tracer study on teta funded pilots within aviation …

TRACER STUDY ON TETA FUNDED PILOTS

WITHIN AVIATION FOR THE PERIOD OF

(NSDS) III (2011-2017)

March 2020

Acknowledgments

This research was commissioned and funded by the Transport Education and Training

Authority (TETA). Dajo Associates (Pty) Ltd conducted the research and drafted the report.

Our sincere gratitude to all the stakeholders who agreed to participate in this important

research as without their participation, this report would not have been possible. Dajo

Associates would like to thank the beneficiaries of the TETA pilot funding and the aviation

industry professionals who contributed to this research by sharing industry context and

insights from their experiences in matters relating to pilot training and employability.

Dajo Associates acknowledges the TETA Research and Knowledge Unit for their input and

support throughout the course of the project. The Review Committee is also thanked for its

contribution to finalising the report.

Tracer study on TETA funded pilots within aviation for the period of (NSDS) III (2011-2017)

Contents

ACKNOWLEDGMENTS .................................................................................................................. 1

EXECUTIVE SUMMARY ................................................................................................................. 5

1. Background and objectives........................................................................................................................ 5

2. Survey Methodology ................................................................................................................................. 5

3. Key Findings ............................................................................................................................................... 6

3.1 Response rates ........................................................................................................................................ 6

3.2 Results from 103 completed surveys ....................................................................................................... 6

3.3 Programme Evaluation ........................................................................................................................... 7

3.4 Key Informants Findings .......................................................................................................................... 8

4. Recommendations ..................................................................................................................................... 9

1. INTRODUCTION ................................................................................................................. 10

1.1 Tracer study context .................................................................................................................................. 10

1.2 Purpose of tracer study .............................................................................................................................. 10

1.3 Objectives of tracer study .......................................................................................................................... 10

2. LITERATURE REVIEW .......................................................................................................... 12

2.1 Introduction ............................................................................................................................................... 12

2.1.1 The aviation industry value chain ....................................................................................................... 13

2.2 South African Aviation industry landscape ......................................................................................... 14

2.2.1 Legislation and policy framework ...................................................................................................... 14

2.2.2 Change drivers in the aviation industry .............................................................................................. 16

2.3. Pilot Training and Employability ............................................................................................................... 19

2.3.1 Pilot training and development .......................................................................................................... 19

2.3.2 Challenges/barriers to entry into the pilot profession ....................................................................... 24

2.3.3 Pilot supply and demand and employability of pilots ........................................................................ 25

2.3.4 Future of the aviation industry ........................................................................................................... 25

2.4 Conclusion .................................................................................................................................................. 27

3. METHODOLOGY ................................................................................................................. 29

3.1 Research Design ......................................................................................................................................... 29

3.2 Survey population sampling ....................................................................................................................... 30

3.2.1 Response rates ................................................................................................................................... 30

3.3 Data Collection Approach .......................................................................................................................... 31

3.4 Data analysis .............................................................................................................................................. 31

3.5 Quality assurance ....................................................................................................................................... 31

3.6 Limitations and constraints ........................................................................................................................ 31

4. BENEFICIARY FINDINGS ...................................................................................................... 32


4.1 Respondent profile .................................................................................................................................... 32

4.1.1 Distribution of traced sample ............................................................................................................. 32

4.1.2 Qualifications ..................................................................................................................................... 32

4.1.3 Motivation for pilot training .............................................................................................................. 33

4.1.4 Pilot licence held ................................................................................................................................. 34

4.1.5 Pilot training and funding .................................................................................................................. 35

4.1.6 Experience gained .............................................................................................................................. 36

4.1.7 Employment status............................................................................................................................. 37

4.2 Reasons for enrolling on the programme .................................................................................................. 38

4.2.1 Activities prior to training................................................................................................................... 38

4.2.2 Funding ............................................................................................................................................... 39

4.2.3 Relationship with TETA ....................................................................................................................... 40

4.3 Programme evaluation .............................................................................................................................. 41

4.3.1 Evaluation of training with flying school ............................................................................................ 42

4.3.2 Effectiveness of training on employability ......................................................................................... 42

4.3.3 Challenges faced by learners .............................................................................................................. 43

4.3.4 Association membership .................................................................................................................... 43

4.4 Beneficiaries employed as pilots................................................................................................................ 44

4.4.1 Job search process .............................................................................................................................. 44

4.4.2 Current employment details ............................................................................................................... 46

4.4.3 Future plans........................................................................................................................................ 47

4.4.4 Opportunities outside South Africa .................................................................................................... 47

4.5 Self-employed pilots .................................................................................................................................. 48

4.6 Unemployed funded learners .................................................................................................................... 48

4.6.1 Unemployment/job search details ..................................................................................................... 49

4.6.2 Opportunities outside South Africa .................................................................................................... 50

4.7 Future jobs ................................................................................................................................................. 50

4.8 Case Study: Ziyanda Agnes Mokoena ........................................................................................................ 52

4.9 Case Study: Teboho Ntsaba ....................................................................................................................... 53

4.10 Case Study: Naomi Pheote, CPL ............................................................................................................... 55

5. KEY INFORMANT FINDINGS ................................................................................................ 56

5.1 Respondent profile .................................................................................................................................... 56

5.2 Pilot learner experiences ........................................................................................................................... 56

5.3 Pilot employability ..................................................................................................................................... 57

5.4 Pilot funding ............................................................................................................................................... 58

5.5 Future jobs ................................................................................................................................................. 58

5.6 Employer and Flight School perspectives on pilot training and employability .......................................... 59

5.7 Case Study: Captain Eric Mataba ............................................................................................................... 62


5.8 Case Study: Colonel (Capt.) Nhlanhla Dube ............................................................................................... 63

6. CONCLUSION AND RECOMMENDATIONS ............................................................................ 65

6.1 Conclusion .................................................................................................................................................. 65

6.2 Recommendations .............................................................................................................................. 65

7. REFERENCES ...................................................................................................................... 68

ANNEXURE 1: FLIGHT TRAINING PROVIDERS ............................................................................... 72


Executive Summary

1. Background and objectives

The Transport Education and Training Authority (TETA) funded 216 aspiring pilots for the

period of (NSDS) III (2011-2017). The purpose of the tracer study was to track and trace

beneficiaries and to document the experiences of learners and their employment status after

completing the funded training. The information obtained includes but is not limited to the

career progression of the learners, the status of completion of training course, the status of

the learner in the workplace/in society and the relevance of the skills acquired during training

and their significance in the workplace. Since the commencement of funding support for pilot

training by TETA, there has not been any study of this nature. The information collected will,

therefore, contribute to baseline information to gain insights on the experiences of learners in

the period under review which can be used as a comparison for future cohorts.

2. Survey Methodology

Tracer studies are an approach employed by many educational establishments around the

world to provide data to better understand the relevance of training (in this case pilot training),

to the labour market. For this tracer survey, the target population of the survey was all the

learners who were funded by TETA for their pilot studies for the period 01 April 2011 to 31

March 2017. The survey also involved key informants which included professionals who were

knowledgeable about pilot learner experiences and pilot employability. Qualitative and

quantitative closed-ended and open-ended questions were used for the beneficiaries including

a Likert scale for programme evaluation, while key informants were only asked open ended

questions.

The surveys for both the TETA funded learners and the key informants were attempted through

telephonic interviews in the first instance. Where respondents were unable to complete the

interview telephonically, an online tool was available for them to complete the survey in their

own time. The information collected was categorised into tables to allow for simple descriptive

data analysis where key trends and anomalies were identified. Quality assurance was

undertaken at every stage of the research process.


3. Key Findings

3.1 Response rates

Completed 103 48% funding never disbursed

8 learners

declined to participate 7 learners

female learners 97

male learners 119

Deceased 1 0.5% Declined / N/A 16 7% Unresponsive after contact 14 6% Rings unanswered/ voicemail/no response to email

45 21%

Traced - No contact details 16 7% Invalid contact details 14 6% No ID number 7 3%

Total 216 100%

3.2 Results from 103 completed surveys

Licenses obtained by funded learners

• Pilots with less than 200 hours are unable to be

remunerated for flying

• Employment options between 200 and 500 hours include flight instruction, bush charter jobs and cadetship programs (very few of these available).

• Pilots employability becomes easier after 500 hours due to high insurance costs for pilots with less than 500 hours.

