Future Aviation/Aerospace Workforce covers education, training and recruiting issues and delivers in-depth analysis of under-reported stories impacting the future of the global industry.Covering Aviation/Aerospace Workforce Education, Training and Recruiting.
Editor’s Note: Some of the active-duty pilots interviewed for this article were reticent to be identified because they may face negative repercussions from their airlines or unions.
By Kathryn B. Creedy
The heroic save of Southwest 1380 by Captain Tammie Jo Shults after an uncontained engine failure brought women pilots into focus, prompting many to wonder why there are so few. Clearly, women have the right stuff.
Defining the problem is simple – societal attitudes toward women and industry failure to address these attitudes. Equally important, is the fact that the job itself is a deterrent given work rules forged 70 or more years ago despite work rule changes afforded other work groups. Industry and unions shoulder much of the blame having lacked the political will to accommodate changing workforce needs, not just for women but for the entire pilot corps.
Most wouldn’t think societal attitudes a problem but a recent study reveals otherwise, showing pilots who do not meet the white male stereotype less trustworthy. This is very troubling and shocking.
Despite Schultz’s performance, around 51% of those questioned by Sunshine.co.uk, the online travel agent, said they were less likely to trust a female pilot, according to a 2021 Daily Telegraph article. Just 14% said they would feel safer with a woman at the controls, while a quarter said the pilot gender did not matter and 9% said they were unsure.
“Of those who said they would rather have a male pilot,” concluded the study. “32% said they believed ‘male pilots are more skilled,’ while 28% questioned the ability of female pilots to handle pressure.”
Tell that to Schultz and any number of combat pilots.
The fact is the industry is reaping the rewards of centuries of convincing the world women are inferior. They must now undo the damage and convince the world women are equal to the job, whatever job that is, because they have proven themselves to be.
Comparisons between US airlines and those around the world paint a dismal picture. India leads the world with 12.4% of its pilot corps being women compared to about 5.6% in the US. Ireland and South Africa each have about 9%.
Safety is at Issue
Everyone knows crew resource management (CRM) is a key ingredient in safety. But the current dynamic threatens safety, argues Captain Kimberly Perkins, putting an urgent spin on the entire issue. (Safety will be covered in Part II).
Having Schultz and others as role models is great but as industry continues to wring its hands about the dearth of women pilots, unions and airlines must look to themselves as the problem. Not having kept pace with the changing workforce, they failed to make improvements necessary to attract and retain pilots of either gender.
Since work rules were established more women have entered the workforce and labor demands for a better work/life balance became critical issues for society. Without wholesale reform, airline and union barriers remain a top challenge. (Unions will be discussed in Part II)
“Sixty years ago, other fields including medicine, law, business and engineering were male industries,” said Captain C. “Today, they’ve had steady increases of women in leadership, while the airlines have been stagnant for decades. We can do the same in the aviation industry by improving family policies, increasing outreach to young women and encouraging leadership participation.”
In the US, according to studies by Captain Perkins, pre-Covid, women represented 46% of the total US labor force; but, a mere 5.6% in the pilot workforce with only 2% captains. The fact the needle moved so little since Bonnie Tiburzi Caputo became the first woman to fly for a US commercial airline in 1973, reflects the task ahead.
“Women are drastically underrepresented in aviation – a situation that has not improved over time like other STEM fields,” said Perkins. “The reason lies in small fragments of a much larger cultural issue [that prevents the airline industry from effectively recruiting more women pilots].”
Airlines Benefit from Changing Work Policies
What is interesting about what women pilots seek is the fact it is also good for the bottom line in that it increases retention and avoids the high cost of hiring and training. More importantly numerous studies show how diversity is important to the bottom line.
“Consumers and employees are now looking for more than Corporate Social Responsibility,” a recent Harvard Business Review (HBR) reported. “They’re looking for Corporate Social Justice. Consumers and other stakeholders want companies that see social good as a necessity, not just a marketing strategy. It’s up to companies to respond to this new challenge. Research shows companies with effective Corporate Social Responsibility (CSR) programs are more profitable than those that aren’t.”
The World Economic Forum agrees, saying diversity and sustainability are key parts of, not only consumer, but investor strategy. Consumers will pay a premium to companies echoing their values, according to recent studies showing sustainability, and now, social justice, drive premium results. The Carlysle Group found companies with higher diversity have nearly 12% more earnings growth per year than the average company that lacked diversity, according to Nasdaq.
Workplace Culture is the Problem
Perkins rejects the notion this is a pipeline problem. “While there certainly are fewer women training to be pilots, women also face gender-unique social pressures, double standards and systemic barriers that deter their entrance into aviation,” she said.
In a report released by Women in Aviation International, Associate Professor for the University of Nebraska Aviation Institute Dr. Rebecca Lutte, detailed how women viewed aviation/aerospace. The report Women in Aviation: A Workforce Report, is extremely important since these perceptions constitute a considerable barriers to diversifying the workforce.
Women perceived aviation to be an adventurous, fun career.
They saw it as a way to prove their personal abilities.
They saw it as a challenging career.
But they also perceived it as a good-ole-boy network.
What is remarkable in the 21st Century, their perceptions remain true although women aviation maintenance technicians report enthusiastic mentoring from male colleagues and cite the rise of women to maintenance operations management at United, which also leads US airlines in women pilots, and Alaska.
“The results indicate that workplace culture, described as good-ole-boy network, is still a deterrent to the ability to recruit and retain women in aviation,” said Lutte in her report.
“In a 2019 study, 24% of career female pilots said bias and discrimination was the number one reason the industry can’t recruit women,” Perkins added. “A second study shows a perceived negative culture was the second biggest deterrent for young girls considering a career in aviation (behind costs). Twenty seven percent of women pilots surveyed said ending bias and discrimination was the most important factor in retaining women in the industry (behind schedule predictability).”
While one could argue the numbers represent small minorities, they cannot be discounted since the industry needs to tap every under-represented group in order to populate its workforce. Listening to these women provides important clues to the significant barriers that sometimes force them to quit. They cite the lack of women in airline operations management. This is changing given the appointment of women to key operations posts in aviation maintenance, although women continue to be sorely lacking in pilot and flight operations management.
Antiquated Work Rules
Interestingly, Air India leads the world in the number of women pilots. The question is what is it doing that more industrialized nations are not?
Women pilots cite the inexplicable resistance to changing work rules to reflect what flight attendants have had for years, saying it hampers recruitment. They also cite unsuccessful efforts to gain accommodations for biological differences which, if ignored, risk serious health complications.
“It’s hard because of the nature of the job,” Retired Delta Captain Kathryn McCullough said. “Young women who want families believe that being a pilot means too much time away from home but look at the thousands of flight attendants who are mothers. The difference is, their work rules have more flexibility like job sharing, better leave options and shorter schedules.”
The difference also show that for airlines and unions it is all about the numbers, not equity.
Perkins reported that ignoring soft issues is also to blame. “Soft issues are human issues,” she explained, noting they affect both men and women pilots. “They can include morale at the office, interpersonal relationships, the ability to approach management, a good work/life balance, sense of worth in the work product and the nebulous feeling of happiness at work. Soft issues are harder to measure quantitatively since they are subjective, yet they play a significantly important qualitative role in determining where people want to work. The answer to the why-are-there-so-few-female-pilots question lives in this piece of the pie. It is time we address the problems here in the hope of sweetening that slice.”
Perkins pointed to the implicit bias that women are meant to give up their careers in order to become the primary caregiver for children. “Implicit biases are more harmful to gender equality because they are insidious, more prevalent and seemingly socially acceptable,” she explained. “They perpetuate age-old stigmas and stereotypes that women have been fighting against for years.”
Covid put women’s issues front and center because so many have left the workforce because their caregiving burden is so much higher than for men.
Numerous press reports showed women accounted for half the 10 million jobs lost to Covid-19 while accounting for less than half the workforce, according to the US Department of Labor. More than 2.5 million women left the labor force between February 2020 and January of this year, compared to 1.8 million men, prompting Vice President Kamala Harris to call it a national emergency.
Seniority Seen as Barrier
Seniority which governs a pilot’s entire career is also seen as a barrier, making this an economic equity issue while revealing how deep the issues extend. Key to the flexible schedule needed by working parents, it means remaining in a lower paid position on smaller aircraft, holding women back from pursuing career goals such as larger aircraft which pay better. When a pilot moves up, they lose both seniority and the flexibility they need.
“It’s a huge trade-off between seniority and money,” Captain H said, “and a very difficult balancing act.”
It is certainly a barrier to equality, said Perkins who reported in 2020 women are three times more likely to bypass a captain upgrade because it would reduce schedule predictability.
Manufacturing needs 3.5M workers just for A&D by 2026
Global shortage tops 80M by 2030
Automation will not solve the problem
Many industry segments don’t tally future needs
Cost of taking no action in billions of dollars
It is difficult to pin down the actual number of workers needed for the different segments of the aviation/aerospace industry because some segments of the industry simply do not track future workforce requirements. Complicating this is the fact many reports are years old, compounding the confusion from different studies telling us different things.
For instance, Aerospace Industries Association (AIA) assesses the state of the workforce annually in partnership with the American Institute of Astronautics and Aeronautics (AIAA) and Aviation Week & Space Technology (AvWeek). However, it does its workforce projections only periodically, with the last published in 2017. On the other hand, General Aviation Manufacturers Association (GAMA) does not track future workforce needs and the AIA/AIAA projections do not include GAMA needs.
That leaves us without concrete goals since we don’t know how many people will be needed or how many we need to move from not knowing what they want to do to aviation/aerospace.
For that reason, Future Aviation/Aerospace Workforce News (FA/AW News) is launching a series examining each industry sector to tally both current employees and, if it is available, establish a baseline of industry workforce needs by sector – airlines, airports and government, etc – to reveal information gaps in workforce development.
The series will also be looking at the skills future aviation/aerospace workers. While some information may not be new, it is an important reminder of the urgency required for the task ahead.
