DOI 10.2478/jok-2019-0097
Tomasz KULIK, Sławomir DYGNATOWSKI, Kamil PRZYBYSZ,
Norbert GRZESIK
Polish Air Force University (Lotnicza Akademia Wojskowa)
PERSPECTIVE ASSUMPTIONS OF PILOT TRAINING
ON MULTI-ROLE COMBAT AIRCRAFT IN POLAND
Perspektywiczne założenia szkolenia lotniczego pilotów
wielozadaniowych samolotów bojowych w Polsce
Abstract: The article deals with the subject of diagnosing the current system of pilot
training on multi-role aircraft in Poland. The authors pay particular attention to changes in its organization, arising from the compromise between technology, needs and funds on the part of the organizers. The recommended perspective changes in its organization in Poland result from the past three years of research in the Air Force University and institutions engaged in the discussed issues. The issues continue the research process handled in the dissertation [5], resulting from analyses and comparisons with world trends in this respect. The obtained findings suggest that it is essential to achieve the planned outcomes of training pilots on multi-role aircraft, at the same time reducing time and costs. It is linked to the introduction of modern aircraft or equipment supporting the process of pilot training.
Keywords: pilot training, pilot, multi-role combat aircraft
Streszczenie: Tematem publikacji jest diagnoza aktualnego systemu szkolenia lotniczego
pilotów wielozadaniowych samolotów bojowych (WSB) w Polsce. W artykule szczególną uwagę zwrócono na zmiany w jego organizacji wynikające z kompromisu między techniką, potrzebami, czy finansami jego organizatorów. Sugerowane perspektywiczne zmiany w jego organizacji w Polsce są wynikiem prowadzonych w ostatnich trzech latach badań w Lotniczej Akademii Wojskowej oraz instytucjach lotniczych zajmujących się poruszaną problematyką. Zawarte kwestie są kontynuacją procesu badawczego zawartego w dysertacji [5] oraz wynikiem analiz i porównań ze światowymi trendami w tym zakresie. Uzyskane wyniki pozwalają stwierdzić, że należy dążyć do osiągnięcia zakładanych efektów szkoleniowych pilotów WSB przy redukcji czasu i kosztów. Wiąże się to z wprowadzeniem nowoczesnych statków powietrznych oraz urządzeń wspomagających proces szkolenia lotniczego.
1. Introduction
The demand for military pilots (multi-role) combat aircraft varies from country to country and depends on numerous factors. They include, among others, economic, training opportunities or a political and military situation of a given country. In view of the scale of the training and the organizational solutions, in the last decade there has been a division into three parts: states which independently conduct air training for the needs of military aviation; states which are capable of partly ensuring those needs; and states which are incapable of conducting such a project for own purposes [3].
A clear gradation of air potential after the Cold War period and economic reasons have led to a situation that many countries have turned to measures aimed at reducing the cost of training a military pilot. The status quo is certainly affected by a high price of maintaining airport infrastructure while reducing the number of trained pilots. Moreover, in many cases, due to the lack of proper aircraft, new solutions started to be searched for, allowing countries to maintain air potential while reducing financial expenditures. As a result, there appeared solutions linked to internationalisation of air training as well as projects of commercialisation of the training stages, involving a private sector. Due to long-term contracts, in most cases, the disadvantage of this solution is the lack of flexibility in relation to the changing training needs, for example those resulting from a demand for flying personnel of a particular specialization.
2. General assumptions of air training
The main objective of pilot training on multi-role combat aircraft is to master the airmanship technique and principles of an efficient use of an aircraft as a combat tool. Hence, the success of a mission will largely depend on its proper preparation.
The process of training military combat pilots is time consuming and long-lasting. It is accompanied by a continuous improvement of skills and airmanship. In this case, it is important to maintain continuity both in flying and in ground training.
Currently, few countries can afford to independently prepare a pilot for a multi-role combat aircraft. The countries which have such a capability are, among others,: the USA, France, Great Britain and Russia. Poland also aspires to be included in this group. It is worth noting that a significant group in this area is composed of states which have a potential to only partially secure the implementation of this process. Often this situation is influenced by political considerations or economic circumstances of a given country. In this case, flight training is organized on the basis of bilateral agreements or cooperation programmes with countries or centres which have such a capability. A good example might be the EU-NATO programme, implemented in 1981, designed for jet pilot training within the Joint Jet Training Programme (ENJJTP), or the NATO Flying Training in Canada (NFTC). These solutions lead to standardization of pilot training and the achievement of tangible results.