• Ratings improve chances of employability especially for low hour pilots

3 Airline Transport Pilot Licence

11 Frozen Airline Transport Pilot Licence

14 Multi-engine Commercial Pilot Licence

24 Commercial Pilot Licence

45 Private Pilot Licence

5 Student Pilot Licence

1 No Pilot Licence Pilots can start flying for remuneration once they obtain a CPL; 52 TETA funded pilots are eligible for employment as a pilot

Less than 200 hours;

46

200 – 500 hours; 41

500 – 1500 hours; 12

More than 1500 hours; 4

Flying Hours logged


Ratings obtained by funded learners

56 Night rating

30 Instrument rating

13 Instructors rating

22 Multi-engine rating

29 No rating Ratings certify the learner for extra skills which is desirable to employers

3.3 Programme Evaluation

ccmn m naa

TETA funding adequate to cover training costs

Learners mainly relied on personal networks to close funding gaps related to training, others sought part time employment, only three got a bank loan

75 9 19 TETA funding adequate to cover living costs Learners mainly relied on personal networks to close

funding gaps related to training, others sought part time employment 23 10 70

Relations with TETA during the programme Recurring complaint of communication issues between TETA and learners resulting in some learners getting stranded 46 11 38

Service provided by flight training school Issues noted in some cases regarding limited access to aircraft making training longer than necessary, discrimination due to being TETA funded, old aircraft 73 16 10

Quality of instruction received from instructor

Supportive/patient instructors made a positive difference to learning. Issues noted around instructor professionalism/attitude resulting in slow development

81 8 11

Ease of getting required flying hours Some quotations given by flight schools too low resulting in inadequate funding being availed. Costly lesson repetition due to delayed release of funds 31 19 42

Adequate support to improve employability No support from TETA or flying schools resulting in many students not being able to obtain employment as pilots. Support would be appreciated by 85% of learners 17 11 40

First Officer; 8

Cadet/second officer; 3

Flight instructor;

13

Employed in aviation

industry; 15

Studying full time; 13

Unemployed/employed in

unrelated industry; 51

Employment Status

• Only 11% of surveyed learners are employed as a pilot,

while 13% are flight instructors and half are

unemployed or employed in an unrelated industry

• 28 learners who hold at least a CPL and are eligible for

employment as a pilot are not employed as a pilot


3.4 Key Informants Findings

Table 1: Key Informants

Participant type Eastern Cape Free State Gauteng North West Western Cape Total

Not disclosed 1 0 2 1 0 4 Flight Schools 3 2 6 0 1 12 Airlines 0 0 2 0 0 2 Other stakeholders 0 0 3 0 0 3 Total 4 2 13 1 1 21

Pilot Learner experiences Pilot employability

• Insufficient info and advice prior to starting pilot training

• Expectation management needed for learners

• Career guidance on steps to become a pilot needed

• Importance of correct pilot funding

• Apart from flying instructor positions, employability only possible from 500 hours

• Flying instructor rating increases chances of employability

• Funding to include hour building

• Training to include relevant experience

Employer and Flight School perspectives on learner pilot experiences

• Newly qualified pilot with a CPL only has slim chances of being employed as a pilot

• Employers look for pilots with at least 500 hours flying time

• Working as a flight instructor after CPL helps with hour building

• Relevant experience needed – right aircraft/ratings

• Soft skills are important (e.g. attitude, mental stability, communication)

• SA trained pilots should be supported until employment and bonded to stay in SA

Future of aviation

Skills that will be needed by pilots to be effective in their jobs

Interventions that should be in place to address future skills requirements

• Good coordination, teamwork, high maths, science and English literacy

• Tech savvy to keep up with technological developments including AI and automation

• Ability to work under pressure and being conscious of safety and regulations

• Attention to detail and commitment to continuous improvement

• Mental stability and discipline

• Funding for pilot training which includes IT training and practical advice on the industry and instructors rating

• Partner with airlines and aviation companies to train pilots

• Move to competency-based pilot training which will reduce the cost and time of pilot training

• Communication skills


4. Recommendations

Enhance the selection process for funded pilots to include education and expectation

management on the path to becoming an airline transport pilot

Introduce minimum criteria and continuous assessment of students to ensure that only the

best who are serious retain their funding

Reduce the number of sponsored students and increase sponsorship per student to allow

sponsorship for hour building until learners at least have enough hours to make them

employable

Enter into partnerships with feeder/regional airlines for learners to guarantee employment for

those who successfully complete training

Partner with airlines to form cadet programs for TETA funded pilots, with a guarantee of

employment subject to meeting required criteria.

Consider making the Instructors Rating and other ratings compulsory and partnering with flight

schools to employ newly qualified pilots who do not get other employment opportunities as

flight instructors.

Improve communication channels between relevant TETA officials and students

Avoid delays in releasing funding for learners, which in turn will allow students to complete

studies in the recommended timelines.

Improve TETA database on learners

Ensure funded pilots benefit South Africa


1. Introduction

1.1 Tracer study context

The South African Civil Aviation Industry is a significant contributor to the national economy,

promoting tourism and accounting for jobs for people employed directly or indirectly in the

industry (Defence Web, 2019). The role of higher education and training in sustainable

human development and contribution to economic growth and long-term benefits to society

is well documented (USAID, 2018); this is relevant to the civil aviation industry which is

dependent on the supply of qualified and experienced pilots. TETA has designed a funding

model that supports aspiring pilots; mostly from disadvantaged backgrounds and several

learners have benefited from this programme during the period NSDSIII 2011-2017. Currently,

it costs hundreds of thousands of Rands to train one pilot. Ventor (2014), argues that self-

funding for pilots is costly, and this has remained a barrier to entry for aspiring pilots,

particularly from disadvantaged backgrounds.

According to standing regulations, the Department of Higher Education and Training (DHET)

through skills development notices, requires that all learners who were beneficiaries of funding

for training to be traced. The tracing would generate data to be used to validate the

beneficiaries' impact on South Africa's economy and social participation. The contributions

from such studies are vital in that they can be used to inform future TETA training strategies.

This study is necessitated by the fact that, since the commencement of funding support for

pilot training by TETA, there has not been any study of this nature. The information collected

will, therefore, contribute significantly as baseline information to address similar research

questions for future cohorts.

1.2 Purpose of tracer study

The reason for the tracer study was to conduct a tracer study on TETA funded Pilots for the

period of the NSDSIII 2011-2017; consistent with TETA strategic goal no.2- ‘Establish a

mechanism for skills planning and research (DHET, 2017). The information includes but is not

limited to the career progression of the learners, the status of completion of training course,

the status of the learner in the workplace/in society and the relevance of the skills acquired

during training and their relevance in the workplace.

1.3 Objectives of tracer study

The study objectives were to:

• Obtain all-inclusive information that may be used within the Transport Sector skills

development planning,

• Evaluate the impact of the pilot training programme in terms of the knowledge and

skills acquired, against the employment opportunities for trainees,


• Assess the benefits received by participating institutions- including the trainees,

• Determine if all funded trainees successfully completed the course and provide a

reason for non-completion,

• Decide on the kind of improvements that can be made to the pilot training programme

and,

• To provide the necessary support for pilots- trainees after the training programme.

The tracer study output is a comprehensive report titled “Report of the Tracer Study on 'TETA

funded pilots within aviation for the period of NSDSIII (2011-2017."

The rest of the report is structured as follows:

The Literature Review gives an indication available data and information on the scope of the

aviation industry in South Africa; the regulatory environment; trends driving change and

growth in the sector; and the prevailing skills development landscape in the sector.

The Methodology outlines the research approach including survey sampling, data collection

tool development, data analysis, quality assurance and limitations and constraints.

The Beneficiaries section presents the results of the beneficiary survey, which included all the

contacted beneficiaries who agreed to participate in the study. The analyses in this section of

the report are based on the participating fund recipients who responded to questions about

their learning experiences as aspiring pilots, completed an evaluation of the program and gave

information about their employment status.

The Key Informant section presents the results of the survey conducted on professionals with

an in-depth knowledge on matters relating to pilot training and employability. The analyses in

this section of the report are based on the participating key informants who responded to

questions about their perspectives on pilot learner experiences, funding and employability

The Conclusions and Recommendations present key messages recommendations based on the

findings within the report.


2. Literature review

This section gives an indication available data and information on the scope of the aviation

industry in South Africa; the regulatory environment; trends driving change and growth in the

sector; and the prevailing skills development landscape in the sector.

2.1 Introduction

The Civil aviation industry comprises of commercial air transport (including all passenger and

cargo flights operating on regularly scheduled and unscheduled routes) and general aviation

(which consists of all other flying activates) (ICAO, 2019). The global aviation industry has key

organisations including the International Air Transport Association (IATA), the International

Civil Aviation Organization (ICAO), Civil Air Navigation Services Organisation (CANSO), Airports

Council International (ACI), and National Civil Aviation Regulators which are involved in

developing standards and protocols that prescribe how the various participants operate

(Government of India, 2016). This maintains a level of standardisation across the industry in

different member countries. The aviation industry in South Africa (SIC 73001) is a component

of the Aerospace Chamber and Industry, classified by SIC Code 2601 (Dept. of Transport, 2017).

Airline pilots are commercial pilots who primarily work for airlines that transport passengers

and cargo on a fixed schedule. Commercial pilots are involved in unscheduled flight activities,

such as aerial application, charter flights, aerial photography, and aerial tours. Flight

instructors are commercial pilots who use simulators and dual-controlled aircraft to teach

students how to fly aircraft (IATA, 2016). Pilot training and supply remain a vital component of

the Civil aviation Industry (IATA, 2019).

The economic contribution of pilots to national GDP is difficult to ascertain, as no data is available; pilot economic impact is therefore discussed as part of the civil aviation industry activity. The civil aviation industry is interlinked to important South African industries such as travel and tourism, aircraft manufacturing, food and entertainment, that are major contributors to the national Gross Domestic Product (GDP) (ACI, 2019; WEF, 2017). In 2017 alone, 20.9 million passenger trips were made to, from and inside South Africa, accounting for 3.2 % of the country’s' Gross Domestic Product (GDP) (Defence Web, 2019). In the same financial year, Airport Company of South Africa (ACSA) and its nine South African airports contributed R9.5 billion towards GDP (0.3% of national GDP), supported by 14,950 jobs (direct and indirect) and contributing R2.8 billion in income to workers in South Africa (PwC, 2018). On a global scale, IATA reported that in 2019, the aviation industry supported 472,000 jobs in the aviation and tourism industry and represented $9.4 billion in gross value added (IATA, 2019).

