For ground handlers, Weight & Balance is one of the most critical — and risky — operational responsibilities. Yet in many stations, especially regional or seasonal ones, it is also one of the least standardised processes. Ground handlers are expected to:
For many airlines — especially charter, ACMI, and leisure operators — Weight & Balance remains one of the most operationally sensitive processes when operating across a diverse airport network. While main bases often benefit from centralised systems and trained teams, the reality at regional and seasonal destinations is very different.
Building a structured pilot training programme takes careful planning. Every training environment is different — shaped by its standards, processes, instructors, and learners.
That’s exactly where Learning Paths come in.
With our new Learning Paths feature, you can shape training structure around what matters to you — designing clear, tailored pathways that reflect your programme, your standards, and the way learning is delivered in your organisation.
This isn’t about fitting into a predefined model. It’s about giving you the flexibility to structure training your way — without sacrificing clarity or control.
Flight training has always demanded precision, discipline, and time, but for many, that still means hours in a classroom surrounded by printed manuals, PowerPoint slides, paper-based tests, and a clock ticking slowly on the wall as learners gaze out at the aircraft waiting on the tarmac, eager to take flight, yet having to sift through hundreds of pages of schematics, unfamiliar graphs, and dense text first.
This rigid structure has created challenges for learners and instructors alike: limited flexibility, commuting costs, little room to adapt learning to personal schedules, extra facilities needed for training sessions, and limited personalization in teaching methods.
Performance‑Based Navigation (PBN) has been part of European instrument flying for many years. Today, it is a core operational capability, used daily across controlled airspace and reflected in the privileges attached to the Instrument Rating (IR).
What is new — and highly relevant for training organisations — is the level of clarity EASA now provides on what PBN training within an Instrument Rating course should include. This clarification is formalised in AMC1 FCL.615(a) Amendment 13, which introduces a dedicated Acceptable Means of Compliance describing PBN training elements and syllabus expectations for IR training courses.
For Approved Training Organisations delivering IR training — including modular and integrated pathways — the key question is therefore no longer whether PBN is covered, but whether current training clearly reflects these defined expectations across theory, ground‑based practical training, and flight or FSTD exercises.
Being a flight instructor sounds like the perfect job. Doing what you want 365 days a year, financially lucrative, emotionally rewarding, and getting paid for taking off and touching down with your students. At least that's how it's often perceived from the outside, but is it really that perfect? Can anything really be that perfect? We'll start by taking a look at the myths vs. the sometimes grim reality flight instructors frequently face.