One of the many information gaps is a unified source of all the information needed to develop a remediation plan. This series will get the industry working from the same information and hopefully in unison rather than in the current silos. What is needed are tools to give industry the wherewithal to compete with Silicon Valley and build the business case for dramatic reform.
Those studies and the economic impact statements from aviation/aerospace groups clearly chronicle what will happen if we don’t get our workforce act together not only in loss of global corporate and technological competitiveness, innovation, economic strength and untold billions in lost revenues, but in the loss of our strategic defense and security readiness. The conclusion is universal, failure to build the workforce needed is bad for business and increasing automation will not make a difference.
Manufacturing by the Numbers
FA/AW News’ series starts with manufacturing covering Aerospace Industries Association and General Aviation Manufacturers Association.
AIA’s report normally tallied the total workforce at 2.4 million but, with this report redefined workers, limiting them to those who design, build and sustain systems and platforms because it more closely mirrors the codes used by the Labor Department. In the 2017 report, the industry employed 849,000.
Add to that the numbers from General Aviation Manufacturers Association (GAMA), which reported in its 2019 Data Book, the industry employed 273,500 full- and part-time workers in 2018.
The study, done in coordination with the Aircraft Electronics Association (AEA), Aircraft Owners and Pilots Association (AOPA), Experimental Aircraft Association (EAA), Helicopter Association International (HAI), National Air Transportation Association (NATA) and National Business Aviation Association (NBAA), said general aviation also generated $77 billion in labor income (including wages and salaries and benefits as well as proprietors’ income) and contributed $128 billion to US gross domestic product (GDP).
What About Covid?
To be frank, Covid makes all these numbers a crapshoot. AvWeek’s 2020 Workforce Study study showed 75,000 new hires in 2019 but 115,000 employee losses by mid-2020. We can take little comfort in Covid’s mitigating some shortages. They are temporary and accelerated retirements will make them more acute once demand returns.
AIA members were hiring, according to its 2020 Facts & Figures US Aerospace & Defense covering 2019 which showed the workforce grew by 4.8% (1.4% of the US total workforce). It boasted average wages and benefits grew by a whopping 46% to $102,900, higher than the national average. It pointed out the high wages were supported by a 6.8% increase in industry sales revenue.
The consequences of workforce shortages are stark, according to the AIA’s report concluding shortages could cost the industry a staggering $49 billion just from positions remaining unfilled.
These foregone business opportunities tally with the Aeronautical Repair Station Association (ARSA) study showing, pre-Covid, workforce shortages cost the maintenance, repair and overhaul industry $1.4 billion annually.
AIA described the impact of shortages. “82% of U.S. manufacturers across all industries say talent shortages will have a moderate or extreme impact on production levels to meet growing customer demand,” said the 2017 report. “To compensate, forced overtime is often imposed, resulting in average annual working hours that are 17% more than in all other industries. The losses caused by this shortage are real – up to $3,000 per existing employee, and an average of $14,000 per open position, by some estimates. Thirty nine percent of companies predict an extreme impact on business growth, from labor shortages, not just of senior-level engineers but a shortage of skilled technical workers versed in technology fundamentals.”
The Global Problem
It is important to put AIA’s US numbers into context. According to a Korn Ferry Future of Work: The Global Talent Crunch report shortages will result in a talent deficit of 85.2 million workers worldwide by 2030 in three major areas –technology/communications/media, finance and manufacturing. It predicts a massive shift in industrial development overseas – specifically to India.
“By 2030, all countries except India face deficits in highly skilled labor in the sector. By 2030, Brazil could suffer manufacturing worker deficits of 1.7 million, while Indonesia could see worker shortages reach 1.6 million. In the United States the deficit is expected to increase over the next decade, reaching a 2030 shortfall of 383,000 such workers, equivalent to more than 10% of the highly skilled workforce. Japan, the No. 3 manufacturing economy, could fail to realize $194.61 billion by 2030 due to severe labor shortages in this sector, the highest amount of any country analyzed, representing 3% of the country’s entire economy.
But A&D can’t send its work offshore since defense-related contracts require US citizens with security clearance.
In manufacturing, Korn Ferry said, “The shortfall of Level A workers could equal 21% of the highly skilled workforce of the 20 countries in our study. India is the only country analyzed that can expect a talent surplus, driven by a burgeoning working-age population. This global skills shortage could result in $8.452 trillion in unrealized annual revenue by 2030—equivalent to the combined GDP of Germany and Japan. A global talent crisis could cost nations trillions of dollars in unrealized annual revenues.”
“The talent crunch – an imminent skilled labor shortage affecting both developed and developing economies – could ultimately shift the global balance of economic power by 2030 if left unaddressed,” Korn Ferry said. “The United States alone could miss out on $1.748 trillion in revenue due to labor shortages, or roughly 6% of its entire economy.”
Automation Will Not Solve Workforce Problems
Manufacturers hoping technology such as robotics will dig us out of the problem will be disappointed.
“Innovations in artificial intelligence and machine learning are driving automation, and the people-tech partnership promises enhanced productivity across every industry,” Korn Ferry reported. “But in a separate 2016 study, Korn Ferry found traditional firms already struggle to find the digital talent they need to keep up with customer demand and transform to more digital operating models.
“While 67% of CEOs believe technology will be their chief value generator in the future of work, they cannot discount the value of human capital. Even companies using more robotics foresee a growing need for human talent with advanced skills for example, redeploying people from the factory floor, where robots can perform repetitive work, to the research laboratory,” Korn Ferry’s Great Talent Crunch study continued. “The problem, however, is the mismatch between technological advances, including automation, artificial intelligence (AI), and machine learning, and the skills and experience workers need to leverage these advanced tools. Technology cannot deliver the promised productivity gains if there are not enough human workers with the right skills. What we found is that global growth, demographic trends, underskilled workforces, and tightening immigration mean that even significant productivity leaps enabled by technological advances will be insufficient to prevent the talent crunch.”
But AIA cited the erroneous but popular image of manufacturing as “dirty and dangerous.” It is equally about competition.
“Today more than ever, aerospace and defense recruiters compete for talent among candidates who also have skills highly-coveted in Silicon Valley,” said the organization, citing the Aviation Week 2015 Workforce Study.
But it is not just Silicon Valley, it is automotive, oil and gas and even financial industries that are looking for the high-tech talent so necessary in aviation/aerospace.
What is needed is a tool about the advanced technology that surpasses anything Silicon Valley is doing, something FA/AW News hopes to do. A tool that would discuss, as AIA pointed out, new technology that puts the industry on the leading edge of the future including virtual prototyping and 3D printing for jet and rocket parts on the International Space Station, and for advanced aircraft materials and design.
GE is already ahead of the game on creating those tools, with advertising campaigns and TV programming sponsorships that showcase STEM innovation.
Several trends are converging that could perhaps turn the tide in manufacturing’s favor including the cost of higher education. In addition, manufacturers have partnered with community college partnerships to meet their needs which attracts students from their local communities. There has also been growth of career & technical education (CT&E) which reaches down into high school to recruit new talent.
Perhaps, most importantly, is the interest of parents – especially in working class and middle-income populations – in creating alternate strategies for their children’s college education.
This is Part II of a series establishing future workforce needs in aviation/Aerospace manufacturing. Part I discussed the numbers – or lack thereof – and economic consequences for the inability to meet future workforce needs if drastic action is not taken.
By Kathryn B. Creedy
The aviation/aerospace manufacturing industry is not only facing an acute workforce shortage during the next decade, it’s facing a skills gap that could prevent more than half of the 3.5 million jobs Aerospace Industries Association (AIA) members predict will be needed by 2026 from being filled.
The fact is, according to the Institute for the Future, employees must be turned into entrepreneurs with the creativity to develop work arounds to intractable problems.
Corporations, on the other hand, will need to significantly change the traditional employer-employee expectations and relationships in order to foster that creativity and ingenuity, a tall order.
Indeed, the gap between skills needed and those available in the population or in management is already here, according to a February 4 Gartner study. It concluded 58% of employees need new skills to address their duties because the number of skills required of a single job increased 10% annually since 2017.
In demand skills, according a DOD analysis in the January 2021 Department of Defense study Industrial Capabilities Report said there are not enough software engineering resources in the education pipeline. DOD also identified skills related to machine learning, cyber, artificial intelligence, autonomous systems and hypersonics as in high demand.
Aviation Week & Space Technology’s 2020 Industry Workforce Report, done in partnership with AIA and American Institute of Aeronautics and Astronautics (AIAA), said the top 2019 reskilling areas were cybersecurity, data science, program management and manufacturing systems/computer skills. An increasingly connected industry means the industry will be competing against DOD – and everyone else, really – for those skilled in AI and machine learning.
Employers across all industries also see soft skills – problem solving, critical thinking, literacy, communication and collaboration – as increasing in importance and something they can’t find in the current workforce.
The Institute for the Future report, The Next Era of Human|Machine Partnerships, explored the impact that Robotics, Artificial Intelligence (AI) and Machine Learning, Virtual and Augmented Reality (VR/AR) and Cloud Computing, will have on society by 2030.
“This outlook concludes, over the next decade, emerging technologies will underpin the formation of new human-machine partnerships that make the most of their respective complementary strengths. These partnerships will enhance daily activities around the coordination of resources and in-the-moment learning, which will reset expectations for work and require corporate structures to adapt to the expanding capabilities of human-machine teams.”
“If you pick up a device and learn how to do something that you couldn’t do before,” said Mullins. “You could fire up a passion in people and that is what’s going to make a change in our world. This is how the application of these technologies will solve even more interesting problems on a global scale.”
Tech Employees in Demand
Tech sits at the intersection of every corporate activity today so the inability to find computer scientists and data analysts is more ominous given findings by the AvWeek Study showing attrition is highest among young IT employees.
In a 2016 study, Korn Ferry found traditional firms already struggled to find the digital talent they needed for customer service and digital operating models. The study listed software and systems, electrical, mechanical and model-based engineers as critical occupations along with manufacturing automation specialists, all in high demand in other industries.
