It is designed to provide both theoretical and practical training in the multidisciplinary scientific and/or technical bases of international recommendations and standards on radiation protection and their implementation. The participants should have had a formal education to a level equivalent to a university degree in the physical, chemical or life sciences or engineering and should have been selected to work in the field of radiation protection and safe use of radiation sources in their countries. Underpinning the PGEC is the standard syllabus. The minimum recommended course duration which allows adequate coverage of the syllabus is 18 weeks. It is considered that the PGEC provides a thorough education in radiation protection and safe use of radiation sources. Attendance at this course should be is

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encouraged for, amongst other persons, prospective Qualified Experts. 2.2.1.2 Integration of Post Graduate Education and Training The standard syllabus facilitates the integration of courses in radiation protection and the safe use of radiation sources into the curricula of educational institutions in Member States. Adhering to the syllabus ensures both a consistency and a common level in the technical content of courses. 2.2.2 Short duration specialized courses The Agency also provides short duration specialized courses. These vary from very technical courses for narrow target audience eg: transport, individual monitoring, emergency response to more generalized courses for categories of persons such as regulators. Such courses reflect the requirements of the relevant sections of the standard syllabus but generally go on to develop the subject matter or equip the student with particular specific skills. 2.2.3 On the job training

On the job training (OJT) is an important component in the training programme for many radiation protection specialists. In OJT the participant will be working in his/her normal place of work or other suitable training site, and will be working under direct supervision of an experienced person. In cases where the country cannot provide the OJT, the Agency supports this training with a fellowship abroad through its Technical Co-operation Programme. At present there are about 200 persons annually receiving OJT fellowships in radiation protection sponsored by the Agency. 2.2.4. Distance Learning

Distance learning is also an Agency’s programme on radiation protection for strengthening infrastructure. This type of training is very useful for people who live far from training centers. There is an ongoing IAEA/RCA project on Distance Learning in Radiation Protection. The participating countries are Australia (co-ordinator), Korea, Indonesia, Mongolia, Thailand, The Philippines and New Zealand. The course aims at participants with secondary education level. The training material developed has been tested in two phases. The high performance of the students show the effectiveness of the training material. 2.2.5Training aids and materials A wide range of training material is available, although much of this has been produced in response to demand for specific courses. This approach has resulted in a certain degree of duplication of material and there are differences in styles and with respect to treatment of the same subject matter. Comprehensive training material is available for the PGEC, although new student notes, lecturer guidance, reference material etc tend to be drawn up every time the course is run. Standard course material could beneficially be produced to rationalise course presentation and help the students. The analysis of the training needs and the currently available material for training courses is summarised in Appendix A.

2.3 THE APPROACH TO TRAINING

A significant range of training activities in support of the training policy are

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thematically carried by various units within the Division of Radiation and Waste Safety (NSRW), but individual units have different approaches to the preparation and provision of training. This results in differences in the final product (the “product” here being an IAEA course, irrespective of the content), varying approaches in the treatment of the same subject matter and, perhaps, duplication of effort. A limited amount of quality assurance is carried out on the training activities, the primary mechanism of feedback being, the students course assessment sheets. IAEA training courses are held in Member States at designated regional and national training centres or other venues with suitable facilities and equipment. These courses are generally organised and administered by IAEA and the lecturing effort comes from a combination of IAEA staff, invited and local experts. The current mechanism of training provision places the responsibility for the drafting of training materials on individual units and this results in a certain degree of duplication of effort and a general lack of harmonisation in the development of material. It should be noted, however, that some of these weaknesses have been identified and are beginning to be addressed. It is also clear that there is room for improvement in the use of IAEA corporate image within the material, eg standard templates for PowerPoint slides, standard format for student material etc. Although there is an IAEA publication series for training course material this format has not been used for all material. In order to improve the effectiveness and the sustainability of education and training on radiation and waste safety, Agency should establish a strategic plan for this purpose. The following chapters of this document deal with the development of the strategy and the framework for its implementation, as well as with the procedures for providing training. .

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3 DEVELOPMENT OF A STRATEGY 3.1 NEED FOR A STRATEGY As can be seen from chapter 2 the Agency already has a significant training programme, addressing a wide range of radiation protection and safety issues. However, there is a need to change from a reactive approach to a proactive approach in order to: • Optimize effectiveness of its education and training programme to ensure

short term and long-term availability of necessary expertise and competence. • Answer the need for harmonization and quality of training and education

according to International Basic Safety standards and other relevant standards.

• Optimize finite resources of both the member states and IAEA. The IAEA’s resources must be balanced against fulfilling all its statutory functions. There are constraints on how much effort the Agency is able to put into an education and training programme.

This strategy requires prioritization of needs, specification of agreed overall objectives for education and training, and development of a training system based on those objectives using an approach, which optimizes use of resources Essential to the development of any strategy is a clear vision or end-point. It is proposed that the ultimate vision is to develop a sustainable education and training system involving a combination of national, regional, collaborating and virtual training centers1 which addresses the priority needs of Member States. This system should optimize cooperation between the training centers and competent authorities, employers, third parties such as professional bodies, scientific societies or regional or international organizations. It should take advantage of existing training resources in Member States. Such a system should build both short term and long-term competence within Member States. (Ref. GOV 2000/34, attachment 6). Such a training system would satisfy the Agency’s key objectives. 3.2 KEY OBJECTIVES The following key objectives can be achieved through: • a sustainable education and training programme in Member States to develop

and maintain competence in radiation and waste safety; and • an education and training support programme at the IAEA to promote information

exchange and strengthen the role of regional centres. 3.2.1 Implementation of Safety Standards

1 There are four broad groups.

Ø National Training Centres are centres that are involved in implementing the national training programme in radiation protection. They may be broadly based and address the entire field of radiation protection but they may also be centres that specialise in a particular area, such as radiation protection in medical practice.