The White Paper on National Civil Aviation Policy 2017 classifies key players involved in the aviation industry according to the following categories: i) governance (responsible for policy); ii) commercial players (associated with the purchasing of goods and services such as aircraft and fuel); iii) support players (responsible for facilitating operations, e.g. travel agents, insurance); iv) society players interested in economics, safety, and security and; v) security


players (responsible for policy and implementation e.g. defence and border security) (Dept. Of Transport, 2017). Key aviation industry players are shown in Table 2 below.

Table 2: Key players in the aviation industry in South Africa

Player (Entity) Activity Description

Dept. of Transport Publication and support Policy, strategy development and skills development.

Govt. Department

Department of Trade Publication and support Policy, strategy development and skills development

Govt. Department

The South African Civil Aviation Authority (SACAA)

Supporting, developing, enforcing and promoting safety on a continuous level.

An autonomous entity of the Dept. Of Trade Policy (Regulatory body)

Airport Company South Africa (ACSA)

Running of S. As major airports. Creating jobs and developing skills

A public entity formed to run major SA major airports and develop skills.

The International Air Services Council (IASC)

Promoting trade with South Africa and promoting tourism to and from South Africa, developing interest in South African air travel

Economic Regulator appointed by DoT

The Air Services Licensing Council (ASLC)

Controlling access to the domestic air transport market, issues licenses, monitoring the performance of licensed operators

Issuing of License and regulator

The Regulating Committee Regulating tariff of state -owned corporations, ATNS and ACSA, monitoring the financial performance of the above institutions and monitoring standards.

Economic Regulator

Air Traffic and Navigation Services (ATNS)

Offers expert air control solutions. Air traffic management

TETA Responsible for education and training and skills development

Regulatory body

Organisations training pilots Train pilots in different license categories Mostly private organisations providing Training

Universities and other institutions

Research Research in different aviation fields

2.1.1 The aviation industry value chain

A general airport's operational goals and success levels are based on the diversity, quality and

standard of the aviation products, services and facilities that it provides [NAP, 2012]. Table 2

below shows aviation products, services, and facilities. The products, services and facilities

which constitute the industry value chain are shown in Table 3 below:


Table 3: Aviation Products, Services, and Facilities

Product (Aircraft) Services (Passengers and Crew) Facilities

→ Ground services and handling a (towing, lavatory)

→ Fuel

→ Aircraft cleaning

→ Technical services

→ Aircraft lubricants

→ Pilots

→ Ground transportation

→ Loading and unloading

→ Baggage handling

→ Catering

→ Reservations

→ Flight services (pilot and cabin staff training, Aircraft rental, Aircraft charter, management)

→ Aircraft parking (ramp)

→ storage

→ shop

→ Aircraft hangers

→ Aviation terminal

→ Office

Source: Adapted from NAP (2012)

The aviation industry value chain comprises of infrastructure, procurement, technology

development, and human resources management (pilot supply comes under this category). In

South Africa, classification of pilots includes trainee pilots, commercial pilots, flight instructors

and airline pilots (IATA, 2016). Pilot work and related services form an important part of the

Human Resources Management component in the airline industry value chain.

The aviation pilot's role is to regularly check the overall technical and physical condition of the

aircraft before, during flight and after every flight, makes sure that the aircraft is balanced and

below its recommenced weight limit, ensure that fuel supply is adequate, initiates flight when

weather conditions are acceptable and submits flight plans to air traffic control. A pilot also

initiates and maintains communication with air traffic control over the aircraft's radio system.

The pilot is compelled to operate and control aircraft along planned routes, and during take-

offs, and landings (Air Canada Pilots Union, 2019). Furthermore, the role of pilots also varies

according to the type of pilots operating the airplane in use; to perform this role adequately,

pilots need to undergo regular training (AITA, 2019). The most experienced pilot who is in

charge of a flight is called a Captain; the captain supervises all the other crew members on the

flight.

Information and communications technology (ICT) also plays an important role in the airline

industry value chain and in advancing all the domains of the industry value chain.

Improvements in navigation have resulted in more advanced cockpit instruments and visual

references which reduces the manual work that would need to be done by the pilot (IATA,

2016).

2.2 South African Aviation industry landscape

To understand the environment in which pilots operate, the following section will look at the

South African aviation industry landscape.

2.2.1 Legislation and policy framework

The Civil Aviation Industry is governed by key legislation including: The Civil Aviation Act of

2009 and the accompanying Regulations, 2011; The Air Traffic and Navigation Services

Company Act of 1993, and the accompanying Regulations and The Air Services Licensing Act of


1990. The White Paper on National Civil Aviation Policy, 2017 also governs matters relating to

the civil aviation industry. The Civil Aviation Regulations of 2011 have the most bearing on

pilots and pilot training, for example: Part 61 & 62 relate to Pilot licensing and Part 141 relate

to Aviation Training Organizations. Employment issues relating to pilots are also subject to the

employment laws of the country.

The Civil Aviation Act of 2009 provides for the control and regulation of aviation within South

Africa with a particular focus on health and safety issues (Government Gazette, 2019). Section

61 of the Act contains the list of regulations for the licensing of student pilot (SPL), private pilot

licensing (PPL), the commercial pilot licensing (CPL) and airline transport licensing. The

requirements include a minimum age for application, the SPL issuing authority, validity,

privileges and ratings for special purposes for a SPL (Department of Transport, 2012).

In the context of aviati0on training organisations, section 141 prescribes for such

organisation’s applicability, designation, need to display ATO approval, carrying out a safety

inspection and register of approval by the respective organizations (Department of Transport,

2012). There are further specific requirements for approval, training and procedures manual,

quality assurance, personnel requirements, accommodation, facilities and equipment and

accreditation (Department of Transport, 2012). The training programme for training for PPL,

CPL or instrument rating that meets the standards established by the preceding section of the

regulation which may be approved by the Director.

Section 163 of the Civil Aviation Act, 2009, empowers the Director of Civil Aviation to issue

technical standards for civil aviation on matters which are prescribed by regulation (CAA,

2017).  The South African Civil Aviation Technical Standards (SA CATS) together with the main

Act prescribe minimum standards for acquiring the SPL and the PPL. The SA CATS also cover

aviation accident and incident, general maintenance rules, aircraft registration and marking,

general operating and flight rules, air transport operations for small aeroplanes, aviation

training organisations and safety management systems (CAA, 2017). Despite stipulating

minimum requirements for license holders, airlines may, at their discretion require more

experience before employing pilots. The CAA also has the ability to revoke licenses if pilot

competence or the validity of their license is compromised (Politics Web, 2019).

The Domestic Air Services Regulations, 1991 regulates the work of the Council appointed by

the Minister of Transport. The regulation pertains to matters such as the licencing of aircraft,

aeroplanes, the crew, passengers and type of air service that may be operated in South Africa

(Department of Transport, 1991).

In the context of human resources, one objective of the Draft Revised White Paper on National

Transport Policy 2017 is to ensure that civil aviation contributes meaningfully to the

development of human resources, including pilots. The skills training would require improved

education and training systems which is only possible through multi-stakeholder collaboration

between the public and private sectors. The partners should develop and improve education

and training systems to facilitate transformation in agreement with all relevant legislation

(Dept. of Transport, 2017). 


TETA's work during the 2011-2017 period was guided by skills development policies, including

the NDDSIII which guides skills development and training at the tertiary level(post-school)

including pilot training. Foremost, the National Human Resources Development Strategy (HRD-

SA) identifies priorities to address the country's skills development needs. These priorities are

primarily focused on steadfastly tackling the problems of skills shortage by identifying key skills

required for economic development, increasing national skills reserve, improving the quality

of foundation education, and facilitating access to skills development initiatives that enhance

employability. Then, The White Paper for Post-School Education and Training (PSET) sets out

strategies to expand and improve the current provision of education and training and

establishes parameters by which employers in both the private and public sectors can play an

important role in the creation of a skilled labour force (DHET, 2013). The National Skills

Development Strategy III (NSDIII) was the primary policy driver for the period 2011 to 2016, it

was extended until the National Skills Development Plan 2030 (NSDP) succeeded it in 2019 in

line with Section 9 (4) of the Skills Development Act, No 97 of 1998 as amended.  The first three

outcomes of the NSDP 2030 are listed below:

1 Identify and increase the production of occupations in high demand; 2 Linking education and the workplace and; 3 Improving the level of skills in the South African workforce.

These developmental and transformative requirements will inform the nature,

implementation, and evaluation of skills development interventions in the aviation industry by

TETA. 

2.2.2 Change drivers in the aviation industry

The key drivers of the aviation industry (listed in table xx) were identified by conducting

interviews with global experts and airline managers (IATA, 2019). The drivers were further

prioritised through an online assessment methodology- to gather industry views on the most

important and uncertain drivers of change. According to IATA (2019), these drivers will have

an above-average impact on the aviation industry and are forecasted to last until 2030. The

drivers below have been classified according to the ‘STEEP (Society, Technology, Economics,

Environment, and Politics) framework (IATA, 2019). Other drivers specific to the South African

airlines' industry are also included in Table 4 below.