“The United States is so far failing to equip the next generation with the new skills that are needed to fill large numbers of high-tech roles,” says Werner Penk, president, Global Technology Market, Korn Ferry. “As with many economies, the onus falls on companies to train workers, and also to encourage governments to rethink education programs to generate the talent pipelines the industry will require.”
But these companies and academia cannot do it alone. It will take a massive effort that must also include government, airlines, operators, airports and other industry sectors to wrangle the hundreds of different efforts we have today into a single-minded approach to workforce development.
Whole New World
The report also prescribed what traits of the future worker.
“Individuals will need domain expertise, the combination of experience, context, and knowledge on how ‘things get done,'” said the report. “In addition, they will need attitudes often associated with entrepreneurs – vision, perseverance, creative problem-solving – will be a critical trait for all workers to employ. The ability to take a measured approach to balancing the big picture objectives of the organization with an entrepreneur’s drive to design workarounds and circumvent constraints will differentiate the humans from the machines.
“In other words, the skills traditionally employed by entrepreneurs will be fundamental for all workers,” the report continued. “As AI cloud services enable more applications and devices to incorporate AI capabilities without heavy investment in the technical infrastructure, access to information will be even more expansive than it is today. In 2030, skills in information qualification and judgment will remain critical, as will the new skill of interpreting an output produced by an algorithm. The ability to make sense of combined human-machine outputs will be key for success in the next era of human-machine partnerships.”
What the report describes is a signficant change to current employer-employee expectations and relationships. Consequently, organizations will also need new skills. Legacy corporations are not known for what is needed in tomorrow’s workforce, especially with respect to being open to disparate opinions and tolerance of employees pushing the envelope as they become more entrepreneurial. This, and failure to address harassment and other issues, is behind the wholesale loss of under-represented workers who sometimes leave to become competitors. That is a giant loss of talent that is all too frequent in aviation/aerospace.
“Organizations will need to ramp-up their internal competency to ensure that the growing number of algorithms running their business align with their brands and values,” cautioned the report. “In addition to ensuring the outputs from the machine-learned systems are accurate, organizations will need to be adept at reviewing the assumptions built into machine systems to prevent the systems from exhibiting implicit racial and gender bias.”
Implicit bias has already been identified as a major problem in workforce hiring.
The report also confirmed organizations need to readjust their view of the workforce – understanding how they value work and a work/life balance. Digital natives will view jobs as opportunities to learn and make a meaningful impact. Organizations that support those aspirations will attract the next decade’s top talent.”
Organizations must also manage the human-machine partnership. “As more automated machine-learned systems partner with workers, there needs to be a way of finding ways to create spontaneous and novel approaches to accomplishing tasks which will help inspire creativity in the workplace,” concluded the report. “Implementing structures and processes that incentivize workers to deviate from algorithmic systems will reduce the likelihood that systems are running on historical or outdated assumptions, and pose attractive challenges for the workforce to outsmart the machines.”
Industry Actions to Fill the Gap
“To deal with this skills mismatch, we’re seeing some companies building their own talent pipeline by hiring straight from school or college,” said Korn Ferry Institute President Jean-Marc Laouchez. “These younger workers can be recruited at a lower cost and trained in the company’s specific culture and ways of working. Constant learning – driven by both workers and organizations – will be central to the future of work, extending far beyond the traditional definition of learning and development.”
But corporate workforce reskilling and retraining programs amount to only 4% of revenues in 2019. The AvWeek 2020 workforce study reported:
50% of companies provide work-based reskilling
40% of respondents provide classroom-based reskilling courses
33% provide on-line based reskilling courses
In 2019, industries across the country signed up to increase the number of apprenticeships offered with 39% of respondents offering an apprenticeship program
The number of apprentices grew by 74% between 2018 and 2019
Respondents projected increasing apprenticeships by another 23% in 2020
“Many organizations have focused on talent acquisition to get the skills they need, however, our survey revealed that 74% of organizations froze hiring in response to COVID-19,” said Alison Smith, director in the Gartner HR practice of the company’s Leveraging Skills Adjacencies to Address Skills Gaps report. “In today’s environment, hiring is not possible for many organizations. Instead, companies can look at current employees who have skills closely matched to those in demand and use training to close any gaps. Some progressive HR leaders have partnered with their own internal data science teams to ground upskilling efforts in current knowledge of employee capabilities and prioritize immediate skills application.”
Gartner recommended companies do skills assessment of all employees to identify skill adjacencies, saying leading companies are already leveraging machine learning and Big Data in the effort.
AvWeek’s 2020 Workforce Study set three priorities: “Reskilling to meet the challenges in the coming years, understanding who the people are of aerospace and defense [through the lens of social change], and the identification of how industry is adapting to digitalization in a much-accelerated transformation.”
It is more complex than that, however. Despite the fact we have hundreds of aviation/aerospace development programs starting in Pre-K and $2B+ in federal spending on STEM, the industry still struggles.
What is needed are metrics to determine whether or not these initiatives are working. For instance, serious doubts have been raised by DOD about the erosion of STEM education. FA/AW News will examine this issue in the future.
Perhaps what is needed is to step back and take a scientific approach once we determine what works and what doesn’t.
Each effort from manufacturers such as working with state education officials to create career & technical education and community college skill building programs to AOPA’s high school curriculum move the needle to be sure. But is it moving or just shaking? Are programs the most effective they can be?
When asked why different associations didn’t band together to enhance their efforts, FA/AW News was told they were focused on their own constituencies, but it begs the question as to whether that is the best strategy.
We should be thinking instead about creating an industry-wide pipeline ecosystem – a continuum taking in not only education reform and workforce development but the wholesale remake of an antiquated industry culture forged decades ago. Most studies show addressing culture is a must and transformation is no longer about diversity and inclusion but about creating a Just Culture. Corporations are already considering incorporating the grinding social justice issues into their social responsibility mandates because they know it’s good for the bottom line.
The industry does not have time to do more studies because so many have been done. We have enough data on numbers and skills needed to act while we study such issues as the effectiveness of current workforce development and education programs.
This will not be easy, but it is the only way to get to where we need to be. We sure won’t get there without wholesale industry change.
Education reform needed to develop interdisciplinary talent
Corporations and educators must remove silos
Companies already taking interdisciplinary approach to OJT for better outcomes
Changing curriculum is massive challenge
Traditional college degree or certification focus?
Wholistic approach needed to solve technical, social and economic issues raised by deployment of emerging technology
STEM programs not working
AR/VR not only speeds training but enables faster manufacturing and repair
Academia and corporations must break down silos because the future workforce will have to know how all facets of an aircraft work from design to testing, panelists said during the recent Vertical Flight Society Future Vertical Workforce Panel. Without that, they said, advanced air mobility will not achieve goals as rapidly as industry wants and, likely, neither will traditional aviation/aerospace.
Panelists also discussed technology not only in design and execution but in knowledge transfer between the experienced workforces and new graduates, creating faster on-the-job workforce training and enabling repair of aircraft in remote areas by tapping resources they’ve never had before. As suggested in a previous article, this will be a requirement for advanced air mobility.
The panel, included representatives from the US Army, MIT, Penn State, Sikorsky, Boeing and PTC and comes at a time when both industry and academia are questioning how to educate the future workforce. For instance, Career and Technical Education (CTE) is being brought to bear to create career paths to local aviation and manufacturing jobs as part of a strategy to leverage corporate higher education benefits to achieve a college degree.
Re-examing how educators educate comes at a time when corporations such as Apple, Google and IBM have eliminated the requirement of a four-year degree from some of their job descriptions. Last year, the government shifted its hiring practices to give job applicant’s skills priority over a college degree.
This is in line with suggestions education needs to radically pivot.
“Skills-based credentials focus attention on what a job applicant can do rather than the degree they’ve earned or where they went to school,” said Author and Education Columnist Jeff Selingo, recommending how colleges can change. “We should use the reshaped economy that will emerge from this crisis to let go of our allegiance to the traditional college degree as a signal of job preparedness. “Short courses offer opportunities for colleges to create new kinds of micro-credentials, including certificates, that can help reduce friction in the job market in two key ways. First, micro-credentials are a stronger signal to employers that an applicant has mastered a specific skill, particularly digital skills. Second, micro-credentials can stack on top of one another to eventually allow students to earn a traditional degree over time. Skills — including soft skills, such as communication, problem solving and teamwork — should be the coin of the realm in hiring rather than majors or the name brand of a school.”
David Deming, professor of public policy, Harvard University, and faculty director of the Malcolm Wiener Center for Social Policy, suggests pairing colleges and universities with community colleges to respond to pandemic laoyoffs and the need to retrain and reskill workers. He also said lessons learned from the Great Recession shows for-profit colleges did not deliver the results for which students were hoping and suggest a new approach is needed in developing training for skills needed immediately in the community.
How Academia Must Change
Academia also worries they must train tomorrow’s workforce for jobs we don’t even know about. In fact, the Institute for the Future estimates 85% of jobs today’s students will have by 2030 don’t exist yet. It’s 2018 study – Emerging Technologies’ Impact on Society & Work in 2030 – is a clarion call to rethink education.
Still today’s challenges were what the VFS panel discussion was all about and the issues raised are equally important. One such problem occurs at the intersection of computing and engineering, said MIT Professor of Aeronautics and Astronautics Nancy Leveson,
“We see the complexity of design and systems increasing exponentially,” she said, adding much of the issue relates to software development and design. “Systems engineering is now different than what students have been taught. For instance, safety engineers are woefully inadequate almost to be useless because the curriculum was created 60- to 70-years ago. It can’t handle software or human factors beyond the trivial and it can’t handle the complexity of the systems we have today. So many designs are completed without the input from a safety group. The design is then analyzed for safety after the fact but how do you analyze the safety of something if you don’t know much about the subject matter involved?”