Ø Regional Training Centres address the radiation protection needs of a region. Ø Collaborating Centres are institutions that will contribute to the implementation of this

strategy but may not provide regular education and training. These collaborations may take place either on a bi-lateral basis or through the IAEA.

Ø Virtual centre is based on electronic or web-based training activity

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One of the statutory functions of the IAEA is to provide for the application of the standards through, inter alia, education and training. All training activities, therefore, should reflect the requirements of the Basic Safety Standards. However, the practical application will depend on the target audience. For example, it could be teaching the general requirements of the BSS to regulators or providing specialized training to key groups while still reflecting the spirit of the BSS. 3.2.2 Safe working practices The Agency has a portfolio of data (ref.: relevant IAEA documents and/or database) collated over the years on radiation accidents and incident. Many of these occurrences have had significant consequences either in terms of serious injury or fatality to operators and/or members of the public, or, in terms of financial or commercial loss. In many cases direct assistance from IAEA is requested (and given) to deal with the aftermath of the accident. In the majority of these cases the direct assistance of the Agency is justified, although it should be noted that lack of appropriate training (understanding) is often cited as an initiating factor for the accident. This strategy of education and training should enhance Member State’s infrastructure and capability to prevent some accidents or incidents and to respond more effectively when they occur. While implementation of the Basic Safety Standards will lead to the adoption of a radiation protection infrastructure which, in turn, is a mechanism for putting a system of control in place, the root cause of many of the incidents referenced to above is lack of practical application of the BSS. Specifically, there is a lack of understanding of the basic principles of radiation protection at the radiation worker/operator level and, perhaps of more concern, a lack of experience in radiation protection in those who have attended the PGEC. A key objective, therefore, in the IAEA’s training programme must be the encouragement of a sufficient and appropriate knowledge and understanding to promote and sustain safe working practices at all levels. A key element of the training strategy is to ensure that training is regularly updated to reflect lessons learned from experiences, and to take into account new scientific developments. 3.2.3 Exchange of information The continuous exchange of information between Member States is an essential mechanism for establishing and maintaining safety infrastructure. Such exchanges can reflect changes in technology, new standards, developing techniques etc in specialized areas of work. Therefore, a valid function of the Agency will continue to be the provision of seminars, conferences and short duration specialized events, as well as encourage regional networking for exchange of information and facilitate virtual/electronic exchanges as appropriate. These tools help to familiarize decision–makers and managers in Member States with the means available for enhancing the infrastructures under their supervision, including the education and training opportunities available within the region. National trainers and key representatives in various disciplines from Member States would be expected to attend these events as part of the mechanism for updating and disseminating information on new developments. 3.3 IDENTIFICATION OF TARGET GROUPS FOR TRAINING

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The Safety Report 20 on “Training in radiation protection and the safe use of radiation sources” defines a list of different practices in which the individuals require training in aspects of radiation protection.

• qualified experts (QE) • regulators • radiation protection officers (RPO) • workers, • qualified operators • health professionals • emergency personnel

Feedback from implementing the training strategy should be considered in future revisions to the above Safety Report. Table 1 in Appendix A summarizes the type of radiation protection training required for each category and for each type of practice and dimensions the scope of the radiation protection and training programme. The following observations should be noted (ref. Safety Report 20 ‘Training in Radiation Protection and the Safe Use of Sources)

Training for QE, regulators and health professionals (medical doctors, medical physicists) will be at the post-graduate level and in many cases will be irrespective of the type of practice. RPO and workers need appropriate training, reflecting the radiation protection and safety issues pertinent to the practice type and complemented when necessary by on the job training. As RPO and workers have different levels of education and responsibility, this points to targeted training courses. For the most part this training should form a component of the curriculum of the primary professional qualification e.g. in medical schools. However, additional supplementary training may be required of this. 3.4 PROCESS FOR IDENTIFICATION AND ANALYSIS OF TRAINING NEEDS The Agency is preparing and updating country radiation and waste safety profiles that describe the infrastructure in Member States receiving its assistance. These profiles include the status of education and training capabilities and the needs in the Member States concerned. Analysis of the profiles by the IAEA in collaboration with the member state allows the identification and prioritization of training needs. The projected development in the use of ionizing radiation should also be considered in order to anticipate training needs that would result from the introduction of new practices and changes in existing ones. The rate of loss of trained staff should also be taken into account in considering future training needs. Information necessary for the analysis of training needs including feedback on implementation is described in the Safety Guide on Building Competence in Radiation Protection and the Safe Use of Radiation Sources (RS.G-1.4) para [4.11]. The competent authorities, employers, training centres and third parties such as professional bodies, scientific societies or regional or international organizations could provide the information necessary to identify the needs and the necessary resources for the training. 3.5 ROLE OF IAEA IN TRAINING AND EDUCATION