An analysis of the available literature proves that interoperability, developed in this manner, ensures the efficiency of operations in combined or joint military exercises.
With the generalizations made and presented conclusions, it appears that countries which own multi-role combat aircraft are trying to independently execute the entire pilot training, and countries which have limitations in this respect seek to gain such independence.
Around the world, there are various models of air training, however, their common feature is blending theory with practice. The aim is to make a pilot acquire the necessary theoretical knowledge and possess practical skills that allow him to carry out activities in various environments. Military pilots fly both day and night missions, in different weather conditions, often in a hostile environment such as the battlefield.
Pilot training on multi-role combat aircraft covers many areas, including issues relating to general aviation, specialist and tactical knowledge. The essence of specialist training is to master the necessary extent of knowledge and skills by pilots, concerning the operation of the aircraft and its onboard systems, including weapons systems. Tactical knowledge enables an appropriate use of such combat assets, in accordance with their capabilities and purpose [1].
In view of the diversity of aircraft used in practical training and a diverse nature of future missions, combat training on multi-role aircraft is highly complex and difficult to master. This time consuming process cannot be reduced exclusively to mastering airmanship, but also to operating modern onboard systems of an aircraft. The operation of a weapons system, navigation instruments or emergency procedures must be fully mastered by the pilot, since it will affect a successful completion of the mission.
Currently, most states use a multi-staged combat system of training pilots with elements of academic and practical training, consisting of the following phases [2]:
–
stage I: selective training,–
stage II: basic air training,–
stage III: advanced air training,–
stage IV: tactical-combat pilot training.In Poland, the road to the seat in a multi-role aircraft begins with a selection into the Air Force University, and ends with the completion of the basic course on the F-16 aircraft.
3. Air training in Poland
The first pilots who had been trained on multi-role combat aircraft, had to cover a difficult and demanding way. Despite their experience on different types of aircraft (the PZL-130 Orlik, TS-11 Iskra, MiG-29, Su-22), their pilot training proved insufficient. In the United States, during a pilot training course for the F-16 aircraft, pilots had to pass through the successive stages of pilot training, as well as executing flights on the T-6 and T-38 aircraft. Technical, organizational and procedural differences occurring between the two
countries were primarilyresponsible for the situation. Currently, Poland has its own model of aviation training, described below.
3.1. Selective training
Due to the place and role in the system of pilot training, this stage of training plays a crucial role. It initiates the whole process of pilot preparation on multi-role combat aircraft. Its proper execution guarantees obtaining appropriate persons for this profession. Due to the high cost of military pilot training, it was divided into two phases: check-up training and preliminary training
.
The implementation of the first phase was imposed by the Minister of Defence, in the Regulation of 28 December 2016 [9], ordering the candidates who apply for the index in the Air Force University (previously referred to as WSOSP - Polish Air Force Academy) on the pilot course to successfully complete training which checks the ability to perform such a service. The check-up training lasts 12 hours and is set to determine the initial ability of a candidate to become a pilot. This is a prerequisite to take the entrance exams to the Eaglets’ School. Its goal is not to learn to fly, but to become acquainted with manual and psychophysical skills of a future military pilot. The training is divided into three stages. The first one includes flights on a simulator. The second is theoretical training. The third stage contains 11 flying hours. The last hour is an independent pattern flight. The adopted solution focuses on one more aspect. Already on the pre-selection stage, flying instructors will be able to supervise candidates’ pilot preparation and monitor their further development
.
The second phase of selection training, preliminary training, is executed with regard to becoming acquainted with the candidates’ pilot ability for certain specialties, i.e.: a jet pilot, a transport aircraft pilot and a helicopter pilot. Its completion allows selecting these cadet officers who are most talented to meet the requirements facing future multi-role combat aircraft pilots.
During the preliminary training, cadets have approximately 100 flying hours on piston-type aircraft: the ZLIN 143 LSi, ZLIN 242 L or the DIAMOND DA-20. Its major part, approximately 50 hours, is navigation missions in the role of a pilot-in-command. The remainder of the training is to gain licences to conduct flights under Visual Flight Rules and on IR(A)SE instruments on a single-engine aircraft.
3.2. Basic Training
Currently, basic training is conducted on the PZL-130 ORLIK TC-II aircraft, which are owned by 42 Air Training Base in Radom, being part of 4 Air Training Wing in Dęblin. It is divided into two phases: basic and advanced. The whole training is preceded with ground training, including lectures, seminars, practical exercises on the flight management, operation, equipment, airmanship techniques and emergency procedures.
