``The Gendarmerie Aviation School Command has successfully trained and graduated 35% of the Pilots and 51% of the Technicians who are presently serving within the Gendarmerie Aviation Department``
Defence Turkey: Could you provide information on the founding purpose of the Gendarmerie Aviation School Command, the historical evolution of pilot and technician training, and the current organizational structure of the Command?
Colonel Haydar YILDIZ: Initially, the Gendarmerie Aviation School Command was a unit at the level of Training Directorate, operating under the umbrella of the Gendarmerie Aviation Command in 2000. Yet, the burgeoning demand for training personnel due to advancements in aviation technologies and the introduction of new aircraft into the national inventory prompted a proactive initiative to establish a dedicated Aviation School Command. As a culmination of these considerations, in the year 2013, the Training Directorate's teaching staff was revised and subsequently evolved into what is now recognized as the Gendarmerie Aviation School Command.
On August 5, 2013, the Gendarmerie Aviation School Command initiated its educational and training activities within the Gendarmerie Aviation Department campus, located at the Martyr General Eşref BİTLİS Barracks. The primary objective behind this initiative was to provide training for its own personnel while simultaneously addressing the escalating training demands within the aviation domain of the Gendarmerie General Command, while ensuring alignment with the established corporate culture.
Initially, we encountered challenges regarding the aircraft for pilots' Basic Training. To address this, an agreement with Turkish Aerospace was made. As part of this arrangement, Turkish Aerospace administered the "Basic Training", followed by the "Advanced Training" provided by our School Command. This comprehensive approach ensured the successful training and qualification of our pilots, culminating in the issuance of their badges. Concurrently, within the same timeframe, our School Command effectively conducted both basic and advanced training for all our technicians. Candidate pilots who excel in the approximately year-long Basic Course are eligible to earn their badges. The corresponding period for our technicians is approximately 6 months. Moreover, as a noteworthy development during this period, technician candidates from the General Directorate of Security were participating in the Aircraft/Helicopter Technician Basic Courses we conducted.
In the year 2020, we established our vision for 2023. This particular year holds great significance as it marks Türkiye's centenary. Additionally, we recognized it as the 10th anniversary of our School Command's establishment. With these factors in mind, we embarked on a mission to evolve into an institution capable of addressing all aviation training requirements of the Gendarmerie General Command. Our aim was to remain attuned to evolving technology, rigorously adhere to aviation regulations, and concurrently meet the aviation training requirements of other affiliated institutions under the Ministry of Interior, namely the General Directorate of Security and the Coast Guard Command. At the point we have reached today, we have successfully graduated our first group of pilots this year. This signifies our journey of starting from scratch and independently nurturing skilled aviation professionals without any external dependencies.
By the end of November 2023, we plan to conduct a ceremony to honor our accomplished pilots. Meanwhile we have initiated the training of pilot candidates affiliated to the Coast Guard Command. In our ongoing 11th Term Pilot Basic Course, two Coast Guard pilot candidates are actively participating in their training. Furthermore, as I previously mentioned, we have extended our training program to include technicians from both the Coast Guard Command and the General Directorate of Security, reinforcing our self-reliant status. Similarly, in our upcoming 12th Term Pilot Basic Course, scheduled to commence in September, we are introducing a novel dimension by providing training to pilot candidates from the General Directorate of Security. In addition to our 25 pilot candidates, we include 6 General Directorate of Security pilot candidates in our course. Additionally, we have received a request from the Coast Guard Command, which we are actively evaluating. If feasible, we will include 4 pilot candidates from the Coast Guard Command in our September course.
Regarding the current organizational structure of the Gendarmerie Aviation School Command, it encompasses Administrative Units, the Measurement and Evaluation Branch Directorate, 6 Squadron Commands tasked with conducting training activities, and the Flight Control and Standardization Board.
Defence Turkey: Could you provide insights into the founding purpose of the Gendarmerie Aviation School Command and elaborate on the initiatives undertaken to train flying personnel in alignment with this purpose?
Colonel Haydar YILDIZ: The Gendarmerie Aviation School Command's founding purpose is to train adept pilots and technicians. These individuals are trained to excel in their roles without compromising flight safety, by closely adhering to ever-evolving aviation regulations and technological advancements. The command also focuses on sustaining the skills acquired through training.