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Member states have the primary role to provide the training with assistance from the IAEA, if requested and justified, consistent with their needs. It is expected that the IAEA will have a continuing role in proactively defining a training strategy and helping in the implementation and updating of this strategy. In order to effectively use limited resources the Agency should focus on assistance to regional and national training centres through training the trainer programme, and providing specialized training in certain areas. It is considered that the Agency’s chief contributions will be provision of the following: • Standard modular training aids and materials appropriate for the levels and

types of training • Specialist Agency personnel and external experts who will deliver training,

analyze training needs and evaluate the effectiveness of training programmes • The assistance to national, regional, and virtual training centres consistent with

needs 3.6 STRATEGY The strategy is described in terms of a vision, objective, outcomes and performance indicators2. VISION A sustainable education and training system is in place in Member States compatible with the requirements of the BSS and other relevant radiation safety standards to contribute to an adequate radiation and waste safety infrastructure. OBJECTIVES 1. To put in place an appropriate education and training programme as a

mechanism for the implementation of the BSS and other relevant safety standards.

2. To encourage appropriate knowledge and understanding to promote and sustain safe working practices.

3. To promote the continuous exchange of information between member states as an essential mechanism for establishing and maintaining safety.

OUTCOMES

1. Increased number of Member States having sustainable national

training programmes 2. Increased number of high quality standardized educational and

updated postgraduate and specialized training material/modules 3. Increased access to regional centres for basic, specialized and on

the job or practical training. 4. Increased number of well-educated and trained personnel

employing safe working practices.

2The AGM recommended that performance indicators should be developed by the Steering Committee.

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5. Wider implementation of the BSS and other relevant safety standards.

4 FRAMEWORK FOR IMPLEMENTATION OF THE STRATEGY 4.1 ROLE OF THE IAEA The strategy should be implemented thoroughly following activities:

i) to set–up a steering committee. ii) to continue developing the network of Regional and National

Training Centres so that they become the point of reference for education and training in radiation protection and the safe use of sources within that region or country.

iii) to put in place a robust mechanism for the development and updating of appropriate training aids and materials and optimize the direct involvement of specialist Agency personnel in training activities.

iv) to put in place a procedure which facilitates the development of trainers in radiation protection and safety. Such a procedure should clearly specify the pre-requisites for all trainers supporting the Agency’s training programme

v) Set up a databank on feedback monitoring the evaluation process, examination questions, references to enable the secretariat to improve training.

It is proposed that the Agency aims to achieve the ultimate goal by the end of 2010. 4.2 ROLE OF THE STEERING COMMITTEE Considerable work will be required to fully implement the strategy developed in Chapter 3, and it is envisaged that it will be fully implemented within a maximum of 10 years. In order to achieve this target, a co-ordinated approach will have to be developed within the Agency and the National and Regional Training Centres and the Collaborating Centres. To facilitate this, it is considered essential that a steering committee be formed with the remit of advising on the development and maintenance and evaluation of training programme and material implementing the strategy. It is proposed that this steering committee be chaired by the IAEA and consist of: 1) key Agency staff with responsibilities for training, 2) representatives from Regional and Collaborating Centres.

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The successful implementation of the strategy will be critically dependent on a proactive approach of the Steering Committee, and with this in mind it is important that the membership of the Steering Committee be carefully chosen. It is recommended that collectively the committee have a good understanding of modern training methodologies, a sound grasp of the operating mechanisms of the IAEA and a clear vision of the end point of the training strategy.

4.2.1 Functions

The tasks of the Steering Committee would include

• set up performance indicators to evaluate the implementation of the strategy • review and advice on the implementation of the training strategy (see Chapter 6); • advice on the establishment of a network of National, Regional Virtual and Collaborating Centres for the development and provision of the key training courses; • advice on the development of standardized training material; • review and advice on the consistency of training materials; • advice on the effectiveness of educational training programmes • advice on the strategies to attain sustainability.

4.3 THE NATIONAL, REGIONAL AND COLLABORATING TRAINING CENTRES 4.3.1 ROLE OF THE TRAINING CENTRES At the present time there are several National, Regional and Collaborating Training Centres that offer the IAEA post graduate educational course and specialised courses. These training centres play a critical role in the success of the training strategy. The Centres provide a regional or national point of reference where training in radiation protection may be obtained and hence it is important that the level of training provided is of the appropriate quality and that suitable training facilities and equipment are available. With this in mind, a systematic approach must be followed in the selection and development of these training centres. It should be borne in mind, however, that for training to be sustainable it will need to be provided on a national or regional basis as part of the member state’s national training programme or in terms of the regional needs. 4.3.2 Considerations in the recognition or establishment of national and regional training centres Member states are encouraged to establish national or regional training centres, and the IAEA may also identify a need for centres in geographical locations based on the training needs/analysis in the country profiles and the needs of the region. In determining the suitability of an applying country for this role, the following criteria should be used. The demand for training in the country or region should be assessed using the available country radiation safety profiles, any training needs analysis carried out by the national authority (the procedure to be followed in the development of the training needs analysis is specified in the Safety Guide “Building competence in radiation