Indeed, antiquated requirements was exactly the problem faced by aviation technician educators who now have a new tool trading prescriptive regulatory requirements for competency-based training. Whether that holds lessons for academia is the question.
Leveson advised an interdisciplinary approach in which each separate group – design, engineering and safety – is integrated at the front end with the design and development group. Indeed, manufacturing has long had this approach, integrating ease of repair and accessibility into the design mandate.
“We can’t leave software engineering education to the computer science department because they won’t learn anything about other engineering disciplines,” she said. “The problem we are seeing is managing complex, software-intensive projects and in operating systems with lots of software. We need to develop software engineering courses using engineering problems. We need to combine these disciplines into the basic aerospace engineering education.”
Leveson indicated academia needs to increase systems engineering education since the complexity of each aircraft is going to make that one of the critical subject areas. This is not just about the design of the aircraft itself, she said, but the design of the larger system including the social systems in which aircraft will operate such as air traffic control, collision avoidance in congested urban areas and certification.
“Unless this happens the potential of electric VTOL is limited,” she said, adding MIT’s Engineering Systems Division has integrated many disciplines including social sciences, economics and management into some of its programs. “Problems are not solved with only one perspective. We need all kinds of perspectives if we are to solve our problems. We need to change our education to produce the tools and techniques engineers will use to solve the large system problems.
“I’m working with NASA now to figure out how to implement integration and we don’t have the tools we need,” she continued. “EVTOL is just not going to happen. You can build an aircraft but until you solve issues that prevent these aircraft from crashing into each other and integration into other parts of the system such as airports and how they will interact with general aviation and police/emergency aircraft, we will be held back. General aviation is not going to be able to spend a lot of money on equipment. It is the social problems that will hold us up, not the engineering problems.”
Penn State University Professor & Head of Aerospace Engineering Amy Pritchett agreed. “Design is a matter of trade-offs between disciplines,” she said, adding administrators are constantly looking at how curriculum should be updated, changed and adapted. “We must address, not just engineering and physics but societal needs. We do not want to be siloed not just in academia but across the entire industry which is separated into divisions, disciplines and specializations. We need a broader organizational outlook, and the challenge is for the engineers we produce to be able to manage that. Somewhere along the way we need to convince our students the measure of success is no longer finding the one right answer. Success is now measured on whether or not they can solve the big and difficult questions which don’t have one answer. Rather than computing as a separate topic on the side, they need to understand computing is for the analysis of real time information aboard the aircraft and takes in system design and safety analysis and that it is integral to all our practices.”
She worried the more autonomous the vehicle the less forgiving they will be when things go wrong. She pointed to two accidents in which teams of pilots convinced the aircraft to operate in a way the designers never anticipated.
“We need the imagination, creativity and humility to address safety problems,” Pritchett said. “We need the future engineering workforce to balance the ambition to push the envelope to bring new technology and systems to bear with the ability to imagine what can go wrong.”
Interdisciplinary Approach to OJT
Industry has already adopted an interdisciplinary approach, according to Dr. Mark Robeson, Structures Tech Aera Lead, Technology Development Directors-Aviation US Army Combat Capabilities Development Command, Aviation & Missile Center. He explained the on-the-job training (OJT) used to ensure the workforce stays current as technology changes includes new materials in academic venues but also in-house training of skills needed to take ideas from the earliest conception phases right through to flight testing.
“These cross-area collaborations are particularly important for new engineers to give them better competencies required for the job,” he said. “We expose new engineers to subject matter experts for testing, safety, engineering design and analysis, electrical and mechanical fabrication, all areas critical to flight testing. Even if they are not going to be working in these areas it is critical to give them exposure because it helps them understand the big picture and provides opportunities they can leverage in their own areas of expertise. Engineers who don’t understand the contracting and acquisition side are missing what they need to know to make the whole system work. Our people may come in as technical folks, but they need an entire depth and breadth of knowledge and skills to be successful.”
Sikorsky Director of Innovations Dr. Igor Cherepinsky agreed. “Graduating students have chosen a particular field of study such as aerospace or electrical engineering,” he said. “But they need knowledge across all the domains because a lot of work involves more than one domain. You need knowledge to understand what colleagues are even talking about. You must speak the same language. You may be well versed on one thing, but you must understand how it interacts with adjacent domains and that is the challenge facing today’s graduates.”
Cherepinsky pointed to training programs developed by Sikorsky to address this problem as well as mid-career employees who want to switch disciplines. He indicated those who switch to fluid dynamics, for instance, bring their aerospace design expertise to that discipline.
Sikorsky’s new-hire training shows universities are doing a good job in providing the basic skills and knowledge, but company training adds experience in the entire design, build and test cycle so they understand the entire process before they are put on big programs.
“You have to understand that you can never stop learning,” he added. “You should keep an open mind and continue to learn so you can adapt to new technology. Our training programs are aimed at people in different stages of their careers and we must help them adapt. We also can’t rely on PowerPoints or digital design tools but must develop hands-on programs so employees can understand the entire process from design to test flights and figure out what works and how to improve them.”
One of the biggest challenges for academia is changing the curriculum and overhauling instruction methods, Pritchett explained, elevating the importance of working with industry to determine what needs to be done.
“We can’t just add more courses which everyone wants to do,” she said, adding leveraging what students are learning at corporate recruiting events, internships and cooperative programs, sheds light on what to teach. “We have to make hard decisions about the concepts and experiences we can vote into the lifeboats because of credit limits. What students learn [when they interact with industry] determines what courses they take. Students will tell you what they will come to and what they expect because recruiters are defining new curricula we need to develop.”
PTC Federal Aerospace, Defense & Energy Director of Business Transformation David Segal discussed the incorporation of Augmented and Virtual Reality (AR/VR), not only in education but as tools for the workforce. His company makes technology to facilitate communication with AR/VR.
“We bring the convergence between digital software and the physical worlds,” he said. “The role of AR/VR is future workforce training will put gaming-like technology in the hands of engineers. It will include the use of devices such as the HoloLens to project an overlay of instructions onto physical objects such as engines to bring real-time training to engineers and technicians. In addition, this same technology can be used for distance learning combining real-time collaboration with experts to provide fixes.”
He explained that it can be used to integrate manufacturing or maintenance tasks with manuals and sensors. It can also be used to guide and educate people on what needs to be done as the task is completed combining two efforts into one. Finally, it can be used in inspections. When damage is detected, the integration will be able to develop the work procedure for repair and project it on to the surface as the repair is happening, significantly shortening repair time.
The technology also addresses the critical brain drain the industry is experiencing and transferring that knowledge to the next generation. “These retired engineers can not only write the manuals but discuss in real time how to perform the procedures and instill best practices,” he said. “Technology can capture their knowledge and practices as they work and that can be streamed to devices for others to use. Engineers and technicians then have access to expert knowledge for guidance and knowledge transfer as they are working. These technology packages can replace current manuals and be connected to computer systems so they can use it as they work.”
Segal shared metrics from GE and Boeing. “Our customers say the ease of learning with AR is significantly simplified,” he said. “A Boeing study showed implementing AR provided 30% faster assembly lines while GE Energy had 33% faster work on wiring control boxes,” he reported. “GE also was 50% faster for assembly, maintenance and repair capability and saw a 30% improvement in knowledge transfer for their workers.”
He also discussed the advantage of using the technology for consultation in remote locations. “With real-time connection, you can stream work instruction and guidance to front-line workers consulting with an expert who can guide them not only verbally but visually on how to perform the operation,” he explained. “They can be connected seamlessly to life-cycle management systems. There are many different applications that are already in use.”
Current Outreach Not Working
Pritchett noted with alarm, STEM education is losing girls in middle school and minorities in high school. “What outreach we are doing now is not working,” she said, bluntly. “We describe this education as STEM, schools call it science, but it is really engineering. It is building things. Our nation has a problem attracting enough people to engineering and the science curriculum in middle school is not helping.”
Some outreach, such as the national rocketry challenge is working, but Pritchett is right we face a challenge retaining students in STEM programs. One suggestion pairs those already in the workforce with those in elementary, middle and high school to help them move through their STEM education. Demings suggested also pairing college students with primary, middle and high schools students to keep them interested in STEM and advise them on their next educational steps. Equally important is keeping graduates in aviation/aerospace since they are also being recruited by financial institutions and automakers who want engineers and modelers.
We also need investment in touting the futuristic innovative technologies that put aviation/aerospace on the leading edge of what students see as cool new stuff and keep them away from the siren calls of Silicon Valley and gaming.
Academia and industry are now at a critical crossroads which requires a completely open mind on how to educate the next generation. The panelists eloquently described the problem, but the next step is harder, how to develop and implement the solution. One thing is clear, however, we have no time to waste on defending the status quo.
While most people think women and people of color when it comes to increasing diversity, there are many other constituencies needing a place at the table if diversity and inclusion (D&I) is to really mean anything.
That signals the importance of a new Neurodiverse Federal Workforce (NFW) pilot program, a collaborative effort between National Geospatial-Intelligence Agency (NGA), MITRE and Melwood, a D.C. nonprofit providing job opportunities to people with disabilities.
The World Economic Forum determined that diversity and inclusion is one of industries’ most important issues because studies conclude such programs are essential to corporate success. So along with programs for the inclusion of people of color, women, LGBGTQ, programs must also address the differently abled.
NGA’s new program, launched in December, is designed to increase opportunities for neurodiverse individuals, including those on the autism spectrum.
Supporting a National Security Mission
NGA is a unique combination of intelligence agency and a critical combat support agency. It is a world leader in timely, relevant, accurate and actionable geospatial intelligence. NGA enables the U.S. intelligence community and the Department of Defense to fulfill the president’s national security priorities to protect the nation.
The idea of its neurodiversity pilot program is to create increased career opportunities within the federal government and the creaton of a playbook to help other federal agencies recruit and support neurodiverse talent which have historically been underemployed along with a host of other differently abled people.
Advocates have been saying for years hiring the differently abled is not as daunting as some might think and NGA certainly agrees.