Table 4: Key drivers of the aviation sector and impacts

STEEP Framework Drivers

Technology Tension between data privacy and surveillance

Cybersecurity

Robotics and automation

3 D Printing, Application of Virtual Reality/ Simulation

Internet of Things (IoT)

Economic Strength and Volatility of the global economy,

New modes of consumption

Fuel cost

Globalisation

The Changing nature of work and competition for skilled applicants

Political Relevant Transport legislations

Department of Home Affairs Visa Liberalisation

Airlift Strategy- to make airports more compliant and profitable

Cyber Security

Geopolitical (in) security

The tension between data privacy and surveillance

Terrorism

Society Rapid urbanization

New modes of consumption

Infectious disease and pandemics

Environment/ Climate Environmental Activism

Extreme weather events

International regulation of emissions and noise pollution

Source: Adapted from Drivers of change for the Airline industry - IATA (2019)

Technology

Pilot training has benefitted from technological advancements through advances in computer

performance, flight training devices and simulators/virtual reality (IATA, 2019). The onset of

mobile-based solutions has enabled trainees to access lessons, take tests and complete their

assignments from mobile devices. Pilots and instructors can also share notes and host video

chats to supplement training (Digitalist, 2017). Moreover, technology can be used to reduce

the time required for pilot training, allowing pilots to build their hours at a quicker pace than

what was previously possible (WSJ,2019). In terms of costs, embracing emerging technology

will improve fuel efficiency; fuel accounts for the largest share of an airline’s overall budget (in

2018 jet fuel costs rose by up to 50%) (Forbes, 2018).

The use of 3D printing and virtual simulations are accelerating pilot training and learning.

Internet of Things (IoT) uses results in integrated flight systems and other aviation control

activities. IoT integration also enhances air traffic control communications (IATA, 2019). The

automation of cockpits and the aviation jobs in general, has led to reduced baggage waiting

and transfer time, increased pressure for the upgrade of the workforce and creation of new

employment opportunities (IATA, 2019)

With technological advancements, also come risks. A global airline survey result indicated that

85% of airline CEO's view cybersecurity as a significant risk for pilots. The aviation industry as

a whole noted that pilots mostly use the internet to communicate with the ground crew, traffic


control and other airplanes whereby breaches would potentially compromise the flight

systems and passenger data. (PWC, 2016). In addition to the threats of cybersecurity, vast

amount of data ranging from engineering and scientific data, to flight data and weather data,

through to consumer data, passenger data , security data, personal and in some cases religious

or ethnic data that the aviation industry generates have become matters of contention in

terms of ownership, storage, conditions for data release etc. For economic or political reasons,

corporations that own data may put restrictions on the usable data for pilot use as well as

overall access to aviation-relevant data (ICLG, 2019).

Political

Government intervention through infrastructure development, regulations, investment, and

immigration changes have continuously influenced the aviation industry (IATA, 2019). In South

Africa, The Airlift strategy being implemented by ACSA has worked to make airports more

efficient. The smaller airports such as Lanseria and Limpopo are being extended are becoming

more efficient for passenger service. These airports are also available for pilot training (S.A

Transport Yearbook, 2017). The extent of government regulation of technology and data

sharing and the removal of restrictions on border crossings positively impacts airline company

profits. The restrictions on foreign ownership and relationships with the private sector in the

training of pilots will be key to the success of the aviation industry (IATA, 2019).

An example of the effect of instability in politics is the riots in Hong Kong which lead to flight

delays and cancellations which affected airline revenue and (missed) pilot flight time (RT.COM

News, 2019). The current political unrest in Hong Kong continues to interrupt airline activities.

Society

South Africa’s mainly young population is exerting immense pressure on the government to

create more job opportunities. Youth unemployment increased from 54.7% in the fourth

quarter of 2018 to 55.2% in the first quarter of 2019 (Stats SA, 2019). Unemployment has been

exacerbated by rapid urbanization and urban migration (WEC, 2017) and there is competition

for the funding available for pilot training (Defense Web, 2018).

People are identifying with a new mode of consumption where they prefer quicker and

personalized service. This lifestyle is possible through the use of apps- platforms and mobile

technology (WEF, 2018). This consumption method can lead to an increased volume of

passengers and travellers (IATA, 2019). On the other hand, infectious disease and pandemics

negatively impact airline activities, sometimes leading to a change of routes and potentially

compromises passenger safety (IATA, 2019).

Environment

Environmental phenomena such as floods, storms, snowfalls on runways lead to flight delays

or flight cancellation or less flight on routes, affecting airline profit and pilot employment (IATA,

2019). An example is volcanic eruptions in Mexico which disrupt flights and influence route

selections.


Environmental activism by groups such as the Heathrow Pause who demonstrate at airports

terminals interrupt its operations and impact the airlines' revenues. The group disrupted flights

at Heathrow airport in September 2019 by flying drones to protest the expansion of the airport

(RT.com, 2019).

Economic

Globalisation facilitates knowledge sharing within the industry and improved economies of

scale are realised through mergers/partnerships along with global integration and easier

movement of labour, including pilots (BizCommunity, 2018).

Trade wars, such as the current trade war between the USA and China is suggested to lead to

a global economic downturn, weakened global trade and local currency drops. This may, in

turn negatively affect national budgets for aviation and airlines lowering their growth forecasts

(Financial Times, 2019). A weaker rand raises the cost of aviation fuel and other costs for

airlines (Moneyweb, 2019), however, the emergence of low-cost airlines such as Com Air and

Mango in South Africa increases pilots’ employment opportunities (IATA, 2019).

2.3. Pilot Training and Employability

The following section explores the path from training to be a pilot, to becoming employed as

a pilot.

2.3.1 Pilot training and development

Pilot training encompasses progressive training where the aspiring pilot goes from theoretical

studies, to supervised flying with an instructor, until they eventually take their first solo flight.

From that point, learning continues as the pilot gains experience which in turn improves their

chances of employability once they qualify and are able to fly for remuneration.

2.3.1.1 Required skills and competence

In 2017, there were no reported fatal commercial passenger jet accidents according to global

aviation consulting firm To70, indicating how safe flying is relative to other modes of

transportation. Crucial to ensuring the safety of aviation, is adequate pilot training and

recruitment. Besides looking for ability to fly (evidenced by holding a pilot’s license), recruiters

also look for other competencies which pilots ought to have to ensure recruits can undertake

all aspects of the job successfully. In 2016, assessment company Cut-e produced a White Paper

on pilot selection based on literature reviews, job analysis findings and empirical evidence

gathering from 27,000 flight crew members across different regions. They came up with ten

widely referenced competencies required of pilots which were grouped into three categories

as shown in the model in Table 5. The model further shows that some qualities are not required

across all levels of seniority. Mental health and situational factors such as sleep deprivation

were also considered as having an impact on the pilot’s ability to do their job (Cut-e, 2017).


Table 5: Competency model for airline pilots Competency Cadet First Officer Captain

Operational Safety orientation ✓ ✓ ✓

Decision making ✓ ✓ ✓

Customer & commercial orientation

✓ ✓ ✓

Planning & organising ✓

Interactive Teamwork ✓ ✓ ✓

Communication style ✓ ✓ ✓

Managing the crew ✓

Motivational Resilience ✓ ✓ ✓

Motivation ✓ ✓ ✓

Self-development ✓ ✓ ✓

Source: (cut-e 2016)

2.3.1.2 Pilot licence types

Training to become a pilot follows a progressive path and is influenced by the desired career

path of the learner. Table 6 below shows the various types of licenses a learner needs to obtain

before being able to become an airline transport pilot.

Table 6: Types of Pilot Licences

License Requirements Comment

Student Pilot's license (SPL)

At least 16 years of age

Hold a Class 1 or Class 2 medical certificate

An SPL allows the holder to fly with an instructor.

Private Pilot’’s licence (PPL)


Hold a valid Class 1 or Class 2 medical certificate

Hold at least a valid restricted certificate of proficiency in radiotelephony (aeronautical)

Show evidence of holding a student pilot's licence

Passed a theoretical knowledge examination

Undergone the PPL skills test (aeroplane)

Logbook summary with min 45 hours flying time

A PPL allows the holder to be the pilot in command of a flight, making all decisions pertaining to the flight, from preparation before take-off, to landing in clear weather conditions. Flying hours must include flying with an instructor, flying solo and instrument only flying. License holder cannot be remunerated for flying.

Commercial Pilot’’s licence (CPL)


Hold a valid Class 1 medical certificate, issued in terms of Part 67

Hold a valid general certificate of proficiency in radiotelephony (aeronautical)

Show evidence of holding or having held within the previous 60 months, any of the following:

- A pilot's licence (aeroplane) issued by the contracting state

- A South African Air Force pilot's qualification

- A valid SPL

Passed the appropriate theoretical knowledge

Undergone the CPL skills test (aeroplane)

Hold a valid night rating

Hold a valid instrument rating (if applicable)

Logbook summary with min 200 hours flying time

A CPL allows the holder to be a co-pilot on a multi-crew aircraft and be remunerated. A minimum of 200 flying hours are required with specific requirements of cross country flying, instrument flying and night flying.