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protection and the safe use of radiation sources”), and the proximity of other training centres. The ability of the candidate centre to fulfill the IAEA requirements related to training should also be considered. In the short to medium-term, while the IAEA is actively involved in the provision of training, the establishment of a regional training centre will generally be more cost-effective than one or more national training centres within the region due to the larger target audience. This will enable the regional centre to run more frequent training courses, and to provide these in a cost-effective manner. An important aspect of a regional training centre is also the exchange of information and experience among countries within the region. The course will be provided in the language that is best understood in the region. Member states with a large number of radiation practices and persons to be trained may benefit from the establishment of national training centres, The target group in terms of the number of trainees in a national training centre would include, inter alia, RPO’s, operators, health professionals and workers, and the provision of effective and practically relevant training to this target group can have a very beneficial effect on the radiation safety culture in the country. The establishment of a national training centre should also be a long term objective of every MS, since such a Centre will enable it to fulfill its obligations on training, and provide self-sustaining training. It should be noted that demand for a National Centre will also be satisfied by the establishment of a Regional Training Centre within the country. This is well illustrated by the South Africa Regional Centre; South Africa has a certain number of persons who require education and training in radiation protection at the postgraduate level. This number may be considered too few to justify the establishment of a national training centre at this level but the Centre can easily be justified in terms of regional needs. The Centre at Johannesburg acts as the regional centre for the English-speaking member states of Africa while also fulfilling the requirement of a national centre in this regard. There continues to be a need for a French speaking regional centre in Africa, however, and this is currently being addressed by the establishment of such a centre in Morocco. The existing National Training Centre in Argentina has been established for over twenty years. It receives attendees from many South American countries and from other parts of the world and therefore plays the role of a Regional Training Centre. Consequently it is partially supported by the IAEA. Similar newly established Regional Training Centres are operating in Malaysia and Syria. Table 4.1 summarises the points to be considered when establishing national or regional centres. Table 4.1 - Considerations for the recognition or establishment of national and regional training centres

National Centres

Regional Centres

• Extent of demand within the country for radiation safety training -

• The training demands within the region

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assessed by country profile and training needs analysis

• radiation practices within the country • the local and regional languages • national infrastructure and the nature

of the national legislation • accessibility of a regional training

centre

• the practicability of common language training for the region

• the presence of national training centres

• the ability to comply with IAEA requirements related to training.

4.2.3 Planning and establishing national and/or regional training centres Table 4.2 specifies the requirements for establishing national or regional training centres. Table 4.2 Conditions and actions for IAEA support and/or recognition of National and Regional Training Centres

Conditions IAEA actions

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PHASE I : PREREQUISITES AND CONDITIONS FOR IAEA SUPPORT • A national programme for building

competence established and approved by the authorities

• Definition of the partners and formal

commitment of the partners in participating in the training centre.

• Assessment of existing and needed

infrastructures : staff, facilities, technical and financial resources

• Accreditation of the centre by the national

authorities in terms of the requirements defined in safety report “Training in radiation protection and the safe use of radiation sources”.

· Assistance if necessary and justified · Provision of teaching material, trainers,

and complementary technical equipment, Assistance if necessary to complement

infrastructure, especially for conducting practical exercises

· Verification that the centre and the

training programmes and material are fulfilling the requirements.

PHASE II: IMPLEMENTATION • The implementation of training events

should be done in accordance with the requirements defined in safety reports “Training in radiation protection and the safe use of radiation sources”

This will include regular reports to the

IAEA.

• Selection of IAEA participants in

collaboration with the training centre,

• Assistance with the implementation

• Evaluation of the training.

Collaborating training centres could contribute totally or partially to the above-mentioned phases. These collaborative actions may take place on a bilateral and region wise basis or through the IAEA. 4.3.4 TRAINING PROVISION The procedures to be followed by a training centre in the development and provision of training courses have been described in the safety report “Training in radiation protection and the safe use of radiation sources”, which provides detailed information on the following subject matter:

Course administration Preparation of syllabi, lecture plans and course programmes Presentations and workshops Facilities and equipment

Selection of participants The organisation of field visits and practical exercises

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The conduct of examinations Course evaluation Participants’ feedback Independent course audits

4.4 TRAINING THE TRAINERS The implementation of the strategy requires from the MSs the development of a pool of qualified trainers. For that purpose it is necessary to have available at the national level a sufficient number of trainers in radiation protection with competencies, both in the relevant field of radiation protection and in teaching. 4.4.1 The candidate trainers The persons identified as potential trainers may be training professionals working in a training centre, or may be radiation protection professionals or operators who would be able to devote sufficient time to the role of trainer. Training professionals, while being experienced in the techniques of training provision, may have limited experience in radiation protection, and may themselves require training in the fundamentals of radiation protection and its practical application, before they are suited to the training role. Radiation protection personnel, on the other hand, have extensive practical experience of radiation protection, but may have no experience of training techniques. They must be trained in these matters. However in some Member States where radiation protection human resources are not sufficient, persons identified as potential trainers should preferably be first trained and have experience in radiation protection, before they acquire teaching competencies It is important to bear in mind that extensive theoretical radiation protection knowledge does not automatically make a person an effective trainer. The key criterion in trainer selection is the ability to present information in an effective manner, a suitable level of knowledge and experience in the subject matter. It is considered that attendance at the PGEC does not automatically make a person a suitable trainer. Direct practical knowledge of the subject matter can also be a significant benefit in a trainer, particularly in the training of workers in specific practices, eg industrial radiography, medical therapy. Consideration should be given to proactively identifying such persons. 4.4.2 Strategy for training the trainers Meeting the target of developing in the MS a sufficient pool of trainers having proficiency in a specialised field and teaching competence, requires the IAEA specifically to address methodologies of teaching in an effective way. In terms of these requirements, these events should cover the following topics : • Radiation protection requirements, technical and methodological aspects, • Methodologies of teaching.

