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The Air Training Command was requested to develop and examine alternatives for replacement of the aging T-37 along with options which provide a more economically trained graduate. This study reports the results of that examination. Training requirements for UPT (Undergraduate Pilot Training) unchanged in the future, with the emphasis remaining on the acquisition of basic flying skills. A specialized pilot training system is required to effectively teach the 30 identified training requirements. Procurement of new aircraft is required to replace the T-37 and inaugurate specialized pilot training. T-38 fleet life can be extended ten years by conversion to a specialized UPT system. Acquisition and life cycle costs favor a three aircraft specialized UPT system; a primary aircraft replacement for the T-37, a new TTB (Tanker-Transport-Bomber) trainer, and use of the T-38 as a FAIR (Fighter-Attack-Interceptor-Reconnaissance) trainer.
The Phase I effort of a two phase study of Navy undergraduate pilot training is presented in this report. It contains: (1) Methodology used to identify pilot training requirements of the post 1975 period. (2) Results of a commonality analysis used to identify general skills required of all pilots and specific skills required by one or more aircraft communities. (3) System designs for a long-term pilot training system and alternative. (4) Economic analysis of long range pilot training system and alternatives. The first of two long-term training system models presented describes an optimized system design featuring an advanced state-of-the-art pilot selection technique. Synthetic trainers are employed for predicting general flying abilities and predicting future attrites.
Appendix I presents the evaluation rationale and final results for the Future UPT alternative systems. Included are descriptions of the evaluation approaches, definitions of the basic cost factors, compilations of costing and resources data, an analysis of those data, and a sensitivity analysis. This appendix contains separate sections describing the evolution of the evaluation. Appendix J presents: (1) brief summaries of significant mission analysis findings that apply generally to all alternative Future UPT systems; (2) a description and comparison of six feasible alternative Future UPT system options; and (3) steering committee findings.
Appendix G considers the analytical tools and techniques developed for use in evaluating the Future UPT system alternatives. Included are descriptions of the various models, their assumptions and limitations, their specific application in the analysis process, their relationship to one another, the types of input data required, and the types of output measures available from each. This appendix contains separate sections on each of the models used in the analysis. Appendix H briefly summarizes the Future UPT Instructional Concepts and Future UPT Training Media as described in Volume 3 and combines these elements into viable UPT systems through the Systems approach to training. A syllabus of instruction is developed for each alternative system utilizing the training media and instructional concepts described. A base capacity analysis is presented which examines the maximum base capacity for determining minimum base requirements. Implementation plans are developed for implementing each viable conceptual system. EAch viable system is then described in terms of airspace, runway utilization and operational facility requirements. Management considerations are addressed for the efficient administration and control of Future UPT system resources. (Author).
"The future of Air Force pilot training lies in advanced technology, but it isn't what you are thinking. Since 2018, the Air Force has experimented with introducing Virtual Reality cockpits into student training to save money, reduce training timelines, and increase the quality of pilots produced. Although this initiative saw some success, the benefits the Air Force desired was not achieved. With a hand-selected group of highly capable students and well above average instructor cadre, the Pilot Training Next (PTN) program proved virtually reality (VR) was a viable option for student training. However, the instructor demand needed for this program to be successful was not realistic for large scale production. For pilot training to be more efficient, instructors need the time to simultaneously tailor the curriculum to challenge each student based on their skill level in addition to the time to analyze the student body as a whole to determine the overall effectiveness of the program. The answer to the first half of this equation can be found through a combination of FLOW theory combined with student-centric learning and coaching enabled instructors. The second half of the problem can be solved through evidence-based training using applied artificial intelligence. Combining these two approaches will provide the Air Force the pilot training program needed to equip the force with the critical thinking warriors needed for tomorrow's fight."--Abstract.
This monograph examines how the skills needed to perform future military missions might affect the capabilities required of new pilot training systems. In the next few years, the Air Force must decide to replace or extend the lives of two of its trainer aircraft. This monograph addresses which skills should be taught in undergraduate flying training, which are so different that they cannot be taught in current training aircraft, and what impact these issues have on decisions to replace or extend the lives of the aircraft.