Michael Hales, NGA Analysis Tradecraft and Technology’s Deputy Director for Strategic Transformation, put the pilot program into context what the agency already does.
“The is part of NGA’s existing disability program,” he told Future Aviation/Aerospace Workforce News (FA/AW News). “First, we want to better support our existing neurodiverse workforce and second we want to hire world class talent. Our experience has been positive and we’ve talked to other federal agencies who already have people on the spectrum so it is important to determine if we can do more to support these workers. Our programs already have structures to ensure their voices are heard and their needs are met.”
Indeed, the new six-month NGA pilot program is designed to improve on NGA’s positive results. The pilot program increases federal employment opportunities.
The program addresses a significant need. The US has one million young people with autism turning 18 over next decade with a range of abilities, according to AJ Drexel Autism Institute.
“The level of underemployment in this population at different skill levels and the inability to find meaningful employment is a real problem,” said Anne Roux, research scientist for the Life Course Outcomes Research Program at the institute. “One of our core issues is the lack of employment capacity in our communities. This is true particularly about the types of jobs that are available. It is easier to find low-skill jobs in manufacturing or transport. But individuals who have special interests or abilities may be good candidates for the type of jobs in the pilot program.”
A 2015 report – National Autism Indicators Report: Transition into Young Adulthood by the institute found young adults with autism had the lowest rate of employment compared to their peers with other types of disabilities. Research also shows only about one-third of young adults with autism are employed the first two years after high school.
“From a civil rights and social justice perspective, so many diversity and inclusion programs focus on racial, ethnic or gender diversity,” said Roux. “You rarely see anything about diverse abilities. We must expand the concept of diversity and inclusion to include people with disabilities. I think younger people expect this because they grew up seeing it every day in our public schools. People on the autism spectrum have a full spectrum of abilities to work. Once you open your eyes to the possibilities, people are more ready to accept different people into the workplace.”
Roux sees the NFW program as opening more possibilities for people on the spectrum with a high level of cognitive skills.
“It provides a new job sector for employment,” she told FA/AW News. “It is also a proof of concept that hiring neurodiverse people is doable and the type of modifications in the workplace may not be as daunting as it is perceived.”
Roux also pointed to the many benefits involved in adding neurodiverse individuals. “It increases the confidence of employers in hiring. Once they do hire, employers find they are intensely loyal and focused employees who have a unique set of skills. Computing and coding can be ideal jobs for those who are neurodiverse.”
Special accommodations for these individuals can be as simple as a different kind of lighting, noise cancelling headphones or being in an area that is less distracting, Hales explained, adding what NGA hopes to learn the accommodations needed for the future.
“People on the spectrum have been asking for this for a long time,” said Roux. “Now the workplace is figuring out the accommodations are very minimal including frequent breaks and presenting tasks in a different way.”
Visual presentations, she said, provides a different perspective on the entire task and signals other employees of the different ways something can be done. Colleagues also benefit, morale goes up as does job satisfaction. There is less turnover and more loyalty, she added.
NGA Deputy Director Dr. Stacey Dixon agrees. “NGA mission success is contingent on a world-class workforce with a wide diversity of opinions and expertise,” she said. “Neurodiverse talent can bring new perspectives to the NGA workforce and make important contributions to the mission.”
Hales explained the new workplace perspectives they bring strengthens the agency mission because they bring a new way of thinking about data and technology.
“They think in a very linear fashion while others have a gift for seeing the big picture and the implications of different efforts,” he said. “We need both to provide the best product for our customers. This is all part of our continuous effort to improve our mission and our approach to value all employees who support our mission. Each is unique but we see ourselves as a collective and have diversity of thought and perspective helps our mission.”
Roux agrees. “Neurodiverse employees have a different approach to problem solving which is an asset because of their ability to focus, their execution of routine tasks and keeping at it untiringly.”
Apprenticeship/Internships is Best Practice
Dixon explained the new hires in the program undergo an intensive, one-week training and interviews workshop before interns are placed in six-month internships in geospatial and imagery analysis roles supporting NGA’s mission. They are matched with buddies or mentors to help the new hires assimilate into working for the federal government.
“This is a tremendous learning opportunity for NGA,” said Dixon. “It allows us to demonstrate that neurodiverse talent adds significant value to the geospatial-intelligence tradecraft and helps the agency better support its existing neurodiverse employees.”
Roux said using the apprenticeship/internship model for people to learn is a best practice that enables them to move on to higher level jobs.
“Our entire education system is geared to send people to college, but this program is capitalizing on a group that often doesn’t go to college but has the cognitive skills to perform these jobs. This program is definitely something guidance counselors in schools need to be aware of.”
Diane Malley, director of Community Impact, Transition Pathways at the A.J. Drexel Autism Institute, noted those on the autism spectrum already work in aviation and pointed to Yasom Davis, who commutes an hour to work at Philadelphia International Airport.
Davis, who works helping to shred paper, the ride-on floor buffer, labeling boxes and completing other service tasks, was part of the first cohort of talent recruited for the institute’s Project Search, a flagship program, designed to make the last day of school look like the first day of the rest of your life. The program hosts a cohort of eight students in a series of internships and vocational training designed to prepare students for competitive employment after graduation. Of the sixteen students who completed the program in the first two years, fifteen went onto the job search and are currently employed. Project SEARCH’s successes inspired similar programming and new initiatives around the city.
Federal Government Initiative
The NFW pilot resulted from the Office of Management and Budget and General Service Administration’s Government Effectiveness Advanced Research Center Challenge, a competition to solicit proposals to solve the federal government’s toughest management problems while collaborating with the private sector, academia and the public. MITRE’s neurodiversity proposal garnered a grand prize.
“This work will be an invaluable building block for creating meaningful change across the federal workforce,” said Teresa Thomas, program lead, neurodiverse talent enablement for MITRE. “NGA has stepped forward to lead by example, collaborating on an internship program that will benefit interns on the spectrum and NGA.”
Hales agrees. “Our goal is to make hiring neurodiverse people part of the normal hiring process,” he said. “It is getting there and we are hoping this program will help get us farther. We hope to learn what does and doesn’t work.”
Hales also noted the impact on other employees and sees it as a tremendous boost signaling parents of the neurodiverse that there are not only opportunities but benefits in hiring the neurodiverse.
“It really depends on the individual and what interests them and what their talents are, just like anyone,” he explained. “They have the ability to be employed in any job. We are a very data driven agency, and we have analysts and staff in a wide variety of roles.”
The NGA program illustrates, when it comes to workforce issues, we need to change the conversation if we want to meet industry D&I and workforce goals. It shows a desire to include everyone who has something to offer and who can be mentored and trained to increase diversity in aviation and aerospace. Most importantly, it shows federal workforce policies and aviation/aerospace are welcoming and should be seen as a model for others.
However, it is only the tip of the iceberg on the towering task to promote aviation careers and reform aviation/aerospace education and training that includes new curricula on emerging technology, advanced manufacturing and engineering.
The grants are only a part of federal efforts to promote aviation/aerospace careers and improve the diversity of the industry. The FAA is now overseeing the Youth Access to American Aviation Jobs Task Force and the Women in Aviation Advisory Board, which are working diligently to create road maps for future workforce development. This, ironically, comes at a time when the General Accountability Office concluded FAA needs its own workforce development program.
Industry Workforce Development, Education Programs Abound
An example of the task ahead on education and training reform, is the recent passage of The Promoting Aviation Regulations for Technical Training (PARTT) 147 Act instructing the FAA to replace the current too-prescriptive language of Part 147 with community-drafted language that leverages competency-based instruction and focuses on outcomes based on new airmen certification standards (ACS) developed by FAA and industry.
A decades long effort, the new curriculum significantly streamlines education, enabling institutions to tailor coursework to the student and open satellite locations to increase the number of students in the pipeline.
Academia Now Echoing Tech School Concerns
Significantly, ATEC and the maintenance industry’s concerns about education and training are now being echoed in the halls of aviation universities about aeronautical engineering. This will be the subject of a panel discussion later this week at the Vertical Flight Society’s eVTOL2021 conference.
The problem is, industry and educators cannot afford decades long efforts at reform, not with how rapidly technology changes. Ultimately, the maintenance schools had to do an end run around the FAA in order to get what it needed.
The measure was spearheaded by the Aviation Technical Education Council (ATEC) and is the culmination of calls for the changes dating back to a General Accountability Office report in 2003. Unfortunately, numerous efforts for change by working with the FAA did not yield what industry, educators and labor were looking for, according to Justin Madden, executive director of Government Affairs, Aircraft Mechanics Fraternal Association (AMFA).
“Industry was telling educators they don’t want to retrain new hires but want them trained as part of the education process,” he said
The failure of both the Notice of Proposed Rulemaking and the Supplemental NPRM to meet industry education needs forced supporters to seek legislation through Congress when they felt they were not being heard by regulators. But ATEC expressed caution about this approach.
“The Administrative Procedures Act sets forth the rules for promulgating regulation, including the requirement that the agency put out proposals and ask for (and consider) feedback, as well as economic impacts,” said ATEC Executive Director Crystal Maguire. “That is good for industry and we certainly don’t want to make a habit out of bypassing that very important process. It’s just that, in this case, we’d waited so long and were so frustrated by the FAA proposals, we thought it was warranted.”
The move to competency-based training might have implications for other higher-education institutions seeking changes to their own curriculum to accommodate new technology.
Little Association That Could
Not a lobbying organization, ATEC managed to wrangle a significant coalition of supporters among aviation groups in Washington, member schools, businesses and sponsors on Capitol Hill. To put ATEC’s accomplishement into perspective, Madden, who worked with ATEC on the effort, noted 14,000 pieces of legislation are introduced in a given Congress but only 300, just 2%, become law.
A true grass-roots effort, members did numerous “fly-ins” to discuss the disconnect between what industry needs and the ability for educators to deliver given antiquated regulations. The legislative process brought FAA in, enabling tweaking of the language to address FAA concerns.