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Consequently there is a need for courses including both radiation protection aspects and teaching skills (“train-the-trainers” courses). These training courses could be organised either in the national, regional or collaborating training centres. The objective of the “training the trainers” approach is to build competence in member states for a sustainable education and training programme, and the training provided must take this objective into account. With this view, a section on training methods was included in the revised standard syllabus of the postgraduate educational course in radiation protection and the safe use of radiation sources, to fulfil the aim of the course in relation to the concept of ‘train the trainers’. Potential trainers would also benefit from attending the training courses they themselves will be expected to provide in the near future. It should also be noted that the criteria outlined above for the selection of national trainers are also appropriate when considering the suitability of international experts for training activities. It is strongly recommended that they are applied. As an example, it is noted that a “train the trainers” approach has already been developed by the Emergency Preparedness and Response Unit of NSRW. The integration of sustainable training activities within national emergency response plans is described in IAEA-TECDOC-953 “Method for the development of emergency response preparedness for nuclear or radiological accidents”. 4.5 TRAINING TOOLS 4.5.1 Training aids and materials Guidance on the provision of training material is currently provided in the IAEA Document “Guidance for the Development, Implementation, Monitoring and Evaluation of Training Activities”. The document also gives guidance on the procedures to follow in the preparation and validation of training material. In addition to this a methodology for the development of modular training courses has been drawn up. Further information on these procedures is given in Chapter 5. The use of modular training material greatly facilitates the efficient production and presentation of course material, and allows flexibility in the use of material and it is recommended, therefore, that a modular approach be adopted for all training material. In the development of training aids and materials, it is recommended that the steering committee consider the following: a) Harmonisation and standardisation of material & the development of an IAEA “corporate image” for all training aids and materials. b) Address in detail the relationship between the PGEC and other specialised courses. Creation of short-duration, specialised and general awareness courses and relevant material as described in Appendix A 4.5.2 Distance learning Distance learning is a training tool that has potential value in certain situations. It is a useful mechanism for supplementing conventional training, providing refresher

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training or preparing individuals prior to attendance at a training course in cases where the individuals live some distance from a training centre. The Agency is currently carrying out a trial of the effectiveness of modules developed in the distance learning project in radiation protection, which is due to be completed by the end of 2001. The evaluation of this trial and extension of the project to review all modules of distance learning should be considered. A new project should be considered to convert the training material to a computer based training program. Consideration should be given to making computer-based training and other supporting material available on the Internet. The role of distance learning should be considered by the Steering Committee. 4.5.3 On the Job Training On the job training (OJT) is an important component in the training of radiation protection specialists in some countries. It is recommended that the Steering Committee define clear criteria for the application of OJT. In order to maximize the value of this mechanism of training, a formal OJT programme should be drawn up by the host organization in consultation with other relevant parties (employer, national authority etc) and this should include a schedule of experiments/inspections to allow the trainee to acquire the required competencies. The programme should be adhered to and be reflected in periodic reports submitted by the participant to the supervisor . In selecting participants for OJT, the application should define the objective of the training and the relevance of the OJT to the profession. In cases where the application is not self-explanatory, further information must be obtained. The host organization should have the required facilities and expertise to provide the appropriate training. At the end of the OJT an assessment of the competence gained should be made and documented by the supervisor. The role of the National, Regional and Collaborating Centres in organising and improving the quality of OntheJjob Training should be considered by the Steering Committee. 4.6 THE NEED FOR REVIEW The proposals outlined in this report represent a long-term strategy for the development of a comprehensive IAEA training programme. The successful implementation of such a strategy will inevitably require a flexible response to a developing situation. Consequently there is a need for ongoing review in order to ensure that the strategy continues to be on-course to achieve the ultimate goal of self-sustaining training programmes in member states. It is considered that there are four elements to this review process.: 4.6.1 Local evaluation of training Evaluation of a specific training event allows a determination of the effectiveness and impact of the training. Such evaluation can be provided at the conclusion of the

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training or during the course of the event. The latter is particularly useful in respect of longer term training events such as on the job training and the PGEC. Detailed guidance on the IAEA approach to the evaluation of individual training events is given in Safety Report “Training in Radiation Protection and the Safe Use of Radiation Sources”. An evaluation of the impact of the courses on the national radiation protection capabilities after the elapse of a period of months or years would be particularly valuable. It is recommended that regional and national training centres submit a summary of training activities incorporating an overall evaluation of effectiveness. It is proposed that this is done on an annual basis 4.6.2 Evaluation of regional/national strategies for building competence Safety Guide RS-G-1.4 “Building competence in Radiation Protection and the Safe Use of Sources” provides guidance on how national strategies for building competence in radiation protection can be evaluated. This guide urges the use of performance indicators in the evaluation process. These indicators allow the content, process and overall impact of the training programme to be evaluated and would include for example:

- number of training courses, type and level - percentage of successful completions of training by trainees - summary of feedback from trainees and employers - comparison of inspection reports before and after training - comparison of accident reports before and after training

The Steering Committee should assess the progress of the national and regional strategies and the Training Centres periodically 4.6.3 Country assessment

The actual provision of education and training is only one aspect of the work of the IAEA within Member States, but it must not be considered as a stand-alone activity. Training and the relevant exchange of information underpins many other IAEA co-ordinated radiation protection related projects within a MS. It is important, therefore, that within a review of the effectiveness of a training programme, consideration is given to the overall progress of radiation protection and safety within the Member States receiving technical assistance from the IAEA. It is considered that the assessment of overall status has a wider scope than the summary provided by training centres as suggested in 4.5.2 above. This assessment should be carried out by IAEA and should provide, in a concise form, sufficient detail for the Steering Committee to assess the ongoing situation against the Agency’s objectives. If not already in place , a mechanism for providing this status-indication should be developed. It is recommended that such reports are provided on an annual basis.