In terms of our capability to train pilots, it's also crucial to address the sustained proficiency in this acquired skill. To maintain these abilities, each year, all our pilots and technicians undergo Training to Ensure the Continuation of Flight Ability (refreshing training), which is overseen by our Flight Control and Standardization Board. Subsequently, a combination of written exams and flight evaluations is conducted to uphold and update the flight skills and aviation knowledge of our personnel while ensuring standardization. For those who excel in the written exam and flight evaluation, it serves as an attestation that their flight capabilities remain at a high level for one year. Subsequently, these individuals are reevaluated the following year through the same process.
Each year, we offer refreshing training to nearly all our pilots, tailored to the specific aircraft type selected for that particular year. This training is annually organized to refresh the knowledge about ATAK Helicopter piloting. Moreover, in the event of an "emergency" aircraft incident or accident, we harness the insights garnered from such situations and share them with our fellow pilots. Furthermore, if there are subjects beyond our expertise, but our pilot peers attending the training have knowledge in those areas, our aim is to sustain this knowledge exchange by incorporating their insights. Put simply, our approach involves embracing alternative practices that prove genuinely advantageous for the system, thereby prompting us to proactively undertake relevant initiatives.
In line with our founding purpose, given the advanced level of our aviation training activities and the fact that airspace oversight is managed by the State Airports Authority and the Directorate General of Civil Aviation under specific regulations, we submitted an application to have our training activities monitored by the Directorate General of Civil Aviation. Within this framework, we undertook updates and revisions to our training system to ensure alignment with relevant regulations and aspects of civil aviation. As a result, our Gendarmerie Aviation School Command was granted the status of an Approved Flight Training Organization (ATO) by the Directorate General of Civil Aviation in 2016. This authorization ensured that pilots joining the Gendarmerie Aviation Directorate could confidently navigate Turkish airspace, grounded in Civil Aviation regulations. This harmony in aviation practices facilitated effective communication among pilots and enabled them to maintain their knowledge up to date. Consequently, we are effectively integrating our flying personnel into the civil aviation realm. The General Directorate of Civil Aviation carries out periodic inspections to verify this qualification.
Defence Turkey: Could you share details about the training offered at the Gendarmerie Aviation School Command for both manned and unmanned fixed-wing and rotary-wing aircraft?
Colonel Haydar YILDIZ: Initially, the Aviation School Command conducted Basic, Advanced, and Specialization Courses for a variety of aircraft, including T129 ATAK, S-70 Sikorsky, Mi-17, AB-205 Helicopters, and King Air B-350 JIKU and Citation C680 Sovereign Command and Control Aircraft. In 2022, with the establishment of the UAV Training Squadron Command, courses were introduced for BAYRAKTAR TB-2 and ANKA-S Unmanned Aerial Vehicles (UAVs), as well as mini/micro/nano drones. In fact, just around two months ago, we conducted instructor training for the BAYRAKTAR TB-2 and ANKA-S UAV systems already in our inventory. Subsequently, we prepared our training materials, and we have recently initiated the 1st Term Pilot, Technician, and Payload Operator Course for Unmanned Aerial Vehicles.
Defence Turkey: As far as I know, Azerbaijan has requested a Pilot Basic Training Course for Mi-17 Helicopters some time ago.
Colonel Haydar YILDIZ: There are certain external wrequests, but nothing has been finalized yet. Presently, discussions are ongoing with Azerbaijan, Turkmenistan, and Libya. Should a consensus be reached, we are also willing to conduct training activities.
Defence Turkey: Could you furnish details about the training initiatives undertaken for pilots, technicians, and UAV Systems at the Aviation School Command throughout an academic year? Additionally, could you elaborate on the training materials, methodologies, and programs utilized during these training sessions?
Colonel Haydar YILDIZ: The Gendarmerie Aviation School Command administers a total of 18 diverse courses for pilots, 23 courses for technicians, and 33 courses for UAV Systems throughout each academic year. To uphold the quality and consistency of our training, we meticulously plan our training schedule for the year. In this process, we address factors that ensure not only effective training but also its sustained quality. During this phase, we encounter challenges related to the preparation of training materials and the provision of suitable training environments for these courses. However, I believe we have effectively addressed these challenges so far, successfully ensuring the provision of appropriate resources and environments for the courses.
