The Baku Radioactive Waste Site (BRWS) 'IZOTOP' is the State agency for radioactive waste management and radioactive materials transport. Radionuclide uses in Azerbaijan are limited to peaceful applications in the industry, medicine, agriculture and research. The current experience of the SIA 'Radon' in the organisation of the IAEA sponsored training is summarized and an outline of some strategic educational elements, which IETC will continue to pursue in the coming years, is provided. During this period, more than 300 specialists from 26 European and Asian countries, (mostly) sponsored by the IAEA, have increased their knowledge and skills in radioactive waste management. The International Education Training Centre (IETC) at Moscow State Unitary Enterprise Scientific and Industrial Association 'Radon' (SIA 'Radon'), in co-operation with the International Atomic Energy Agency (IAEA), has developed expertise and provided training to waste management personnel for the last 10 years. The countries with some degree of waste management activities are of special concerns, since their narrow waste management experience and personal capabilities may be a limiting factor to manage radioactive waste in a safe and technically optimal manner. The availability of qualified personnel is crucial to the licensing and efficient and safe operation of waste management facilities and for the improvement of the existing waste management practices. The experience gained in this area is useful for various educational. Training of personnel has its peculiarities in the area of radioactive waste management moreover its problems need an open discussion. Analysis of social- psychological aspects plays an important role for the successful performance of educational systems. Analytical approaches such as Ishikawa’s diagram method and Pareto’s principle are simple and useful tools to improve the efficiency of education and training processes. Because these 20 percent of activities produce about 80 percent of our results it is necessary to identify and focus our attention on them. Among activities that we do during education and training in practice about 20 percent really provide the overall success. The value of the Pareto Principle for the education manager is that it reminds to focus on the 20 percent of most important, key activities, which provide the success. The principle, that 20 percent of activities are in practice responsible for 80 percent of the results, is known as Pareto's Principle or the 80/20 Rule. Currently there is a reopened attention on Pareto’s approaches in socio-economical activities. Simply collecting the ideas of a group in a systematic way we facilitate the understanding and ultimate diagnosis of the problem. The Ishikawa diagram, like most quality tools, is a visualization and knowledge organization tool. When the fishbone is complete, it has a rather complete picture of all the possibilities about what could be the root cause for the designated problem. The main possible causes of the problem (the effect) are drawn as bones off of the main backbone.
The basic concept in the Cause-and-Effect diagram is that the name of a basic problem of interest is entered at the right of the diagram at the end of the main "bone". The diagram also illustrates the relationships among the wide variety of possible contributors to the effect. These sources are then targeted for improvement.
The purpose of action considered in the diagram is to analyse a few key sources that contribute most significantly to the problem being examined. Note that this tool is often termed by several different names: Ishikawa diagram, Cause-and-Effect diagram, Fishbone diagram. A number of analytical methods were utilised such as Ishikawa’s diagram method and Pareto’s approaches including Pareto’s principle. The analysis of the effect of individual factors and the efficiency of education activity were carried out based on attestation results and questioning attendees of training courses. Efficiency of education was carefully analyzed using the structural adaptation of educational process as well as factors, which have influence on education quality. education-training programmes were developed accounting both for the IAEA recommendations, IETC gained experience and attendees’ requests.
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