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4.6.4 The Role of the Steering Committee in the Review Process As stated in 4.2 above one of the key functions of the Steering Committee will be to review progress on the implementation of the IAEA strategy. It is considered that most important two elements in this are the following.:

i) Evaluation of the effectiveness of the training provided

In effect this is a matching of the data provided by the mechanism outlined above against the Agency’s stated objectives and making an assessment as to whether or not those objectives are being achieved. This assessment process would be aided considerably by the use of relevant performance indicators. It is recommended that the Steering Committee draft/develop relevant performance indicators based on the key objectives on a regular basis. Where this evaluation indicates areas of ineffectiveness of the training programme, there could be a number of possible causes eg deficiencies in the training materials provided by IAEA. These causes should be determined and steps taken to rectify matters.

The Steering Committee would advise on putting in place a mechanism for feedback to the IAEA, Training Centres, Collaborating Centres and the involved Member States.

ii) Attainment of the strategic goal The ongoing review of the effectiveness of the training provided within any given period of time will be one of the key indicators as to the effectiveness of the overall strategy. The data and the feed-back of experience should allow the following issues to be evaluated: -

What is the status of the national and regional training centres? Are the specialist trainers within the Agency being used most effectively.? What has been the progress with regard to establishing and maintaining a mechanism for the development of training material? What has been developed in practice? What has been the progress with regard to the development of a mechanism for training the trainers? The progress must be assessed against agreed milestones.

The response to the above should give an indication as to whether or not the strategy is working - if there is doubt (for whatever reason) then the strategy (or an aspect of it) should be reviewed and if necessary amended.

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A function of the Steering Committee will be to assist in identifying appropriate resources to ensure the sustainability of the National and Regional Centres. Potential sources of support would include the individual Member States and the regions, complemented by the IAEA, the Collaborating Centres and other agencies of the UN such as the UNDP and the WHO. 5 PROCEDURES FOR THE PROVISION OF TRAINING 5.1 IAEA INTERNAL TRAINING PROCEDURES The draft document “ Guidance for Development, Implementation, Monitoring and Evaluation of Training Activities” provides information on the procedures to be followed in organising training activities and preparing training material. It is noted, however, that this document needs to be revised to take account of the draft safety guide “Building Competence in Radiation Protection and the Safe Use of Radiation Sources” and the Safety Report “Training in Radiation Protection and the Safe Use of Radiation Sources”. 5.2 PROCEDURES FOR THE PREPARATION OF TRAINING MATERIALS It is important that standard procedures are followed in the development of training material. It is recommended that the schedule given in table 5.1 be followed for the production of all course notes, practical demonstration guides, group exercise material etc. It should be noted that the time scales and the review mechanism relate primarily to material for post-graduate training, although they can readily be adapted and used for specialized courses.

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TABLE 5.1 : Schedule for development of all training material (PGEC and specialized courses)

Action Estimated time

schedule for PG material (months)

Responsible

Create working group* (1 per module) Selection of writers of student and lecturer material Collate the relevant existing material for review Review existing material and propose the student’s material. Nominate IAEA staff/consultants for the development of the new material. Sending relevant student and lecturer material to the Working group Review of student and lecturer material + examinations questions and answers. Validation Pilot run for each module (+ translation if course is in language other than English) Feedback : corrections and modifications. Final validation. Translation in official languages and review of translated material

1

1

1

6

7

10

12

15

Steering Committee Working group Working group Working group Nominated staff/consultants Working group One regional centre Working group Steering committee

*Working group: 3 to 5 persons including IAEA staff and persons with relevant experience and persons experienced in organising PGEC (or the respective module) When evaluating the student material for PGEC, the working group will have as input • the material given during the past courses e.g IAEA Regional Basic Professional Training

Course on Radiation Protection –India 1998 and Cours post-universitaire de radioprotection - Collection Cours de Formation No.5

• bibliography listed in the standard syllabus and will produce as outcome • student books (to compile the notes from the past courses) Student material includes • student books • examination questions and model answers Lecturer material includes • lecturer book and visual aids • practicals, group exercises, … • additional material : videos, CD etc 6 RECOMMENDATIONS

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6.1 Recommendations to the IAEA. It is recommended that the IAEA should:

1. formally adopt the strategy for the development of sustainable training in Member States proposed in this report.

2. adopt a target date of 31.12.2010 for the successful implementation of the strategy;

3. clearly assign the responsibilities for the internal implementation of the strategic plan;

4. set–up a Steering Committee 5. continue developing the network of National, Regional and Collaborating

Training Centres so that they become the point of reference for education and training in radiation protection and the safe use of sources within that region or country;

6. adopt a systematic approach to the establishment of regional and national training centres as specified in table 4. 2 with immediate effect;

7. continue to offer and run seminars, conferences, short duration specialist courses and all appropriate means to promote the continued exchange of information, notably with regard to new developments, major legislative changes etc.;

8. set up a robust mechanism for the development and updating of appropriate training aids and materials and optimize the direct involvement of specialist Agency personnel in training activities.