In the campus of our School Command, training activities are carried out across a total of 10 classrooms, including one Computer Based Training System Classroom, one Interactive Training Classroom, and two Application Classrooms. To enhance contemporary learning experiences, these classrooms are equipped with smart boards. In instances where we need to convey information to personnel stationed in our external units in Aydın, Diyarbakır, and Van, we utilize our Interactive Training Classroom to offer in-person training. To illustrate, during the previous week, we had scheduled a three-day flight training program for the T-70 Helicopter in Aydın. Normally, our colleagues would have traveled to Aydın to conduct the training. However, for the preliminary theoretical training that precedes flight sessions, we utilized the Interactive Training Classroom to effectively provide comprehensive training on the subject over the span of three days. Presently, we are in the process of conducting trials using the Interactive Training System. Additionally, we are initiating a project that involves the administration of yearly written exams and flight control assessments for pilots and technicians stationed in our external units. This will be facilitated centrally through the Interactive Training Classroom. In fact, we recently executed a trial run, achieving successful outcomes. Following a few more trials, we will have the capability to centrally administer this examination by effectively utilizing our question bank. It's worth noting that our question bank is a secure and restricted area accessible to authorized individuals only; even I don't have access. Through its application, we will enhance our ability to assess our personnel in a more streamlined and impactful manner.
We place significant value on the development and enhancement of training materials to facilitate efficient training activities. Presently, we have curated a collection of 103 materials for use within our training programs. Guided by the principles of sustainable and continuous training, coupled with the evolution of training technologies, we are actively developing mobile training applications. These applications serve to grant flight personnel access to information regardless of time or location. Considering the importance of remote training brought about by the pandemic, we ensure the accessibility of training videos and presentations crafted by our training personnel. These resources are made available to our personnel via the JUZEK and UZEM (Distance Education Center) System.
Moreover, we've incorporated projects stemming from innovative ideas into our training framework, with the intention of enhancing the training’s efficiency. A notable example is the Three-Dimensional Visual Training Program developed for the aircraft within our inventory. The aim of this program is to fully introduce the personnel to the aircraft they will be assigned to. To achieve this, intricate three-dimensional photographs of the aircraft were captured using specialized cameras and combined with a program. This program is employed during hands-on training sessions, effectively describing the various parts and their corresponding locations.
Defence Turkey: Could you provide details about the pilot candidate selection process? During our visit to the campus, we were able to see the domestically developed and manufactured Personnel Candidate Selection System (PASS) simulator. How does the PASS simulator contribute to the selection process?
Colonel Haydar YILDIZ: Our pilot candidates are selected through two different channels. One approach involves selecting candidates from a specific quota among the officer candidates who have enrolled in the Gendarmerie Coast Guard Academy and completed a 5-year educational program (comprising 4 years of study plus an additional preparatory year). Alternatively, candidates are also selected from the pool of contracted officer candidates who have received education at a different university and have subsequently applied to the Officer Training Center (SUEM) in alignment with the official announcement.
Defence Turkey: Do both categories of pilot candidates undergo the same one-year training? What is the rationale behind selecting pilot candidates through two different channels?
Colonel Haydar YILDIZ: Yes, all pilot candidates undergo one year of training. The selection of pilot candidates from two different channels serves to create two distinct groups, allowing us to integrate and leverage the advantages of each group during the training process. For instance, one group may consist of candidates with backgrounds in electronics engineering, computer engineering, or mechanical engineering, having completed four years of university education. Meanwhile, the other group comprises personnel who have undergone rigorous training within the framework of the Gendarmerie Command, thus embodying the Gendarmerie culture and institutional ethos. Bringing these two groups together enables us to foster a distinctive dynamic, where the convergence and interchange of ideas occur between them.
Therefore, our pilot candidates are primarily chosen from within these two groups of applicants. Subsequently, they undergo a foreign language examination. Additionally, their achievements in their academic studies are assessed. The Personnel Candidate Selection System (PASS) Test is conducted, followed by an interview. Based on the average performance across these four assessments, candidates are graded on a scale of 0 to 100 and subsequently ranked. In accordance with this ranking, candidates proceed to a medical examination before commencing the course. Their evaluation is based on the average of these four assessments, leading to a score out of 100 points and subsequent ranking. Following this ranking, candidates undergo a personnel health examination before commencing the course.