“Often the FAA’s concerns were valid, and it gave the community, labor and industry a good opportunity to make changes,” said Joel English, executive vice president, Aviation Institute of Maintenance (AIM). “Even though we think the FAA certification process was arduous, it did give the entire sector a level of professionalism based on doing it right and that has allowed us to relax some things with the new Part 147. Serving two masters – education accreditors and the FAA – it was difficult to get it right, but we’ll hold on to those things we think are right in the interest of safety.”
The new rule streamlines oversight, eliminating the duplication – and conflict – between the accreditation and quality control requirements under the Department of Education and FAA. Non-accredited schools, including high schools, will still need to provide a quality system for FAA approval. In addition, separate approvals for distance learning are no longer required because the rule is based on performance and student test results.
In fact, an important part of the new rule means increased reliance on distance learning. Fred Dyen, professor, Blue Ridge Community College reported that many of his courses and projects can be taught online. “As long as you can impart knowledge, skills and risk mitigation virtually and can demonstrate that it results in competency you can go online,” he said.
“The FAA still looks at student performance as they do now,” English noted. “But now, if a school does not achieve a 70% passage rate over a three-year cycle, it would prompt FAA to take a closer look at the school.”
Indeed, one of the greatest contributions of the new Part 147 is the ability to streamline education and deliver a workforce with the knowledge and skills needed for companies to get them on the job from day one, without expensive training programs.
Spearheaded by the Aeronautical Repair Station Association (ARSA), the grants fund between $25,000 and $500,000 for any single grant per fiscal year with applications due March 22. ARSA recently advised, FAA “strongly recommended” prospective candidates for grants submit a non-binding notice of intent by Jan. 29.
This is the first opening of applications despite the fact Congress appropriated full funding for the two grants for FY2020. The programs were also fully funded by the year-end omnibus bill for FY21, said ARSA Executive Vice President Christian Klein in a recent brief. ARSA continues work on pushing full funding for FY22 and FY23.
“The launch of the grant programs is another important step towards solving the maintenance industry’s long-standing workforce challenges,” said Klein. “Unfortunately, we find ourselves in very different circumstances than when the program was conceived more than three years ago. Today, in addition to fostering collaboration between schools, businesses, unions and government to recruit and prepare the next generation for successful aviation careers as maintenance technicians, these grants will also help rebuild our workforce in the wake of unprecedented economic disruption.”
Indeed, retraining and reskilling programs are a critical part of retaining the aviation/aerospace workforce as technology changes. It is also an important evolution long past due since the 40 years after digitalization displaced millions of high-value, well-paying factory jobs. As workers were replace by robots or jobs were outsourced, other developed countries implemented robust reskilling, upskilling and retraining programs to help transition affected workers into new jobs. Much could have been accomplished if the US had embraced new technology with retraining, for instance, coal miners and oil workers to clean energy, thus eliminating the hardship their redundancies have created in the interim.
While this is important, we still need to increase the number of aviation maintenance technicians to prepare for recovery and the tightened labor market created by accelerated retirements brough on by Covid-19.
ATEC Provides Path to the Future
Industry efforts were eloquently recounted in a recent ATEC webinar that impressively told aviation schools exactly what changes were wrought and what specifically they need to do accommodate those changes. Indeed, ATEC has been at the forefront of providing blow-by-blow guidance and instruction, including templates, to members on everything from this new rule to transitioning to digital instruction in the wake of Covid-19. The PowerPoint presentation from the webinar is here while resources are here since operational specifications for schools will need revision.
The legislation directs FAA to replace Part 147 with the new language within 90 days of the December 27, 2020 enactment which puts it in late March, although such deadlines often slip.
ATEC said the new rule requires:
Schools to align curriculum with Airman Certification Standards (ACS), free from FAA micromanagement which means there are no FAA curriculum approvals necessary.
FAA to assess program quality based on student test performance.
FAA to defer to the Department of Education for oversight of all educational elements for schools that are nationally accredited institutions.
FAA will assess the quality of A&P programs, facilities, materials, equipment, additional fixed locations, instructor qualifications, student-to-instructor ratio for shop class, for non-federally accredited organizations.
“ACS is the glue that pulls together the curriculum and the test,” said Jared Britt, director of Global Aviation Maintenance Training, Southern Utah University. “It aligns everything, is more conducive to education and helps students. It also allows us to work more closely with our industry partners to gain valuable feedback on which parts of the curriculum need work based on their experience of hiring our students.”
Another important provision is the ability for technician schools to create satellite locations at local high schools providing certificate programs and allowing students to receive both high school and college credit. Such dual certification programs are already available in non-aviation disciplines in high schools across the US. Technical schools, however, must have those satellite locations on their operations specifications, mirroring the same requirement for Part 145 repair stations.
“The ability to open satellite locations is going to open up the flood gates for aviation maintenance technician schools and provide training for more students,” said Dyen. “We have high school teachers teaching this curriculum for 20 years, but students received no credit. With the new Part 147, schools can make instructors adjuncts to get both high school and college credit.”
Linking curriculum to the new airmen certification standards means students must demonstrate competency in knowledge, skills and risk mitigation. FAA, in coordination with industry representatives, developed a draft ACS last year. It hasn’t been published yet although it is available from ATEC, so schools could work on curriculum changes. It is continuously updated as changes are made.
The plan is to revise ACS periodically – perhaps on a two-year cycle – as new technology emerges. This means curriculum will be continuously updated as well. FAA already does this for pilots, resulting from new pilot certification standards enacted previously. Britt said it gives schools more freedom and flexibility to go about educating students within the framework of the ACS.
There is also no “seat-time,” or credit-hour requirement, leaving schools free to structure the program in whatever manner best conveys the elements outlined in the ACS. This also eliminates the need for experienced workers – veterans for instance – to repeat curriculum they already know, as long as they can demonstrate they have mastered it. It means students can work at their own pace and skip areas they are already competent in for faster certification. And students who need extra help proving competency will get that help rather than the one-size-fits-all approach of the old regulation.
“Time based learning is an antiquated concept, and this helps us rebuild the time requirements,” said James Hall, Dean of Aviation and Manufacturing National Center for Aviation Training, WSU Tech, “We are newly focused around what it takes to teach the novice to become worthy of certification. Now we have the flexibility to ignore time in favor of ensuring competencies. We can also streamline curriculum that are repetitive and cover the same material in different classes or when they have done these courses in high school or college.”
“We have a lot of students who are in manufacturing hubs who have a lot of experience in sheet metal,” Lewis University’s Todd Shuneman said. “They can now demonstrate their competency and move on. Students can also take entry-level exams so schools can develop a program tailored to them, rather than repeat training they’ve already had.”
Schools were struggling to incorporate new curriculum needed to prepare workers for emerging technology within the requisite hours of the old regulation. So, the flexibility of the new Part 147 is a boon to creating a dynamic, ever-changing curriculum that meets industry needs.
“This now gives schools the freedom to innovate,” said Maguire. “Schools are already brainstorming ways to innovate with their programs.”
For now, schools need to do a Gap analysis between the proposed ACS and their curriculum and more closely align that curriculum with it.
After doing the gap analysis, Shuneman, reported the curriculum was 90% aligned with the new Part 147. A gap analysis template is available on ATEC’s website.
The pressure is on to accommodate emerging technologies as reported by FA/AW News in November. While academia and industry struggle with how to change curriculum, the regulatory barrier looms large and requires new thinking. ATEC’s example provides one example but others will surely follow.
Turns out, we don’t need any of those things because substantial progress has already been made in developing curriculum and creating free resources for Pre K-12 educators.
Wheel Already Invented
What few realize is educators, states, industry associations, manufacturers, aviation museums, corporations, aviation/aerospace technology corridors are way ahead of them, having already developed sophisticated curricula and workforce development programs that have exposed millions to manufacturing and aviation/aerospace careers.
There are scores of educational programs, at the K-12, high school and college levels with much available free online. In fact, early-childhood aviation education is supported by a Rutgers study showing aviation-related education improves executive functions in pre-K, indicating it is never too early to start recruiting coming generations.
To help educators learn about these resources, Future Aviation/Aerospace Workforce News (FA/AW News) recently published Education Resources for Aviation/Aerospace, a continuously updated list of aviation/aerospace education programs – many free – and corporate workforce development efforts. It was astonished at how many there are. The list is designed to connect the dots between educators, aviation/aerospace education programs and corporate workforce development programs and vice versa. We all need to be talking to and investing in each other to meet our future needs.
A troubling insight though is the fact, despite the number of programs available, industry continues to reinvent this wheel and we must question whether efforts by individual associations who want to do their own thing should be funneling their resources into collaborating instead. Instead of creating a new program, perhaps these organizations should be amplifying existing aviation/aerospace programs by promoting them to their vast memberships.
Industry workforce development programs such as those created by AAR Corp, Embraer, Airbus, Boeing and such manufacturing coalitions as the Aerospace Components Manufacturers (ACM) make it clear this is a wheel that has already been invented in many iterations addressing the needs of different segments of the industry.
Home to a booming business in commercial and military aerospace and submarine manufacturing, ACM’s Connecticut base is typical. More than 13,600 manufacturing workers are needed to fill manufacturing positions in robotics, 3D printing and other high-tech work to interest students in manufacturing, according to ACM Executive Director Paul Murphy. Nearby New Hampshire needs to fill 17,000 jobs.
Working with the Connecticut Department of Education, ACM created eight advance manufacturing educational programs including computer-assisted design and drafting and serves about 2,100 students in high schools in 41 districts.
“We’ve learned the hard way that we can’t live on the service industry alone,” John Kennedy, CEO of the New Jersey Manufacturing Extension Program (MEP) instrumental in the workforce effort, said. “We have to have manufacturing.”
Manufacturing is a key focus given the more than 600,000 jobs remaining open in the manufacturing sector alone. Manufacturing programs, in aviation’s version of farm-to-table education, invite students and parents to discover their production lines where they learn how high-tech they are compared to the old, industrial image defining traditional blue-collar work.