9. put in place a procedure which facilitates the development of trainers in radiation protection and safety. Such a procedure should clearly specify the pre-requisites for all trainers supporting the Agency’s training programme;

10. adopt the use of modular training material which allows flexibility in the use of material;

11. encourage all Member States to develop and implement strategies for refresher training courses.

6.2 Recommendations to the Steering Committee : It is recommended that the Steering Committee should: 1. assist in defining the criteria to be fulfilled by the Regional and

Collaborating Training Centres; 2. suggest financial contributors for the National and Regional Centres; 3. consider the training of trainers as a high priority to ensure sustainability; 4. assess the effectiveness of the distance learning trials, develop further the

existing material and make the computer-based training material and other supporting material available on the Internet

5. set up performance indicators to assess the implementation of the strategy;

6. advise on the setting up of a mechanism of regular feedback to the IAEA as well as training and Collaborating Centres in the involved Member States.

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7. request regional and national training centres to submit a summary of training activities incorporating an overall evaluation of effectiveness. This should be done on an annual basis.

8. review and advice on the progress made in the implementation of the strategic plan and draw up a report on the outcome of the review;

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Table 6.1 Summary of currently identified specific actions

Action Time schedule

General · The establishment of Steering Committee · The creation of modular training material which may be

used to satisfy a wide range of training activities . Assessment of training demand in Member States

National and Regional centres · Draw up a mechanism for annual review of training

activities

End 2001 Ongoing End 2002 End 2002

Post-Graduate education and training . The rationalization and production of standard course material, including :

- student material - lecturer material

· Re-enforce procedures for candidate selection – pre-requisites and selection.

Initial medical training · To define syllabi (occupational, patient and public

protection) and prepare standardised relevant materials addressed to the specified target audiences and to the trainers

Specialised training · Harmonisation and Co-ordination of material & corporate

image · Rationalisation of the post-graduate level specialist

courses with respect to the PGEC. · Creation of short-duration general awareness courses to

cover a) miscellaneous interests eg tracer, laboratory analytical equipment b) regulators and decision-makers. To be created in a modular style.

· Modular training material to be drawn up for the following practices • Medical :

• Diagnostic and Interventional radiology (under preparation)

• Radiotherapy • Nuclear Medicine

• Industrial :

• Industrial radiography • irradiators/accelerators

Gauging (inc well-logging) ·

End 2002 End 2002 End of 2002 End 2002 End 2002 End 2002 Mid 2002 End 2002 End 2002 End 2002 End 2001 End 2002 End 2002

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Distance learning · Completion of the work in progress · Assess the effectiveness of this training method.

On-the-job-training · To analyse the value of the OJT for various practices,

· Clear criteria for the application of OJT to be drawn up

mid 2002 End 2002 End 2002

6.3 Key Milestones The table above proposes target dates for completion of a series of currently identified actions. However, it considered worth having a series of milestones embedded within the overall strategy that will help direct the Agency to the overall endpoint. The following timeline is suggested . End 2002 - Completion of all actions identified in table 6.1 End 2003 - Policy on selection and training of trainers to be agreed

and implemented

End 2005 - Final Identification of all regional training centres required.

End 2006 - All regional/national training centres to be submitting

an annual summary of training activities End 2008 - Declaration of the portfolio of training activities

a) directly provided by IAEA, and b) sponsored/supported by IAEA

END 2010 - SELF SUSTAINABLE TRAINIING IN MEMBER

STATES

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APPENDIX A: ANALYSIS OF THE NEEDS AND CURRENTLY EXISTING MATERIALS TABLE 1 : Analysis of the needs for IAEA training courses

Practice1 Qualified Expert (QE)

Radiation Protection

Officer(RPO)

Workers2,3

Radiation therapy PG+ST+OJT4 ST+ OJT ST Nuclear medicine PG+ST+OJT4 ST+OJT ST Diagnostic and

Interventional radiology PG+ST+OJT4 ST+OJT ST

Industrial radiography PGEC +ST+OJT ST + OJT ST

Irradiators and accelerators

PGEC +ST+ OJT ST + OJT5 ST

Unsealed sources including radiotracers

PGEC+ST+OJT ST+OJT ST

Gauges – well logging PGEC+ST+ OJT ST + OJT ST Mining and milling PGEC+ST+OJT ST + OJT ST

RP in Nuclear facilities, including

decommissioning

PGEC+ST+OJT PGEC+ST+ OJT6 ST

Intervention for emergency (off-site or beyond the response

capability of the licensee)

PGEC+ST+OJT PGEC+ST+OJT7 ST

Research + teaching PGEC+ST+OJT ST + OJT ST

Waste management PGEC+ST+OJT PGEC+ST+OJT6 ST

Transport PGEC+ST+OJT ST+OJT8 ST Monitoring *services

(individual, workplace,environment

al)

PGEC+ST+OJT N.A. ST

1. It is expected that regulators for each practice would be as competent and qualified as a QE for that practice, in so far as radiation protection is concerned; regulatory aspects of the training for regulators shall be addressed separately

2. For medical practitioners and workers involved in medical practices it is recommended that ST be implemented in the curricula of the graduate (undergraduate) learning

3. The training required for workers in a particular practice could be more than one ST, depending on their job category , for categories of workers refer IAEA Safety Guide Building Competence in Radiation protection and the Safe Use of Radiation Sources RS.G-1.4