Defence Turkey: How extensively are flight simulators employed in the training provided to flying personnel at the Aviation School Command?
Colonel Haydar YILDIZ: Flight simulators offer cost-effective and efficient training, enhancing pilots' command of aircraft through repeated practice of flight maneuvers. They mitigate challenges posed by air traffic delays, aircraft maintenance, and restrictions like weather conditions and NOTAMs.
Therefore, simulator systems have been developed and integrated into training programs for four aircraft within the inventory, namely AB-205, S-70, and Mi-17 helicopters, as well as the King Air B-350 aircraft. Notably, scenario-driven training initiatives are implemented, involving extensive repetitions, to elevate the competence and expertise of flight personnel. To align with evolving aviation practices, new programs are in the pipeline, aimed at enhancing flight safety, including VFR (Visual Flight Rules) 'emergency' training addressing pilot responses in adverse weather scenarios.
Flight Training Simulators for the AB-205, S-70, Mi-17 Helicopters, and King Air B-350 Aircraft were developed at different time intervals. The Mi-17 simulator was produced in 2018, the S-70 in 2021, and most recently, the B-350 and AB-205 simulators were manufactured in 2023. Currently, preparations are underway for the B-350 simulator. Utilizing these four flight simulators, a total of approximately 5,600 flight hours of training has been accomplished thus far, yielding cost savings of nearly USD 24 million through the implementation of these virtual training programs. Flight Training Simulators offer the unique capability to conduct both standard flight training and specialized 'emergency' training that might not be feasible in actual conditions. For instance, the Mi-17 Helicopter is equipped with a Fire Extinguishing System. In conventional training, you can only verbally explain the system without practical demonstration. However, within the simulator, you can elevate the training by simulating scenarios like an onboard fire. This enables you to engage your crew with questions such as, "There's a fire in the left engine after take-off. What steps should we take?" The crew responds with appropriate actions, enriching the learning experience beyond theoretical comprehension. This is an illustrative instance of the capabilities inherent in the Mi-17 Flight Simulator. Through external control, simulated fire emergencies can be triggered in specific areas. Pilots are required to respond to these situations based on cockpit warning lights and audible alerts. The Navigation Officer intervenes accordingly. Additionally, it offers advantages in enhancing Crew Resource Management (CRM). The unlimited nature of these simulations allows for repeated practice sessions to be conducted as often as necessary.
To train our Flight Engineer on the Mi-17 helicopter, we typically need to perform 8 start/stop procedures on an actual helicopter. This involves following a checklist, activating the helicopter's systems, and starting and shutting down the engine without flying. Setting aside expenses related to fuel and other operational equipment, and solely focusing on the cost of the starter motor – which has a limited operational lifespan – we encounter significant costs. Each time the starter button is pressed during real flight, it contributes to the wear and tear of the starter motor. In aviation, all components have limited lifespans and need eventual replacement when reaching their limit. Yet, in the Mi-17 Flight Simulator, pressing the button has no cost associated with it. While there are costs for electricity and annual maintenance, the advantage lies in the ability to perform the procedure an unlimited number of times. Trainees and personnel can practice extensively in the simulator, diverging from the real helicopter practice, where only 8 instances are possible. The simulator environment offers invaluable repetitive training without incurring the costs associated with real flight operations.
Defence Turkey: Based on the expertise and insights gathered through the Gendarmerie Aviation Department's firefighting efforts, is it possible to enhance the S-70 and Mi-17 Flight Training Simulators with a software update to provide training on tasks such as carrying external loads like the Bambi Bucket and intervening in forest fires during nighttime conditions?
