International Journal of Advanced Education and Research 26 International Journal of Advanced Education and Research ISSN: 2455-5746; Impact Factor: RJIF 5.34 Received: 11-06-2019; Accepted: 13-07-2019 www.alleducationjournal.com Volume 4; Issue 5; September 2019; Page No. 26-29 Use of systematic approach to training in radiological safety and nuclear security education Fatmah Al-Moayad 1 , Lamiaa Fiala 2 , Mostafa Kofi 3 1, 2 Department of Health Sciences, Faculty of Health & Rehabilitation Sciences, Princess Noura Bint Abdulrahman University, Riyadh, Saudi Arabia 2, 3 Department of Public Health and Occupational Medicine; Suez Canal University, Egypt Abstract Systematic Approach to Training (SAT) is standard methodology for achieving training objectives. There is accumulated expertise in using SAT applications in training and in these context in fields of radiological sources safety and nuclear security. There is a need to benefit from such effective methods in Radiological safety and nuclear security education. This study review lessons learned from SAT in training and process of benefiting from these training methods into radiological sources safety and nuclear security. So, we reviewed articles and publications with key words of Systematic approach to training and radiological sources safety and nuclear security training. The basic findings is that its mandatory to have the belief of there is always an existing threat to radiological sources and that all members of the institution have to share in developing the training plans and educational needs which can be covered using systematic approach to training methods. The overall conclusion is that systematic approach to training methods is effective in raising awareness and developing the retained knowledge about safety and security of radiological sources. Keywords: systematic approach to training, sat, education, radiation safety Introduction Systematic Approach to Training (SAT) represents a perfect tool for a successful and effective training with its different stages of analysis of training needs, design of training programs, development of training materials, implementation of training and evaluation of training effectiveness (Fig. 1) (1) . All these stages are improved and refined by a feedback process. There has been an experience in using SAT in human resources development (HRD) in Radiological and nuclear security (NS). This work is to highlight the challenges and lessons learned from using SAT in training for Radiological safety and nuclear security. Fig 1: Overview of the SAT process. Systematic Approach to Training is basically a logical progression from identification of the competencies required to perform a job to the development and implementation of training to achieve these competences and evaluation of such training. In other words, it’s a methodology which applies quality assurance (QA) to training and thus assures the competences of staff. SAT is widely applied and used as a QA on training for technical positions. Using it as basis for training on nuclear security has proven to be effective and successful for professionals who are dealing with radioactive materials too. With SAT the competences in Nuclear Security can be identified and met in an objective manner. In a another word, it can demonstrate that all required competences in Nuclear Security have been attained. SAT is a very reliable tool to overcome competence gaps which affects Nuclear Security through Education. SAT consists of five interrelated phases (Fig. 2), which are: Analysis — This phase comprises the identification of training needs and of the competencies required to perform a particular job. Design — In this phase, needed competencies are converted into training objectives. These objectives are organized into a training plan Development — This phase comprises preparation of the training materials that will be used to achieve the training objectives. Implementation — In this phase, training is conducted by using the developed training materials. Evaluation — During this phase, all aspects of the training program are evaluated on the basis of the data collected during each of the other phases. This is followed by suitable feedback leading to training program improvement which will better the training outcomes.