Table 6: Types of Pilot Licences cont’d

License Requirements Comment

Airline Transport Pilot’s licence (ATPL)


Hold a valid Class 1 medical certificate, issued in terms of Part 67

Show evidence of holding or having held, within the previous 60 months, the following - Pilot's licence (aeroplane) issued by the contracting state - A South African Air Force pilot's qualification - A recreational pilot's licence

Hold a valid general radio certificate of proficiency in radiotelephony (aeronautical)

Passed a theoretical knowledge examination

Undergone the ATPL skills test

Hold a valid South African instrument rating, or passed a South African instrument rating skills test

Logbook summary with min 1,500 hours flying time

This allows the holder to be a pilot in command of a multi-crew aircraft. Flying hours need to include cross country flying, night flying, instrument flying and pilot in command flying.

Source: (Civil Aviation Authority, 2019)

Further to the different licenses, there are other ratings that aspiring pilots need should they

wish to become ATPL holders or to enhance their licenses (See Table 7).

Table 7: Pilot Ratings

Rating Description

Night rating The minimum requirement is a PPL. This rating assures competence in night-time flying.

Instrument rating In-depth training which equips a pilot to learn about all the instruments used in flying, and how to effectively use them, and identify potential issues with the instruments. A pilot with an instrument rating is able to fly with sole reference to instruments.

Multi-engine rating

This certifies the holder's ability to fly a multi-engine aircraft. This rating can also be upgraded to a multi engine instrument rating, certifying the holder's ability to fly a multi engine instrument relying solely on instruments.

Instructor rating CPL and ATPL holders are able to pursue this rating which will allow them to instruct aspiring pilots on the endorsed aircraft types.

Source: (Civil Aviation Authority, 2019)

2.3.1.3Training provider and funding options

Various training provider options exist for aspiring pilots, with this decision being influenced

by available funding options and the desired career path of the learner. For learners who

require funding, options are normally limited if they are unable to fund themselves or get

funding assistance from their personal networks (Househam, 2015). In August 2019, the only

pilot training bursary advertised online in South Africa was that offered through TETA. Student

loans from banks are also an option for aspiring pilots, however the availability and affordability

of this option could not be determined due to lack of publicly available information and no

available advertisements of student pilot loans.

Private flying schools are the most common training provider. These are normally fee charging

independent organisations that provide classroom and practical lessons to students in

preparation for qualifying exams and tests for various types of pilot licenses (City Press, 2018).


Private flying schools should be registered with the SACAA to ensure that they meet the

requirements to offer services pertaining to the training and practical testing of student pilots.

There are currently 199 pilot training organisations accredited by the SACAA according to their

website (CAA, 2019).

Some airlines offer cadetship programs to aspiring pilots, however these are normally very

competitive because places on the program are normally limited. These cadetship programs

train and mentor pilots who have little to no prior experience until they become fully qualified

airline transport pilots. In some cases, however, airlines require a minimum of a PPL or CPL

after which cadets are trained and gain experience on the job (City Press, 2018). In South Africa,

there are currently no airlines that are actively recruiting cadet pilots through their careers’

websites. In the past, SAA, SA Express, Comair and Fly Safair have offered cadet pilot programs,

however there is no indication of when future cohorts of cadet pilot programs may become

available. Cadet programs previously on offer did not indicate any cost to the learner, however,

not all guarantee employment after completion of the program, with some bonding trainees

for a number of years after completion of the program.

National air forces/militaries have long been a source of pilot recruitment globally (Wall and

Tangel, 2018). The South African Air Force trains pilots with no flying experience at no cost to

the learners, however they also currently bond pilots to a thirteen-year contract upon

completion (SA Air Force, 2019). It is likely that to buy-out of such a contract would be costly

and a learner would have to decide if they are willing to wait for such a long time before

embarking on their desired civilian pilot career path.

A final training option exists through aircraft manufacturers with the two biggest passenger

aircraft manufacturers (Boeing and Airbus) having training academies through which they train

pilots. Both airlines have indicated that their involvement in training pilots has been to help to

supply highly skilled pilots and also as a response to the growing demand for pilots which is

linked to a growing global aircraft fleet. The Airbus training programme is at no cost to the

learners (apart from application fees) (Airbus, 2019), whereas the Boeing programme is in

partnership with participating airlines which sponsor student pilots (Boeing, 2019).

2.3.1.4 Path to employment as an airline pilot

The path to qualifying as a pilot requires numerous levels of training and licensing before a

pilot is eligible to follow their desired career path. The hurdle that many pilots face in the quest

to secure their desired jobs after obtaining a CPL (which allows them to start flying

professionally for remuneration) is having enough flying hours and experience required by

employers. While a CPL holder has around 200 hours of flying, according to SAA Pilots

Association (SAAPA) chairman, chances of obtaining a job in a major airline like SAA are slim

without at least 5,000 hours. He further went on to say that the minimum typically required by

charter companies is 500 hours flying time, whereas commuter airlines require 900 hours and

larger airlines require a minimum of 1,500 flying hours (Biz Community, 2016). On their

website, Emirates stipulates that the requirement for a first officer (co-pilot) are a minimum of

4,000 total and 2,000 multi-engine jet hours; or a total of 2,500 hours on a modern, commercial

multi-engine, multi-crew jet aircraft. The path to being eligible for positions with a major airline


is one that has been described as difficult, requiring determination and a strong passion for

flying.

The quickest route to becoming an airline pilot is through a cadet/second officer position which

typically requires the least amount of flying hours and provides training and support. In South

Africa, SA Express has the most comprehensive information about their cadet programmes on

their website. There are three intakes, the first which considers students with little or no flying

experience, the second which considers PPL or CPL holders with less than 1,000 hours, and the

last is a first officer direct entry program which considers CPL or frozen ATPL holders with more

than 1,000 hours. Interestingly, for all these programmes, the participants must be previously

disadvantaged individuals. Cadet programmes offered by different airlines differ, with some

offering some or all of programs similar to that offered by SA Express. SAA’s cadet program

offers training, to frozen ATPL level, but then requires the pilot to build hours elsewhere before

applying for employment with SAA when they have more experience.

Newly minted CPL and frozen ATPL holders are widely referred to as “low hour pilots” within

the industry. Where a low hour pilot fails to gain direct entry into an airline, the most common

route to gaining more hours is gaining experience by obtaining an instructor rating and

becoming an instructor (Waldeck, 2019). Other options available to newly qualified CPL holders

include being co-pilots on small twin-engine aircrafts, delivering aircraft, parachute dropping,

glider towing or crop spraying (Biz Community, 2016).

2.3.1.5 Why some pilots don’t complete their training

Although no numbers are available in South Africa, in the USA it was estimated that about 80%

of pilot learners did not complete their training (General Aviation News, 2016). The cost of

training to become a pilot is widely documented as being a barrier to entering the profession,

however, according to USA based Redbird Flight, the quality of flight instruction (or lack

thereof) is the leading cause of aspiring pilots not completing their training. This was also linked

to lack of clarity over a set syllabus/structured training, meaning the students have no

milestones to look forward to, nor the ability to measure their progress towards obtaining the

license and how each lesson has relevance to obtaining their license. Training was also in some

cases reported as not being tailored to the individual by the flight instructor, with some lessons

being boring due to the repetitive nature of the training, thus resulting in demotivated students

who do not obtain their pilot’s license (Harnagel 2015). A suggested solution to training issues

was better training for flight instructors, so that rather than the focus being on assisting them

to pass the flight instructors rating, they should also be taught how to teach student pilots

through varied and engaging instruction and to cater for individual differences, reward good

student outcomes (and not focus on negative outcomes), embrace innovation and technology

as part of their training and ensure training goes above and beyond minimum requirements

(Crump, 2018).

Although money was not considered as the leading cause of aspiring pilots dropping out of

their training, it remained a reason why some did not finish their training. A distinction was

made, however, between pilots aspiring to pursue flying as a career, as opposed to those

pursuing it for other reasons. Those pursuing a career in flying were said to be more likely to


push to complete their training as quickly as possible, reducing the cost, whereas those that

trained at leisure were more likely to have higher costs because of a potential need for

repetition in some areas of learning (Smith, 2006). Another reason that was attributed to

financial constraints causing student pilots to drop out was the low quotes given by flight

schools based on minimum requirements by the regulator. The reality is that some students

will need more flying time before they are ready to earn their license, which will in turn pushes

up the cost (Hardin, 2015).

Other reasons noted for pilots not finishing training include students not having enough time

for lessons, lack of motivation, problems with the instructor/picking the wrong flight school

and not being able to get a medical certificate (Hardin, 2015).

2.3.2 Challenges/barriers to entry into the pilot profession

Barriers to entering the aerospace industry as a professional pilot exist throughout multiple

stages, from the aspiring pilot, to the newly qualified looking for their first paid job. The biggest

barrier to the aspiring pilot with no funding options is the cost of training privately to become

a pilot. For the qualified CPL/frozen ATPL holder (low hour pilot), the hurdle lies in building

enough flying hours and experience to be considered for employment as a pilot (Waldeck,

2019). Figure 1 shows the challenges faced by pilots at different levels in their career, from the

point they aspire to be a pilot, until they become a newly qualified pilot looking for their first

paid pilot job; some challenges are common across multiple pilot groups.