Colonel Haydar YILDIZ: Currently, there is no existing product, but our team is actively working on it. A project has been initiated by our colleagues, and if successful, we will certainly use it. In the context of firefighting training, we comprehensively cover topics such as operating firefighting helicopters, entering flight patterns, water drainage procedures, executing escape maneuvers after water discharge, and the step-by-step sequence from water collection. At the onset of our training on extinguishing forest fires, we review the external load training. This involves explaining the specific buttons and controls utilized for external load operations, discussing their optimal positions for extinguishing forest fires or various fire scenarios. For instance, there are instances where the load could inadvertently touch the ground, leading to the automatic release of the hook and the rope falling. To prevent such occurrences during firefighting missions, we disable that button. As a result, we've established a 'checklist' procedure for forest firefighting activities. Training is also provided on the execution of this checklist procedure and the corresponding communication protocols. This training has been carried out in Gölbaşı, Ankara. Within this framework, we facilitate three flights for each pilot. A minimum of 10 successful fire drops are executed using the Bambi Bucket, targeting a specific area. After achieving a total of 7 accurate drops, we assess that the pilot's training is comprehensive, and they are capable of effective communication within the helicopter. Following this evaluation, we authorize them for forest firefighting missions. By adopting this approach, we ensure that colleagues who have not received this specialized training are not tasked with firefighting duties without proper preparation. In essence, our comprehensive training program equips our personnel to effectively address forest fire scenarios.
Defence Turkey: Do you think there is a need for a flight simulator for the T129 ATAK Helicopter?
Colonel Haydar YILDIZ: We don't have an ATAK simulator because we didn't need one. However, there is an ATAK simulator at the Army Aviation Command. We believe it is suitable to leverage this simulator for our ATAK Helicopters. When the need arises, we submit a request, and they allocate it to us at appropriate times. This is how we go about using it.
Regarding our decision to develop our own S-70 simulators despite the presence of the S-70 Flight Training Simulator at the Army Aviation Command, this choice stems from the notable differences in the modifications between our S-70 helicopters and those of the Land Forces Command. The cockpit environment of our helicopter contrasts significantly with that of the Turkish Land Forces' helicopter. To effectively operate the S-70 Simulator there, we need differential training due to these variations. Furthermore, we encountered challenges in integrating the training we received there into our unique system. Consequently, we acknowledged the necessity for a dedicated flight simulator and embarked on its development journey.
There is also a UH-1 Helicopter simulator in the Land Forces, however, it is currently inactive. While operational, it doesn't meet the desired standards we are aiming for. As a result, we took the initiative to develop our own simulator, which is now in use.
Defence Turkey: In your capacity as the Aviation School Command, what is the annual capacity for training and graduating pilot candidates?
Colonel Haydar YILDIZ: In our inaugural year of 2023, we initiated the program with a total of 38 pilot candidates during the first semester. Utilizing our internal resources, we effectively carried out the 10th Term Pilot Basic Course, culminating in the graduation of 20 pilot candidates.
Defence Turkey: What is the process used to assess candidates in training programs? Can you elaborate on success rate in training programs?
Colonel Haydar YILDIZ: We administer written exams and tests as part of our evaluation process. We have specific guidelines in our measurement and evaluation system. Should a trainee not pass a course, they are given the opportunity to take a make-up exam for that particular course. This arrangement is necessary due to the overlap of theoretical lessons and flight training after a certain timeframe. The course demands concentrated effort and commitment, as trainees must navigate a period of intense training intertwined with flights.
We commenced our 11th Term Pilot Basic Course with a cohort of 35 individuals, and we are currently proceeding with 22 participants. The course has achieved a certain pace and structure. Those who have successfully reached the stage of solo flight generally proceed through the course without significant setbacks, maintaining their progress until its completion. In aviation training, a success rate falling within the range of 60% to 65% is generally regarded as acceptable.
Regarding the qualification criteria, it entails failing in one specific course or encountering failure in two separate flight instances. This requirement holds significance due to the trainee's need to conduct solo flights within a span of 20 hours. By "solo flight," we are referring to the trainee assuming complete control of the aircraft without the presence of an instructor or any other individual. In this scenario, the trainee will independently take off, maneuver in circuit patterns during flight, and land.
Defence Turkey: Do the trainees conduct solo flights within an AB-205 (UH-1)?