4. QE is likely to be a Medical Physicist 5. For some cases it may be required that RPO is a QE 6. It may be required that RPO is a QE 7. RPO means in this case the person responsible for leading the intervention team 8. RPO means in this case the person responsible for the shipment; in some cases it may also

be required that this person is a QE. * Not a practice but as Technical Services PG = postgraduate university level medical educational course - ST = specialised training course - OJT : On-the-job-training, PGEC= Postgraduate Educational Course in Radiation Protection and Safe Use of Radiation Sources N.A.= Not Applicable

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TABLE 2 : Status of training and other material currently available (to be reviewed) Practice Health

Professionals Regulators Qualified expert RPO Workers

Medical applications

Radiation therapy NA NA (TECDOCs) ------ NA + part of TCSno6

NA

Nuclear medicine NA NA (TECDOCs+ manual)

------ NA NA

Diagnostic radiology and Interventional

NA NA (manual) ------ NA some ST material + part of TCSno6

NA

Industry Industrial radiography NA(CD ROM+Safety

reports) NAPGEC existing book + part of TCSno6

NA part of TCSno6 ST material in progess

Irradiators and accelerators

NA(safety series+TECDOCs)

NAPGEC existing book + part of TCSno6

NA part of TCSno6 NA

Gauges – well logging NA(manuals) NA PGEC existing book NA NA Tracer techniques NA (technical reports) NA PGEC existing book NA ------ Mining and milling NA NA PGEC existing book NA only instructions to

be provided RP in Nuclear facilities, including decommissioning

NA 9safety reports) NA+ Safety reports + ALARA in progress

NA NA

Emergency response PGEC existing book

+CD ROM NA+ manuals + CD-Rom NA+ manuals + CD-

Rom NA+ manuals + CD-Rom

Research + teaching NA NA NA NA

Waste management NA A-NV TCSn°8 A-NV TCSn°8 A-NV TCSn°8

Transport A-NV TCS no.1 +video+hyper Trans

A-NV TCS no1 + CD-Rom + video

A-NV TCS no1 + CD-Rom + video

A-NV TCS no1 + CD-Rom + video

Monitoring Services General Awareness programme for managers, decision makers, lawyers, PGEC = post graduate educational course - ST = specialised training course - NA : not available - A-NV : available not validated,Training material on regulatory infrastructures is under development

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Appendix B

CONTRIBUTORS TO THE STRATEGIC PLAN AND REVISION

Aguilar V International Atomic Energy Agency Aleinikov V Joint Institute or Nuclear Research, Russian Federation Arbolí M M Jefe Unidad de Formación CIEMAT (IEE), Spain Balu K Bhabha Atomic Research Centre (BARC), India Beninson D Nuclear Regulatory Authority, Argentina Bernido C C Philippine Nuclear Research Institute, Philippines Bilbao A International Atomic Energy Agency Brittinger M.T International Atomic Energy Agency Caldas L V E Comissao Nacional de Energia Nuclear, Brazil Çaoui A Centre National de l'Energie, des Sciences et des Techniques

Nucleaires (CNESTEN), Morocco Conlon P International Atomic Energy Agency Cruz-Suarez R International Atomic Energy Agency Dang T L Vietnam Radiation Protection and Nuclear Safety Authority,

Viet Nam Daud M Malaysian Institute for Nuclear Technology Research, Malaysia Dimitriou P Greek Atomic Energy Commission, Greece Djermouni B International Atomic Energy Agency Dodig D Medicine Faculty of Zagreb, Croatia Federline M US NRC, United States of America Ferruz P International Atomic Energy Agency Franklin S International Atomic Energy Agency Guo Y China Institute for Radiation Protection, CNNC, People’s

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Republic of China Gustafsson M International Atomic Energy Agency Kawakami Y Radioactive Waste Management & Nuclear Facility

Decommissioning Technology Center (RANDEC), Japan Kharita M H Atomic Energy Commission, Syrian Arab Republic Kozelj M Jozef Stefan Institute, Slovenia Larkin J Schonland Research Centre for Nuclear Sciences, South Africa Lirsac P N Institut National des Sciences et Techniques Nucléaires

(INSTN), France Massera G International Atomic Energy Agency Mikhchi K H Atomic Energy Organization of Iran, Islamic Republic of Iran Min S C K Department of Scientific Services, Singapore Morkunas G Radiation Protection Centre, Lithuania Mrabit K International Atomic Energy Agency Nogueira De Oliveira C International Atomic Energy Agency Nolibe D CEA-SACLAY- INSTN, France Ortiz Lopez P International Atomic Energy Agency Paynter R National Radiological Protection Board, U.K. Pope R International Atomic Energy Agency Prendes M Center for Radiation Protection and Hygiene, Cuba Rudelli M Nuclear Regulatory Authority, Argentina Sabol J International Atomic Energy Agency Sadagopan G International Atomic Energy Agency Schmitt-Hannig A Bundesamt fuer Strahlenschutz, Germany Skornik K International Atomic Energy Agency Stewart J National Radiological Protection Board, U.K.

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Timoshcenko A International Sakharov Environmental University, Belarus Uslu I Turkish Atomic Energy Authority, Turkey Versteeg J International Atomic Energy Agency, Austria Watterson J Schonland Research Centre for Nuclear Sciences, South Africa Wieland P International Atomic Energy Agency Wrixon A International Atomic Energy Agency Yiren Xuan China Institute for Radiation Protection, People’s Republic of

China