Figure 1: Challenges faced by pilots

Aspiring Pilot

Exposure to aviation

Student Pilot

Bad student/instructor relationship

Lack of structured training program

Low hour pilot

Expensive for employers to ensure

Limited direct entry airline pilot jobs

Not enough relevant experience

Medical

certificate

Funding

Hour

building


2.3.3 Pilot supply and demand and employability of pilots

The link between pilot demand and supply including the demand/supply gap is explored in the

next section.

2.3.3.1 Demand for pilots

Future demand for commercial pilots is expected to grow, with Boeing forecasting the global

requirement for new commercial pilots to reach 645,000 pilots between 2019 and 2038, with

29,000 of the new pilots required in that period being for Africa (Boeing, 2019). No other

sources which had specific requirements for South Africa were available.

2.3.3.2 Supply of pilots

It is widely reported that there is a current global shortage of pilots which is only set to get

worse. In South Africa, the reduction in the supply of pilots is largely brought about by the fact

that roughly 40% of experienced pilots are said to be above the age of 55, with retirement for

them looming in about 10 years or less (Lowvelder, 2018).

As of 2018, South Africa had 3,352 CPL holders and 3,710 ATPL holders. Furthermore, in the

same period, there were 7,326 PPL holders (CAA, 2019). Interestingly, SAA was reported to be

renting out pilots to other airlines, which was said to be part of a cost saving exercise and a

retention strategy so that when the need arises, SAA would be able to reintegrate the pilots

into the company (Fin24, 2018).

2.3.3.3 Addressing demand/supply gap

According to a senior VP at US airline Jet aviation, it is arguable that the pilot shortage exists

not in qualified pilots, but in qualified pilots who have the appropriate experience and skills

required for commercial flying and the positions that are available. The solution lies in training

current license holders to ensure they meet employers’ minimum requirements (Rexroth,

2018). In 2017, it was reported that Embraer would be establishing an aviation training centre

(the first in Africa) which would train qualified pilots, maintenance technicians and cabin crew

(Embraer, 2017).

2.3.3.4 Identifying key potential employers

A newly qualified CPL/frozen ATPL holder has few employment options available due to lack of

experience and low flying hours. Despite this, various other options exist, to build hours and

obtain the requisite experience and flying hours, however it may take long for pilots to finally

be able to fly for the airline of their choice, and longer to become a captain. Some of these

options include becoming flying instructors, working for small aviation companies which are

more willing to employ newly qualified pilots and looking for employment opportunities in

aviation companies which may lead to employment as a pilot (Waldeck, 2019).

2.3.4 Future of the aviation industry

The following section discuses potential changes in the aviation industry in the future.


2.3.4.1 Training, skills and jobs

A scan of South African flying school websites revealed that many claimed that they make the

use of the latest technology in their flight training. Media reports, however, suggest that flight

training has largely remained unchanged since its inception. Despite student pilots needing to

master basic stick and rudder skills, they should also be taught and encouraged to embrace

technology during training as many cockpits are now more technologically advanced that than

average training aircraft (Zimmerman, 2017).

A training advantage brought about by mobile technology is through the ability to conduct

better debriefs after a lesson for students. With available technology, it is possible for a student

pilot to access recorded flight data, review written debriefs after the lesson and replay relevant

portions of the flight for a better understanding of what transpired and allow them to set

specific improvement targets for subsequent flights. This process would shorten time required

for training by giving the pilots greater awareness of improvement areas and time to prepare

and address any issues which in turn would make for quicker progress (Mineo, 2018).

Until the late seventies, three person cockpits with two pilots and a flight engineer on every

flight were standard until Boeing started developing a two-man cockpit for its 737 which took

its first flight in 1967. Although this was heavily protested by pilot and flight engineer unions,

the development became mainstream, making the position of the flight engineer/second

officer redundant. Timelines for South African airlines are not readily available, however, in the

USA, after the September 11 attacks, older aircraft requiring flight engineers were all retired.

Even at this point, very few were still in service (Fadden et al, 2014). In the past few years

numerous media sources (both local and global) have been reporting that there have been

advances in research that is geared towards single pilot, and eventually fully automated aircraft

which can be monitored by a pilot on the ground. The pilot on the ground would be able to

monitor multiple aircraft at the same time, and intervene in controls where necessary. As

expected, there has been resistance, especially by pilots questioning the safety of increased

reliance on AI. In spite of this, there are projections that as soon as 2025, single pilot flying will

have started (initially on cargo planes, followed by passenger planes) (Bryan and Freed, 2018).

It remains to see if these developments will materialise, if they do, this may go some way

towards alleviating the pilot shortage.

2.3.4.2 Training and development post qualification

Post qualification, pilots are expected to undergo continuous training and development. There

is continuous training which is a regulatory requirement and continuous training which airlines

independently require of their pilots. Annual CAA requirements to be able to continue flying

include passing a Class 1 medical exam, completing at least two eight-hour simulator checks,

at least six exams and one route check (BizCommunity, 2016). In addition, some airlines have

scheduled recurrent training for pilots at fixed intervals, typically three, six, nine, twelve or

eighteen months apart. The training can be differentiated by aircraft type (e.g. Boeing

737/Airbus A330) or airlines could require training to be scheduled according to rank (e.g.

captains/co-pilots) or a mixture of both; delivered using internet-based training, classroom

instruction and simulator training (Hoke,2018).


2.4 Conclusion

The purpose of this literature review was to outline available literature which relates to the

operational environment of pilots by looking at the aviation industry as a whole, and more

specifically matters pertaining to pilots and their training. Academic research on matters

relating to pilot training (included sponsored and privately funded training) and employability

especially in the South African context is limited, which resulted in greater reliance being

placed on media articles and directly from organisations which deal with matter relating to

pilots.

There has been a widely reported global pilot shortage, which has been intensified by

accelerated growth of the aviation industry, which in turn has grown through increased

demand for aviation services in emerging markets (Boeing, 2019). The training and

development of pilots was found to be a long process requiring commitment, passion and

importantly, a solid financial plan due to the very costly nature of the program. The prohibitive

cost of pilot training has been acknowledged by the government, which has also lamented the

lack of transformation in the aviation industry. The pilot funding through TETA has been one

of the governments responses to assisting those unable to meet the cost of pilot training. The

impact of the intervention is best measured through a tracer study, which needs to provide

the context of the funded learners experience throughout their training, and post training

when they look for employment.

Although a pilot shortage has been widely reported, it also widely acknowledged that the issue

is not necessarily that there are no pilots, but rather, specifically that there are no pilots with

requisite experience for the available jobs (Roxreth, 2018). It is also interesting to note that

despite this reported shortage, in North America and most of Europe, companies typically only

advertise for pilots with existing right to work in the country where the vacancy is located. The

middle East, Asia and Africa are most likely to recruit foreign pilots. Interestingly, in South

Africa, pilots are not on the critical skills shortage list. Without compromising standards, there

is a need for the industry to rethink how pilots without enough experience can be trained to

fill vacancies which are expected to continue to increase and more than a third of current pilots

are expected to retire within the next ten years.

The constantly evolving nature of technology and innovation has affected the aviation industry,

from the training of a pilot through more interactive lessons to day to day duties once

employed. Advances in technology have already resulted in the role of a flight engineer having

to be present on all flights being almost completely eliminated. Another development that may

have an impact on the number of professionals operating an aircraft is the push for more

automation in the cockpit, which may lead to one, instead of two pilots being needed in the

cockpit on commercial flights (Bryan and Freed, 2018).

There are very few publicly available studies which trace the journey of an aspiring pilot from

becoming a student pilot, to when they qualify as an airline transport pilot. This is likely due to

the fact that pilot training is mainly funded privately, with lessons being offered by small,

independent flight schools, and as such, no parties are necessarily motivated to trace the

journey of learners. In the case of airlines that train their own pilots, there is no need to tracer


learners, as they often bond them for set periods, with an option of buyout from the contract

which often prohibitively priced.

One of the main issues that have been identified for aspiring professional pilots after they

obtain their CPL, is getting the requisite experience to be hired by the type of company they

aspire to work for. Potential areas of future study would be to look into how airlines can train

and integrate existing CPL and frozen ATPL license holders into their operations before pilot

shortages start to affect aviation service users.


3. Methodology

This section outlines the research approach including survey sampling, data collection tool

development, data analysis, quality assurance and limitations and constraints.

Tracer studies are an approach employed by many educational establishments around the

world to provide data to better understand the relevance of training (in this case pilot training),

to the labour market. The studies generate retrospective evaluations of the connection

between training institutions or higher education institutions and the workplace. The study

focuses on several characteristics of the graduates’ employment, their incomes, the

relationship between their studies and jobs, career satisfaction, or at reasons for taking

alternative paths to employment after graduation (giz, 2018)

3.1 Research Design

The main strength of the tracer study methodology is that it provides complete up-to date

information on factors such as the state of the employment funded learners (Jaca,2016).