Industry is right that we need a larger effort but shortsighted in its goals. We need an international effort, creating a one-stop shop to link aviation/aerospace companies, manufacturing and education. It is also right we need to keep promoting career paths.
AOPA, EAA Lead the Way
The Aircraft Owners and Pilots Association (AOPA) created its five-year-old You Can Fly High School Initiative, a free program funded by the AOPA Foundation, which is now in more than 200 school districts, 400 classrooms in 38 states nationwide.
Experimental Aircraft Association (EAA) recently launched AeroEducate, its newest youth aviation initiative, bringing an interactive, educational and engaging experience to young people ages 5 to 18. Its new program complements Young Eagles, launched in 1992, providing free introductory flights to 8- to 18-year-olds to introduce them to the world of aviation. Sponsored by Sporty’s Foundation, it has reached 2.2 million young people over 28 years. With a chapter in practically every state, more than 75,000 young people have taken the next step in their aviation journeys by enrolling in its online course following their flights, said the organization.
Interestingly, the Aviation Community Foundation (ACF), a group of passionate pilots, entrepreneurs and educators, identified what such programs lacked after visiting over 30 programs – educating the educators.
“Traditionally, our assistance has mainly stemmed from hosting biannual, collaborative Elevate Workshops, but, with the ‘Educate Our Educators’ Grant, we can foster even more educational and professional development opportunities for these very deserving leaders,” said Executive Director Jamie Helander. Similarly, University Aviation Association, American Institute or Astronuatics and Aeronautics (AIAA), Space Center Houston and AOPA hold annual educator meetings or academies.
While ACM has its own curriculum syllabus, Aerospace Industries Association, (AIA) not only has aviation/aerospace curriculum it offers grants to purchase of STEM-type materials and projects. Estes Industry also has lesson plans and works with others including the National Association of Rocketry for the National Rocketry Challenge for teens. On the international front, similar efforts have long included the internships and apprenticeships US industry only recently embraced.
More than half a million apprentices are registered with the Department of Labor. There are also potentially up to a million apprentices in non-registered programs. Registered program graduates are certificated as journey workers and recognized by industry.
The problem is the number of applicants far outweigh apprenticeships available. Duncan Aviation established its own apprenticeship program while Lufthansa Technik has long had such programs, including 200 positions during pandemic.
Raytheon and Northrop Grumman are part of public-private partnerships established with universities to grow talent like cybersecurity specialists through regional workforce projects coordinated by Business Higher Education Forum. There is also the Real-World Design Challenge, a high school STEM competition promoting engineering design.
Southwest Airlines illustrates the success of the many airline/school outreach programs. Southwest’s Campus Reach Program, partnering with CFES Brilliant Pathways, exposes students to a wide variety of high-paying airline industry jobs. Southwest noted millions of jobs will go unfilled by 2027.
It has worked in 1,500 urban and rural schools across the U.S. and Ireland. Annually, it reaches 25,000 K-12 students with a team of professional educators, administrators, corporate leaders and non-profit experts. It uses Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP), a seven-year, federal grant-funded partnership program reaching multiple grade levels.
Recruiting New Demographics
More importantly, many of the education programs are targeted at under-represented communities which meet business demands for more diversity and inclusion which is good for the bottom line. Companies know, without such programs, industry will never reach its workforce goals.
A recent Atlantic article discussed the need to actively recruit and enroll low-income students by going into their communities and demystifying education and what it can deliver for them. It also discusses the resources needed for success including personal attention and remedial education, generous financial aid packages and industry mentors from similar backgrounds.
Perhaps the best organization to help the industry in its diversity goals is the Organization of Black Aerospace Professionals which not only has numerous programs to attract kids to aviation/aerospace and nurture them through to realization of careers, but a series of discussions called Courageous Conversations to help companies understand the challenge.
Least understood as we incorporate new demographics, is the fact these jobs will lead to a post-war-like economic boom growing the middle class, similar to what Asian and other developing regions have experienced. A perfect example of the economic mobility resulting from aviation/aerospace education was eloquently demonstrated by Vaughn College of Aeronautics & Technology President Dr. Sharon DeVivo in testimony before Congress.
“The average family income for a Vaughn student is about $39,000,” she told legislators. “Within one year of graduation 99% of those students are employed or continuing their education; 83% in their field… In a 2017 a study done by the Equality of Opportunity Project, looked at more than 2,100 institutions that were the best at moving students from the bottom 40% in income to the top and Vaughn was number one in the country. That is evidence of the transformation possible…We don’t just change that student’s life we change the whole family’s trajectory.”
Helping Rural Communities
The importance of all these programs – especially for rural states – cannot be underestimated given the fact they send their best and brightest away to college resulting in a permanent brain drain, stymying state ability to compete for companies wanting to relocate, completing the downward spiral deeper into poverty.
States need alternatives to traditional jobs that have undergone decades of declines and technical education is the way to get that with short-term and micro-training programs. This would help in recruiting companies looking for a lower cost of doing business. There is no greater example of what can be done than Pittsburgh, PA, and its steel-to-clean-energy-and-technology transformation.
For their part, Raytheon Technologies, Collins Aerospace, Airbus, Embraer, AAR Corp, OneWeb, Boeing, Textron, GE Aviation are leading the creation of new community education programs and air camps to strengthen pipelines to their manufacturing operations. Raytheon Technologies, GE and Collins Aerospace have developed programs – including grants – to support schools in developing programs in flight data analytics, coding, cybersecurity and additive manufacturing. (See their programs in the Educators Resources for Aviation/Aerospace Guide)
Education does not stop with kids. Many are already developing programs to attract adults and point to military-to-civilian career programs. They also want to address mid-career adults laid off or who seek new careers.
They say it is finally time to create the reskilling and upskilling programs that gives industry what it really needs – a lifelong learner who is always pivoting to meet the next technological challenge.
What is needed is federal support for such programs. In comparison to its government counterparts, the US has failed miserably in transitioning workers as workplaces changed over the last 30 years.
“The United States spends a paltry 0.1 percent of gross domestic product on active labor market policies, less than one-fifth the average of other developed nations,” according to Harvard Professor of Public Policy David Deming, writing in the New York Times. “The lack of federal dollars to states in the past few decades, meant the loss of state educational programs and the increase in for-profit college enrollments. This is unfortunate, because a recent review of more than 200 studies finds that job training has large, long-term effects on employment, especially during recessions.”
Indeed, A PBS News Hour report indicated nearly 40% of those pursuing four-year degrees and some 70% of community college students never earn a degree. Think of that in terms of the accumulated student debt and the under-employment.
Despite that Deming sees community college job training programs such as those developed with local businesses as more successful. These programs substantially increase participants’ earnings, and because tuition costs are relatively low, they typically provide a good return on public investment, he said.
Industry Requires Lifelong Continuing Ed
We need to recognize education is no longer one and done – college/grad school and then on-the-job training. Aviation/Aerospace education is now a lifelong continuing education job.
Experts say future education must deliver academic programs that address new technologies. And businesses must re-think professional development and extend it down to line workers.
Future education may likely be very different, according to Author and Education Columnist Jeff Selingo, who writes on education for The New York Times.
“Higher education needs to reinvent itself for continual learning if it is going to remain relevant and expand opportunity for tens of millions of adults who find themselves unemployed in a fast-changing economy,” Selingo wrote recently, suggesting a greater focus on skills-building education. “To build such a continual learning system, colleges will need to work closely with employers to understand the specific skills needed in jobs open now or where there is expected to be job growth in the near future. Those skill sets could then be divided into smaller increments and aligned with short courses which would rework how education is delivered.”
Some have suggested creation of a Transcript for Life that not only includes military service, internships, apprenticeships but the competencies the person has mastered. The Interoperable Learning Record (ILR) would trade courses and majors for listing the specific skills that people have mastered as well as relevant life experiences accumulated.
“Short courses offer opportunities for colleges to create new kinds of micro-credentials, including certificates, that can help reduce friction in the job market in two key ways,” he said. “First, micro-credentials are a stronger signal to employers that an applicant has mastered a specific skill, particularly digital skills. Second, micro-credentials can stack on top of one another to eventually allow students to earn a traditional degree over time. Skills-based credentials focus attention in the right place: on what a job applicant can do rather than the degree they’ve earned or where they went to school. We should use the reshaped economy that will emerge from this crisis to let go of our allegiance to the traditional college degree as a signal of job preparedness. Skills — including soft skills, such as communication, problem solving and teamwork — should be the coin of the realm in hiring rather than majors or the name brand of a school.”
Broward College in Florida offers one promising model after developing industry certifications and combining them with internships and other work-based opportunities with local employers. Made possible by the US Department of Labor’s Trade Adjustment Assistance Community College and Career Training program, the government program was used to fund thousands of training efforts as part of the Great Recession stimulus programs.
Career & Tech Ed Solution
Career and Technical Education (CTE) could be part of Selingo’s education transformation since it often leads to certification. Indeed, one of the major problems has been the insistence on college-for-all. Instead, we need to create strategies combining work toward certification with corporate tuition benefits.
Parents will not give up on college education for their children. But they are demanding new options. There is a rising call for CTE as decades of college orientation has led to a shortage in tradecraft personnel.
“We need to make sure parents are educated about what we can offer,” Manchester (NH) School of Technology Principal Karen Hannigan Machado told PBS in an article showing more work needs to be done with these programs. “They need to understand CTE is not for kids who are dummies, or don’t go to college. Every program here, we encourage kids to go to college or earn a certification.”
Indeed, CTE today is a strenuous mix of traditional academic, including advanced placement courses and job training.
“High-quality CTE, experts hope, will address many of these issues with retooled, up-to-date programs that help propel students to postsecondary education and, in the process, give them more in-state connections and prepare them not only for in-demand jobs but for the flexibility the future will require,” wrote PBS.
