CSA Group Training curriculum standards for ground search and rescue operations: Searcher, team leader, and SAR manager

Preface This is the first edition of CSA Z1625, Training curriculum standards for ground search and rescue operations: Searcher, team leader, and SAR manager.  This Standard outlines training curriculum requirements for ground search and rescue (GSAR) operations for the three core roles of searcher, team leader, and search and rescue (SAR) manager. This Standard provides guidance for curriculum design and delivery to help ensure that curriculum is delivered consistently and meets high standards of quality. This Standard is also designed to align with and complement CSA Z1620, Core competency standards for ground search and rescue operations: Searcher, team leader, and SAR manager. This Standard provides a benchmark to evaluate existing training programs and facilitate developing new training programs.  The requirements of this Standard result from consensus of the CSA Technical Committee on Ground Search and Rescue that represents a broad spectrum of stakeholder interests. The Curriculum Subcommittee received input from other stakeholders during the development of the Standard and through public comments received as a result of a wide distribution of the draft Standard during the CSA Public Review and Comment period.  CSA Group gratefully acknowledges the financial and in-kind support from the Search and Rescue Volunteers Association of Canada and other agencies responsible for search and rescue, and the financial support of the Government of Canada through the Search and Rescue New Initiatives Fund (SAR NIF), for the development of this Standard.  Scope 1.1 Scope  The Standard provides training curriculum requirements for ground search and rescue (GSAR) operations for the three core roles of searcher, team leader, and search and rescue (SAR) manager. The Standard provides guidance to curriculum developers for the design of the curriculum and guidance to trainers for the delivery of the curriculum. The aim is to help enhance the ability to train, exercise, and learn in order to achieve an enhanced level of professionalism and to help ensure that curriculum is delivered consistently and meets high standards of quality.  1.2 Purpose  The GSAR training curriculum provided in this Standard outlines the learning outcomes and related topics that should be considered as the basis for the development of learning experiences, via various instructional strategies and methods (e.g., classroom, field or simulated exercises, experiential, etc.), that taken over time lead to the achievement and maintenance of the desired set of competencies (see CSA Z1620). This Standard provides a benchmark to evaluate existing training programs and to facilitate the development of new training programs.  1.3 Terminology  In this Standard, "shall" is used to express a requirement, i.e., a provision that the user is obliged to satisfy in order to comply with the standard; "should" is used to express a recommendation or that which is advised but not required; and "may" is used to express an option or that which is permissible within the limits of the Standard.  Notes accompanying clauses do not include requirements or alternative requirements; the purpose of a note accompanying a clause is to separate from the text explanatory or informative material.  Notes to tables and figures are considered part of the table or figure and may be written as requirements.  Annexes are designated normative (mandatory) or informative (non-mandatory) to define their application.