Repeated tracer studies with different learner cohorts may lead to the discovery of trends

which would allow for an evaluation of the effectiveness of the funded training programs. The

main weakness of tracer studies includes possible low questionnaire response rates (due to

the voluntary nature of participation) and the probable high cost of collecting the required

information (Jaca, 2016). Schomberg (2016) argues that graduates may respond for various

reasons with some responding in the hope of obtaining employment while others frustrated

with unemployment could decline to participate (Blomberg, 2016)

The funded pilot trainee tracer study was a semi-structured survey which used a combination

of qualitative and quantitative data collection. Closed-ended and open-ended questions were

used, as well as a Likert scale for programme evaluation.

Qualitative information was collected from the key informants, whereby they were asked open

ended questions relating to their professional opinion on pilot training, trainee pilot

experiences and the employability of newly qualified pilots.

The data collection tools were developed around the Terms of Reference (ToR) and research

questions. The key variables for the study included training experiences, transition to

employment, employment status, the relevance of the qualification, and future skills.

To address the main objective of the tracer study, the research tools that were developed were

designed to answer the following broad questions:

• Employment status of funded pilots

• Competitiveness of funded pilots on the job market, income levels and other

workplace experiences

• Challenges faced by funded learners in training and finding employment


• Areas of further training /skills upgrades

3.2 Survey population sampling

According to Schomberg (2016), the viability of a tracer study survey depends on the

availability of valid graduate contact details and the willingness of the graduate to participate,

as shown by the response rate. The result showing a low response rate is liable to bring doubts

about possible bias in the respondent sample (Schomberg, 2016).

For this tracer survey, the initial target population of the survey was all the learners who were

funded by TETA for their pilot studies for the period 01 April 2011 to 31 March 2017. If sampling

had been adopted and to be statistically relevant with a 5% margin of error, the minimum

number of learners at different confidence levels would have been 139 with a 95% confidence

level; 364 with a 99% confidence level; or 164 with a 99% confidence level. For the 118

completed surveys (including complete, declined and deceased completion statuses) the

margin of error is 6.6% at a 95% confidence level and 8.7% at a 99% confidence level.

Table 8 provides a summary of the tracer study population as well as the survey completion

status for the survey population. Tracing to find contact numbers for learners whose ID

numbers were made available was conducted. The final target population of the tracer study

excluded the nine learners where ID numbers were not provided, and the one learner who was

deceased by the time of the survey. A total of 207 learners were the final target population.

3.2.1 Response rates

Table 8: Response rates

Completed 98 45%

Deceased 1 0.2%

Declined / N/A 13 1%

Unresponsive 32 15%

Rings unanswered/no response to email 30 14%

Traced - No contact details 6 1%

Invalid contact details 28 13%

Awaiting ID number 9 1%

Total 217 100%

The survey also involved key informants who are “those whose social positions in a research

setting give them specialist knowledge about other people, processes or happenings that is

more extensive, detailed or privileged than ordinary people, and who are therefore particularly

valuable sources of information to a researcher, not least in the early stages of a project” (Geoff

Payne & Judy Payne, 2004). Key informants for this tracer survey included the South African

Civil Aviation Authority, commercial airlines, flight school and other individuals who are

knowledgeable about pilots’ training.


3.3 Data Collection Approach

The surveys for both the TETA funded learners and the key informants were conducted

between October 2019 and March 2020. A pilot of 10 learner interviews were conducted, after

which minor changes regarding validations were made to ensure pilot trainees were only asked

questions which were relevant to them.

The surveys were attempted via Computer Assisted Telephone Interviewing (CATI) in the first

instance, whereby responses were captured onto an online database in real-time. Attempts

were made to reach learners until they were contacted, or until it was established that contact

numbers obtained for them were invalid. Multiple follow up attempts were made where

learners indicated that they would complete the survey at a later time, or where there were

no responses to phone calls or emails.

Where respondents were unable to complete the interview telephonically, an online tool was

available for them to complete the survey. Where respondents completed the questionnaire

online, regular follow-ups were made to ensure that the questionnaires were completed.

3.4 Data analysis

The information collected from the beneficiaries was categorised into tables to allow for simple

descriptive data analysis where key trends and anomalies were identified. Key informants'

information was consolidated to reflect key themes from the perspective of aviation industry

experts with regards to the training and employability of pilots.

3.5 Quality assurance

Quality assurance began with the data cleaning conducted on beneficiary details as provided

by TETA where duplication of learners who had benefitted in multiple years were removed.

The research tools were developed around the Terms of Reference (ToR) and the research

questions, a process which was carried out in collaboration with TETA to ensure suitability and

to check for quality issues. Training was provided to the staff members who were tasked to

conduct the telephonic interviews. Furthermore, during the telephonic interviews, they were

supervised to ensure that they adhered to their scripts and to avoid bringing TETA’s name into

disrepute. The online tool was also tested to check that it was working properly.

3.6 Limitations and constraints

A major limitation was the voluntary nature of participation in the survey; the option for

respondents to decline to participate resulted in the views of some learners not being included

in the final report. Another issue experienced was regarding the tracing and obtaining contact

details. Finding valid contact number for the learners upon tracing was a matter of chance,

with some learners not being contacted due to a lack of valid contact details on record.


4. Beneficiary findings

This section presents the results of the beneficiary survey which included all the contacted TETA

pilot funding beneficiaries who agreed to participate in the survey. The analyses in this section

of the report are based on the participating beneficiaries who responded to questions about

their learning experiences as aspiring pilots, completed an evaluation of the program and gave

information about their employment status.

4.1 Respondent profile

Of the 216 learners on the pilot database, 103 learners completed the survey either

telephonically or via an online tool that was made available to them. The data analysis

presented in this section, thus reflects the views of the 103 respondents.

4.1.1 Distribution of traced sample

The ages of the surveyed learners ranged from 21 to 49, however the 20-29 age group had the

most learners (55), while the 40-49 age group only had four learners as shown in Table 9.

Table 9: Demographic profile of respondents

Province 20-29 30-39 40-49 Total

Female Male Female Male Female Male

Eastern Cape 0 3 1 0 0 0 4

Free State 0 0 1 1 0 0 2

Gauteng 24 19 10 19 2 2 76

KwaZulu-Natal 0 6 1 3 0 0 10

Limpopo 0 0 1 0 0 0 1

Mpumalanga 1 0 1 2 0 0 4

Northern Cape 0 0 0 1 0 0 1

North West 0 0 0 0 0 0 0

Western Cape 0 1 0 3 0 0 4

Not Applicable 1 0 0 0 0 0 1

Total 26 29 15 29 2 2 103

The 20-29 and 40-49 age groups were almost evenly split in terms of gender, however, a

gender disparity was identified in the 30-39 age group where only 34% were female, with the

remaining 66% being males. The majority of the respondents (74%) resided in Gauteng at the

time of the survey, with KwaZulu-Natal having the next highest concentration of learners

(10%).

4.1.2 Qualifications

Table 10 shows the qualifications held by respondents.


Table 10: Highest qualifications held by respondents

Qualification 20-29 30-39 40-49 Total

Below Matric/Grade 12 1 0 0 1

Matric/Grade 12 46 21 1 68

Technical college certificate/trade certificate e.t.c. 3 6 1 10

National Diploma 0 7 1 8

Bachelor’s Degree 3 8 1 12

Post-graduate diploma/Honours Degree 2 2 0 4

Total 55 44 4 103

Interestingly, one of the funded learners indicated that they had not obtained their matric,

however for the majority of learners (66%) matric was their highest qualification. In all, 14

learners indicated that their qualifications were in the aviation or transport industry.

4.1.3 Motivation for pilot training

A long-standing passion of flying was the reason that 76 learners gave for enrolling on the TETA

funded pilot training program as shown in Figure 2.

Figure 2: Reason for pilot funding

Interestingly, two learners indicated that they only embarked on pilot studies funded by TETA

for no particular reason other than because they stumbled on the opportunity. Another four

learners indicated that pilot training was the only profession they could get funding. These

reasons appear to be a good reason to look at the criteria used for funding to ensure only those

who are serious about being a pilot get a chance to be funded.

76

33

36

12

2

4

7

21

I’ve always been passionate about flying

As soon as I learnt about flying I knew that’s what I wanted to do

I had no other funding alternatives

I was inspired to consider it through career guidance

No particular reason, I stumbled on this opportunity

It’s the only profession I could get funding in

I was encouraged by friends / family to do this

I love travelling


4.1.4 Pilot licence held

As shown in Figure 3, the Private Pilot’s License was the most common among respondents,

and it was also the one which TETA has funded more than any other license. It must be noted,

however, that most of the PPL holders intend to complete their CPL which should eventually

see the CPL numbers dominate the PPL numbers.

Figure 3: Type of Pilot's license obtained

To be able to fly for remuneration, a pilot needs to have at least a CPL. Figure 4 shows the

career aspirations of respondents, all of which need at least a CPL.

Figure 4: Professional aspirations

The most common career aspiration for respondents was commercial airline pilot (79%). Of

the 22 learners who had no aspiration to become a commercial airline pilot, nine indicated that

they wanted to become charter pilot, while four wanted to become training captains.

Interestingly, two pilots indicated that they wanted to do crop spraying, however, research

25

61

35

19

11

3

15

43

30

16

1 1

SPL PPL CPL ME-CPL Frozen ATPL ATPL

License obtained Obtained through TETA

81

36

2

19

18

12

24

29

29

14

Commercial Airline pilot

Charter company pilot

Crop spraying pilot

Bush charter pilot

NGO/NPO contract jobs

Acrobatic show pilot

Cargo pilot

Training captain

Flying school instructor

Flying school owner


shows that this is increasingly being conducted by drones. Only one of the surveyed learners

indicated that they were qualified to fly drones.