The phase of basic training includes missions in day visual meteorological conditions, IFR missions in day visual meteorological conditions for flights using instruments, and
missions in Night Visual Meteorological Conditions [7]. In this phase of training, cadet officers reach approximately 60-70 flying hours individually.
Advanced training has been divided into three groups: specialized training, leadership and instructor. Specialized training includes essential elements of aviation tactics. In the course of the training, cadets improve their skills in maneuvering aircraft, which are essential when executing low altitude flights. In addition, they learn the ways and methods of conducting visual air reconnaissance of objects. An important element of this part of training is tactical flights. Their goal is to shape proper airmanship skills through learning basic commands, basic tactical maneuvers and tactical flights in a formation.
Command training and instructor training does not embrace cadet officers. It is conducted after the first officer's commission in military units in order to prepare and maintain a necessary amount of senior commanders and instructors who perform pilot training and operations.
3.3. Advanced Training
The need to replace the TS-11 Iskra aircraft with more recent machines and reorganization of this phase of training had been discussed for many years. The signing of the agreement of 10 February 2014 on the delivery of the Advanced Jet Trainer M-346 MASTER (BIELIK) gave rise to these changes. The new machines supplied to the Polish Air Force were equipped with modified avionics, whose design on displays and indicators is similar to the one used in the Polish F-16s. It is also worth mentioning that under the contract, Poland has received logistic and training package. As a result, Polish pilots and engineering-aviation services underwent training to the level of an instructor in an Italian base.
Currently, many cadets still undergo advanced flight training on the TS-11, however, in 2019 a new pilot programme for four Air Force university students was launched. The students will initiate training on the M-346 aircraft. Ultimately, in the future, training on the Iskra will be phased out.
The acquired system of advanced Aviation Training assumes that apart from an aircraft, on which pilot training is conducted, it is important to intensify training on other devices which support this process. Therefore, in the Ground Based Training System on the AJT, there are also such devices as flight simulators, systems of mission planning, computers that are used to teach the aircraft construction and its equipment. In view of the above, it is assumed that the training on the M-346 will be more efficient than the one conducted on the TS-11 and will significantlyreduce its duration (fig. 1).
It must be remembered that the final result of the conducted training is a pilot of a multi-role role aircraft. For this reason, one of the elements of advanced air training is the implementation of preliminary tactical training, containing exercises in the area of aviation tactics. Its structure is associated with preliminary training, i.e. ,,Introduction to Fighter Fundamentals'' (IFF), conducted on the F-16. Its essential aim is a preliminary preparation of a pilot to conduct combat operations. For this purpose, the M-346 simulation system of tactical training (Embedded Tactical Training Simulation) will be used. The system is
capable of conducting simulation in two areas. The first one is exploited to create various mission scenarios in a contemporary battlefield (Computer Generated Forces).
Fig. 1. Expected training benefits on the M-346 [8]
Thanks to it, it is possible to generate its own troops and enemy troops, on land, water and in the air. In this way, pilots may conduct a simulation of air combat using a radar, or tactical actions in an environment covered by air defence. The second one allows simulating weapons, also mounted on the F-16 aircraft. This facilitates pilot training in fighting ground and air objects, without the necessity to engage real weapons. An advantage of the system is monitoring the entire process, bringing an opportunity for an analysis and assessment of the effects of its use. It must also be added that in the preparatory tactical training there are also night missions, using Night Vision Goggles and also those with the Helmet Mounted Display.
3.4. Tactical training on a multirole combat aircraft
Many years have passed since the introduction of multi-role combat aircraft into the Armed Forces of the Republic of Poland. During this period, the Polish training programme for this type of aircraft has repeatedly been changed and adapted to modern requirements, conditions and regulations which are in force in our country. Although the majority of pilots and instructors flying the F-16 aircraft have been trained in the United States, currently the Basic Course is conducted in Poland. During the course, participants undergo academic training (21 days), computer-assisted training and simulator training (37 days), mission planning (14 days), and air training (58 days) [7]. The entire course lasts approximately 530 hours, of which nearly 270 hours are devoted to theoretical training, the so-called Academic
Training Sessions. These include lectures, examinations and specialized training for the construction, operation and use of combat aircraft. A significant part of the course is training in simulators. This cycle lasts almost 92 hours. For this purpose, two training devices are used -Squadron Level Trainer and Full Mission Trainer, a comprehensive flight simulator, being also a mission simulator. The core part of the training is conducted in the air. Based on the US experience, the training is divided into three phases: Transition, Air to Air, and Air to Surface. In the course of the training, pilots become familiar with the elements of aviation such as defensive combat with air assets, referred to as Defensive Counter Air-DCA, offensive combat with air assets - Offensive Counter Air OCA- and conducting Close Air Support (CAS). In addition, within 95 hours of training in this block, there are day and night missions, using a variety of weapons.