Colonel Haydar YILDIZ: Yes, trainees do perform solo flights using an AB-205 (UH-1) helicopter as part of their training. The AB-205 serves as our Basic Trainer aircraft. Our training program comprises two phases, commencing the first phase of our Basic Course with the AB-205. During the previous semester, we tailored our training to our requirements and graduated candidates with either the S-70 or the ATAK Helicopter. However, this year, we have decided not to provide training on the ATAK Helicopter based on our current needs. At present, we are contemplating assigning candidates to either Sikorsky helicopters or Mi-17 helicopters, considering our operational considerations. We will formulate a plan once we reach that stage. In the previous year, we conducted a training program for a single semester. However, this year we are launching two semesters. The first semester started in April and will conclude in April 2024. Subsequently, another course will start in September and finish in September of the following year. As we outline our plans for 2024, our intention is to initiate the first course in September 2024. This means that we will not commence another Pilot Basic Course until September of the subsequent year. This plan remains in effect unless circumstances dictate otherwise. Consequently, our training for September 2024 will encompass a total of 70 pilot candidates, including external units. Currently, our Technician Basic Course is ongoing with 52 trainees. Following the conclusion of this course, we will immediately initiate a new Technician Basic Course in October.
Defence Turkey: You've just touched upon the qualification criteria in training. For instance, if a trainee initially enrolls as a rotary wing pilot candidate but doesn't succeed due to certain factors, do you provide these trainees with an opportunity to transition into UAV pilot roles, or do you receive any requests from them expressing interest in this direction?
Colonel Haydar YILDIZ: UAV training follows a different process. This training is customized according to the specific requirements of the UAV Command. For instance, if there is a demand and the trainee meets the necessary criteria during the application period, they are not informed that their pilot candidacy disqualification prevents them from applying for UAV training. If the required criteria are met, trainees are allowed to apply. As an example, in the upcoming semester, a candidate who was previously disqualified from pilot training will participate as a trainee in the UAV Piloting course. Nevertheless, it's important to note that the realization of this opportunity is not assured. If the necessary conditions are met, it would certainly be advantageous for the trainee to embark on this path.
Defence Turkey: How was the training conducted for pilots who operate King Air B-350s within the Aviation Department’s inventory? Is the use of a Trainer Aircraft necessary for this training?
Colonel Haydar YILDIZ: When there was a need for King Air B-350 pilots, we signed a protocol with the Turkish Airlines Flight Academy to facilitate the necessary training. Currently, we are requesting aircraft pilot training from the Turkish Army Aviation School Command. Our objective is to graduate one or two pilots annually through this avenue. For instance, in August, a pilot candidate will complete aircraft pilot training at the Army Aviation School Command and subsequently join us. We will then provide specific adaptation training for the B-350 Aircraft over a designated period. Our focus is on delivering Type Adaptation Training, while simultaneously seeking a quota from the Army Aviation School for Basic Training. In the upcoming period, there is indeed a requirement for an Aircraft Pilot Basic Course. However, this entails the need for a Basic Trainer Aircraft. As for infrastructure and instructor pilots, we have those aspects covered. The only missing component is the aircraft itself. Fortunately, we are actively addressing this issue as well. Our projected need is around 10 to 15 aircraft to satisfy our training demands.
Defence Turkey: Could you please provide insight into the Aviation School Command's vision for the future and outline its primary objectives concerning the training of flying personnel?
Colonel Haydar YILDIZ: Leveraging our School Command's robust institutional infrastructure, seasoned flight instructors, trainer aircraft to enter the inventory, and enhanced training facilities, we embarked on a journey in 2020 to evolve into a flight school capable of satisfying the flying personnel training needs of the Ministry of Interior's aviation units. Today, we proudly stand at a juncture where we are equipped to deliver comprehensive training requirements for various entities, most notably the Gendarmerie General Command, the General Directorate of Security, and the Coast Guard Command. Our offerings encompass a wide spectrum, with a specific focus on providing Basic Training for both pilots and technicians.
Starting from 2013, the Gendarmerie Aviation School Command has been entrusted with the vital task of providing essential flying personnel to the Gendarmerie General Command. In the process, we have successfully graduated 35% of the pilots and 51% of the technicians who presently serve within the Gendarmerie Aviation Department. Looking back on the past decade, our achievement is clear: as the Gendarmerie Aviation School Command, we have been able to train 3 to 4 out of every 10 pilots and 5 out of every 10 technicians currently part of the Gendarmerie Aviation Department or other units. This accomplishment resonates with our primary objective of training the necessary flying personnel for the Gendarmerie General Command, and it fills us with a sense of pride.
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