What used to be called Vocational Ed has not only been rebranded to Career and Tech Ed but is now part of a pipeline for local industries as high schools and community colleges offer programs preparing students to fill jobs available in their communities. These train-to-work programs have fewer jobs in local communities than students in programs, signaling corporations need to catch up with demand.
Corporations must also respond with robust college tuition benefit programs offering them right down to line workers. While this is already happening, businesses need to sell it as part of their recruiting packages to meet parent demands for a college education, especially for those in train-to-work programs.
Challenges Beyond the Pipeline
Academia is already thinking and acting on curriculum and regulatory changes needed to develop the workforce befitting the advances of the 21st Century. (See related story on the dramatic changes to aviation maintenance training resulting from a decades-long effort to reform aviation maintenance education.)
Professors worry about the difficulty in fitting new academic disciplines into the credit requirements for degrees and concluding it cannot without changing curriculum. Aviation maintenance training institutions have solved this with new regulations eliminating the hourly requirements in favor of competency-based training and metrics.
As the Aviation Technical Education Council (ATEC) which spearheaded maintenance training changes, learned, the creativity of aviation educational institutions has been stymied by antiquated federal regulations that have not changed since the advent of the jet age. Compounding this is the difficulty in getting regulators to see how these changes are necessary but do nothing to compromise safety. The question is whether what ATEC accomplished can be applied to higher education. (See related story on what ATEC was able to accomplish.)
Academia also worries they must train tomorrow’s workforce for jobs we don’t even know about. In fact, the Institute for the Future estimates 85% of jobs today’s students will have by 2030 don’t exist yet. It’s 2018 study – Emerging Technologies’ Impact on Society & Work in 2030 – is a clarion call to rethink education.
Industry has long known about the disconnect between what academia teaches and what industry needs to put the workforce on the line without expensive training programs for areas that have not kept pace with technological changes. Indeed, that is what drove ATEC’s efforts.
This then requires collaboration of industry, government and academia to forge new regulations, new training procedures and new academic programs by combining high school, CTE, higher education and corporate workforce development programs to increase the pipeline.
Higher Ed Needs to Be Part of K-12
Dr. James Gregory, chair of the department of mechanical and aerospace engineering at Ohio State University, speaking during the NAA/NAHF webinar Aerospace Education: Inspiring the Workforce of Tomorrow, urged colleges to embed themselves into community colleges, high schools and elementary schools to not only attract kids to aviation/aerospace but keep them interested throughout their educational careers. He sees college students reaching back to teach their younger counterparts.
Randall Ohman, a former machinist and design engineer who is now a sixth grade STEM academy engineering teacher, agrees.
“I also recommend partnerships with manufacturers that make it easy and interesting for students to become engaged,” he told FA/AW News. “An example might be donating machinery and material to help teachers and the creation of manufacturing experiences for children. I’ve seen what the kids can do…it’s impressive. What’s more, they can’t get enough of it.”
Tools and materials are already a major concern for training programs like Aviation High School in Queens NY, which told FA/AW News, schools are sorely in need of modern equipment such as new generation engines and avionics to prepare their students to hit the ground running once hired.
That is just one of dozens of issues needing to be addressed by new thinking and government/industry/education partnerships.
There is no question the aviation/aerospace education wheel has been invented and resources and funding are already there. There is also no question companies want to invest in education.
However, there is a glaring exception. No discussion of aviation/aerospace education would be complete without addressing the cost of pilot education, now hovering around $200,000+. Government, academia and industry must build a funding program and pressure is on to reform and streamline such training. Funding is one of the reasons why 80% of students do not complete their flight training, according to AOPA and the General Aviation Manufacturers Association. Airlines provide loans for their cadets in training and SkyBound, a professional pilot loan program developed by FMS Bank, shows banks are interested but more needs to be done.
Despite the progress, industry faces a towering task to make all the moving parts work together better. We still need to promote aviation/aerospace and manufacturing careers. We also need to connect the dots between already developed programs and workforce needs so we can amplify and expand them.
Don’t ever tell Shella Condino it is impossible to bring aviation/aerospace education to even the poorest schools.
Condino is a gutsy Filipino immigrant who opted for Presidio High School in Texas to launch her teaching career rather than an international academy.
“Presidio was where I was needed,” she said. “It wasn’t performing well academically and had a lot of kids without much to do after school.”
Condino guided students at Presidio High School, in one of Texas’s poorest school districts, all the way to a national rocket competition. The Presidio team’s work culminated in an invitation to the White House Science Fair where they met President Barak Obama.
“This was amazing for a school with a 14% graduation rate when I arrived,” she said. “We had 100% graduation rate by the time I left and many of our participants turned to professional degrees. Today, one of the girls is a mechanical engineer and another a chemist. They honed their skills for communication, organization, collaboration and team building, all important skills in today’s workforce.”
Now that is a transformational experience and shows if teachers can engage them, kids have vastly more opportunities. The key, she said, is support from administrators, regardless of whether it is a disadvantaged school or the affluent school district in Northern Virginia where she is now an AP Physics teacher.
Of course, the Presidio team had to raise funding, the majority of which was raffling and auctioning goats, selling donuts and BBQ sales. Indeed, a big obstacle is the cost of after school programs need but this is, perhaps, an ideal sponsorship opportunity for local businesses.
“All administrators have to do is say yes and a passionate teacher will figure out how to get it done,” said Condino. “We did well on our rocketry projects and received recognition in the national level from the American Rocketry Challenge. No, we didn’t win but who would have guessed our Cinderella story in meeting the president of the United States? We were always in the top 25 out of almost a thousand of teams nationwide and our highest place was 4th in 2014.
“Many teachers share the same curiosity and sense of wonder as students in discovering aviation,” she continued during the National Aeronautics Association/National Aviation Hall of Fame Aerospace Education: Inspiring the Workforce of Tomorrow webinar. “If you are passionate about it, students pick up on that. What they come away with is the faith we have in them. They think, ‘She thinks I can do this, and she really wants me to do it so bad, I should do it.’”
Scott McComb, science chair at Raisbeck High School, agreed saying there are dedicated and passionate aviation/aerospace teachers who just need to be given space for experimentation and to reach out to industry experts.
“I am a testament to what can be done,” said Condino, who was recognized as Teacher of the Year by the National Aviation Hall of Fame in 2011. “My dream was flying to space and teaching in an underserved community. With the passion in me, I realized if I cannot be successful on my own, maybe I can help others to pursue my dream.”
“We have an untapped community passionate about education and steeped in aerospace,” said McComb. “The question is how we connect them. There are professional organizations for everything. All teachers have to do is decide the thing they’re excited about and within 15 minutes you can find 15 different professional organizations to help. For the price of an email you’ll have more volunteers than you know what to do with. It takes time to cultivate relationships but there is plenty of help.”
American Institute of Aeronuatics & Astronautics is just such an orgranization, said Dr. John Langford, founder/CEO of Electra.Aero who also spoke during the webinar. AIAA is dedicated to shaping the future of aerospace by leveraging aeronautic and astronautic professionals, students and STEM educators to drive global innovation. It provides K-12 teacher resources, grants, experiences, mentorship matches as well as aerospace-related STEM curriculum. It also has a Educator Academy.
He pointed to all the free programming available to teachers enabling even the poorest school district to incorporate aviation/aerospace education programs. He noted he was able to become a pilot to improve his teaching in just four emails which revealed the resources and scholarships he needed.
“The free support and resources educators have but don’t know about is the challenge and so is connecting the work students are doing in the classroom to work available beyond the classroom walls,” said McComb, speaking during NAA/NAHF webinar. “What you get is students walking around with a new vision of themselves or a path they want to pursue.”
He’s right because it doesn’t take much for AvGeeks to volunteer to pass on their enthusiasm for and knowledge of aviation. Indeed, many industry employees volunteer while Collins Aerospace and Raytheon Technologies actively encourage their tens of thousands of employees around the world to get involved. (See their programs in the Educators Resources for Aviation/Aerospace Guide)
These students are also the vanguard of change for the aviation/aerospace culture. McComb pointed to a new mandate for Washington schools to incorporate social justice issues into curriculum.
“Our district is outside of Seattle and has a prominent minority population and it was our task to marry aerospace and social justice issues,” he said. “Our district surrounds Sea-Tac Airport. We are helping to reframe our students’ outlook on how they can be agents of change and how they can change their futures.”
Condino, agreed. “We need to trust them,” she said. “They are caring and working for the betterment of the world. They are figuring out what they can do to become a responsible global citizen.”
Editor’s Note: This was published in 1998 when I worked for FAA Public Affairs
Washington, DC — The Federal Aviation Administration (FAA) cleared Santa Claus for his annual Christmas flight after certifying his fire-engine-red sleigh. Registered in the North Pole as NP-HoHoHo, the sleigh is an all-metal sleigh-craft powered by nine reindeer. In a bid for safer landings at tropical and island destinations, Santa added retractable gear and floats to the aerodynamic twin runners that are his normal landing gear.
Earlier this month, FAA’s Office of Commercial Space Transportation approved the launch of 15 cargo satellites, which are now in geosynchronous orbit around the world. The satellites are supplied with enough presents to periodically replenish Santa’s sleigh.
In a formal presentation, FAA Administrator Jane Garvey commended Santa — call sign St. Nick — for his dedication to safety and noted his accident-free record after 16 centuries of service. “Your work is a model for aging aircraft programs,” she told the world’s best known philanthropist. “And your committment to safety is second to none. Your vast experience in safely operating over-the-pole flights is setting the standard for aviation wordwide.’
After careful analysis, inspectors declared safe the special oat and corn-meal mixture which enables reindeer to fly. Santa reminded them the information was propietary. He was issued a fuel waiver as Dasher, Dancer, Prancer, Vixon, Comet, Cupid, Donder, Blitzen and Rudolph looked on.
FAA also inspected the cargo loading and pallets aboard the sleigh and pronounced the elves consummate professionals in being able to pack so much into such a small space, secure it and still maintain the proper weight and balance for the sleighcraft. They were heard muttering something about magic.