It should also be noted that pilots sent on such a course must possess certain qualifications, i.e. the knowledge of English at Level 3, at least NATO SECRET security clearance, a current medical examination and a completed course Introduction to Fighter Fundamentals or earlier qualifications for a fighter. In addition, the course participants should have experience in military aircraft - 150 flying hours on military aircraft, of which at least 100 hours must be executed on jet aircraft.
4. Perspective assumptions of air training in Poland
The proposed organization of pilot training for multi-role combat aircraft in Poland assumes a gradual transition from analog to digital technology. It is also worth mentioning that there is a need for a modular approach to pilot training. The proposed training programmes on various types of aircraft should complement each other and facilitate a smooth transition to the next stage of pilot training, in particular to preparing for operations on the target multi-role aircraft. A modular approach to the implementation of pilot training will optimize the pilot training so that each of its stages, apart from the assumed objectives, prepares a pilot to undergo training on another aircraft, towards the F-16. In addition, it is important for the exercises included in all pilot training programmes to grade the difficulty level and ensure progress on a given type of aircraft. In the currently adopted regulations, many exercises within individual programmes overlap, which results in returning to the acquired skills and thus extending the whole training process. When analyzing the present shape of pilot training in Poland, it is also worthwhile to address the issue of possessed aircraft. Currently, it is believed that the weakest link in the chain of multi-role combat aircraft pilots is the aircraft PZL-130 Orlik TC-II. It is difficult not to agree on a number of issues with W. Melnarowicz, who stresses the importance of using suitable aircraft during basic pilot training as a cheaper platform for the execution of not only basic but also advanced air training, together with tactical and battle training [6]. On the basis of the generalizations made and formulated conclusions, it appears that it is justified to shift the bulk of the training onto basic aviation training aircraft (the P-21 PILATUS, T-6 TEXAN or the PZL-130 ORLIK TC-III/MPT). Such constructions have full cockpit architecture,
compatible with the philosophy of the Glass-Cockpit, and are equipped with modern avionics and simulation systems. Moreover, the support for the basic training platform and specialized simulators as well as air trainers lead to a conclusion that such a solution might prove useful also in the organization of pilot training on the Polish F-16s.
On the other hand, the purchase of the M-346 aircraft was not entirely unfounded. The BIELIK has got the cockpit layout, which corresponds to the Polish F-16. Its characteristics and airmanship are similar to that on multi-role aircraft. It should also be noted that many exercises on the F-16 can be transferred to the AJT, which will result in tangible benefits of fewer fighting hours of the fighter. Moreover, the Polish F-346 can be used as a platform for training overseas pilots . In this case, however, it should be considered whether the number of machines is sufficient to secure own needs and organize such an undertaking. It should also be remembered that the Polish policy makers might have decided on procuring the aircraft in its fighter-trainer version. This would increase a combat potential of Polish aviation and train pilots in using real weapons.
5. Conclusion
In the available subject literature, it is difficult to find a country, in which training on a multi-role 5th generation aircraft relies exclusively on the modern basic training platform. An analysis of pilot training systems of selected countries shows that many of them do not give up platforms of advanced flight training, for example, Israel, Italy, Russia or the United Kingdom. Also, the United States has decided to replace the worn-out T-38 with a new aircraft T-X to continue advanced pilot training. At the same time, it should not be excluded that in the future Poland will join the group of users of e.g. The F-35 LIGHTING II aircraft. It should be noted, however, that it is a single-seat construction and pilot training requires dedicated flight simulators and a properly configured platform for advanced flight training. Thus, the M-346 BIELIK may prove an important link in the organization of prospective pilot training on multi-role combat aircraft in Poland.
6. References
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8. Rosiński J.: M-346 „BIELIK” w systemie szkolenia lotniczego, IV Konferencja naukowa nt. Wybrane aspekty zastosowania bojowego lotnictwa, Dęblin 12.12.2018. 9. Regulation of the Minister of National Defense of 28 December 2016 amending the
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