4.1.5 Pilot training and funding

The flight schools showed in Table 11 represent flight schools where more than five students

indicated they had done their training. The other flight schools which had less than five

students are listed in Annexure A.

Table 11: Flight training providers

Flight school 20-29 30-39 40-49 Total

African College of Aviation 5 4 2 11

Superior Pilot Services 4 6 1 11

Flight Training Services 7 2 0 9

South African Flight Training Academy (SAFTA)/Vukani Aviation

7 2 0 9

Johannesburg School of Flying 3 4 0 7

Ukundiza Aviation Academy 2 4 0 6

Loutzavia Flight Training Academy 4 1 0 5

Interestingly, the flying school which most of the respondents indicated that they attended

(African College of Aviation) closed before students qualified resulting in students needing to

transfer to other flying schools. This was the same case with SAFTA/Vukani, which closed down

before some pilots had finished training. Asked if they would recommend their flight school,

interestingly no trend was identified with only one or two students each from different flying

schools indicating that they strongly agreed that they would recommend their flight schools

with similar results seem when students were asked if they were happy with their flight schools

to other learners.

During the period under review, of the 103 respondents who were funded by TETA, only 50

learners managed to complete their funded license during that time as shown in Figure 5.

Figure 5: Period of training

24

13

1819

21

26

001

5

1

7

18 18

26

2011 2012 2013 2014 2015 2016 2017 2018 or later

Flight Training Started Flight Training Finished


Interestingly, 49 learners indicated that they did not finish the licenses that TETA funded for

them. Only 23 indicated the reasons why they did not finish their TETA funded licenses, with

12 indicating that they were still working towards their licenses and eight indicating that they

did not finish because of issues regarding funding (delays and insufficiency). Of the 49 that

indicated they did not finish the licenses TETA funded; 25 indicated that they accessed other

sources of funding, the most common which was personal networks as reported by 12

respondents.

While a CPL is the minimum requirement for a pilot to become commercially employable,

ratings also increase chances of employability as they certify a pilot for skills which are desirable

to employers. Table 12 shows the ratings that have been obtained by surveyed learners.

Table 12: Other ratings obtained

Rating 20-29 30-39 40-49 Total

Night Rating 33 21 2 56

Instrument Rating 13 16 1 30

Instructors Rating 7 6 0 13

Multi-engine Rating 10 11 1 22

Flight Instructor Rating 7 5 0 12

None 13 14 2 29

The most common rating held was the Night Rating (56), which is normally done when a learner

is completing their PPL. Interestingly, 29 learners indicated that they had no ratings.

4.1.6 Experience gained

Figure 6 shows that the piston aircraft (99) is the most common type of aircraft that has been

flown by surveyed learners.

Figure 6: Types of engines learner has flown

Considering that 79% of respondents indicated that they wanted to be commercial airline

pilots and commercial airlines typically have fleets which start at jets and get more advanced,

only 7% of learners had experience which would be relevant for the requirement of their

potential employers. To be able to fly the more advanced aircraft that are operated by airlines,

99

13

2 0 1 3 3 0

Piston Turboprop Light jet Mid-size jet Heavy jet Regional jet Narrow bodyaircraft

Wide bodyaircraft


aircraft type ratings for specific aircraft are needed by pilot; this is a costly. Students may

benefit from assistance/sponsorship to get aircraft type ratings that are most valuable to

employers to ensure that they have relevant experience.

Figure 7 shows the relationship between the respondents logged flying hours and their current

employment status.

Figure 7: Flying hours obtained

Although employment levels increased as flying hours logged increased as expected, it is

noteworthy that about half of CPL holders who had more than 200 flying hours logged were

not employed as pilots. Almost all of these pilots also indicated that they were looking for a job

as a pilot, but no opportunities had arisen. The most common form of employment for

respondents was flight instructor, with just over half of those employed as a pilot indicating

that they were flight instructors. All four respondents who indicated that they were first

officers had more than 500 hours flying time.

4.1.7 Employment status

Only 23 respondents indicated that they were employed as a pilot, with a further two indicating

that they were self-employed as a pilot as shown in Figure 8.

Figure 8: Employment status

45

0 0 0 1 0

27

37

13

01 0

7

0 04

0 0 0 0 04

Not employed as apilot

Employed in theaviation industry

Flight Instructor Flight Inspector Cadet/ secondofficer

First Officer

Less than 200 hours 200 – 500 hours 500 – 1500 hours More than 1500 hours

Employed as a pilot; 23

Self employed as a pilot; 2

Unemployed (or not employed as a pilot);

78


Of the unemployed respondents, only 12 indicated that they were still studying, or waiting for

TETA to disburse outstanding funds, while 43 indicated that they were looking for a job as a

pilot.

4.2 Reasons for enrolling on the programme

4.2.1 Activities prior to training

As shown in Figure 9, a quarter of respondents had already started training to become a pilot.

Figure 9: Activity prior to TETA pilot training

Only 40 respondents were not already involved in the one capacity or another in the aviation

industry or actively looking for funding to become a pilot before applying to TETA for funding.

Of those not involved in the aviation industry prior to applying for TETA funding, 17 were

unemployed, 12 were pursuing an unrelated field of study and 10 were employed in a different

industry.

The most common reason given by learners for enrolling on the TETA funded training

programme was that they have always been passionate about flying (76). Interestingly, two

respondents indicated that there was no particular reason they pursued pilot training other

than that they stumbled on the opportunity, with another four indicating that this was the only

profession they could get funding in. In all, 35 learners indicated that they applied to TETA for

funding because they had no other funding alternatives to fund their desired training to

become pilots. Table 13 shows how respondents came to know about TETA funding.

12

22

5

1518

2 3

14

15

3

5

14

37

4

1

0

0

1

2

0

I had alreadystarting training

to become apilot

Looking forfunding to

become a pilot

Pursuinganother field ofstudy within the

aerospaceindustry

Pursuinganother field of

study

Unemployed Employed in theaerospaceindustry

Employed in adifferentindustry

20-29 30-39 40-49


Table 13: How respondents came to know about TETA funding

Information Source 20-29 30-39 40-49 Total

Former beneficiaries of the programme 15 10 1 26

TETA 12 7 1 20

Print media 8 12 1 21

Training providers 15 11 4 30

Family members / friends 23 10 1 34

College/University 1 1 0 2

Career guidance sessions 3 5 0 8

Online research 6 4 0 10

Other 1 2 0 3

The most common information source where students found out about TETA funding was

family/friends (34), followed by training providers (30) and former beneficiaries of the

programs (26). Only two respondents indicated that they found out about the TETA funding

through college/university, with another eight saying they found out during career guidance

sessions. Other sources of information for TETA funding were TETA, print media and training

providers.

4.2.2 Funding

Only one respondent indicated that they would have been able to pursue pilot training by

funding themselves or with assistance from family and networks. The vast majority of

respondents (79%), however indicated that they would not have been able to pursue this

career path without TETA funding. Another 14% indicated that they would have been able to

start the training but may not have been able to finish or would have taken longer than

necessary to finish due to limited availability of funds. Figure 10 shows the adequacy of TETA

funding for costs directly related to training for learners.

Figure 10: If TETA funding was adequate for costs directly related to training

TETA funding was only inadequate for the training needs of 18% of respondents, with a further 9% indicating that it was only barely adequate. Of the 60 learners who indicated varying degrees of inadequacy of funding for costs directly related to training, only 19 indicated that the funding inadequacy resulted from them needing more time than was given to complete training. Of the same 60, 35 indicated that they had accessed other sources of funding to meet the funding gap, half of these accessed funding from personal networks, with seven indicating they had to take on part time jobs.

Yes; 43

Mostly; 32

Barely; 9

No; 19


Figure 11: If TETA funding was adequate to cover living expenses

As shown in Figure 11, only 17 learners indicated that TETA funding was adequate to cover living expenses. Of the remaining 86 students, 52 accessed other funding to cover the shortfall in living costs. As with training costs, the most common complimentary funding was through personal networks 30), followed by work (13). Interestingly, one learner indicated that the SA CAA sponsored them to cover living costs, with another indicating that the city of Ekurhuleni sponsored their living costs while they were training.

Asked if TETA funded all studies until completion after being awarded TETA funding, 37

learners indicated that this was not the case. The reasons for TETA not funding until completion

ranged from not being able to access further funding after the contract expired (10) to the

learners failing to meet minimum requirements (2). Of concern, were 18 learners who

indicated that they had funding issues where funding issues where funds were either not

released, were not released in time, or were inadequate, while others indicated that their flying

schools closed down before they finished training, leaving them stranded.

4.2.3 Relationship with TETA

As shown in Figure 12, half of the respondents indicated that relations with TETA were good

or excellent, while another 30 indicated relations were ok (neutral), and the remaining 20

indicating that relations were bad or very bad.

Figure 12: Relations with TETA during the program

In general, the learners expressed gratitude for the funding provided by TETA, with many

indicating that without the funding they would not have been able to embark on this career

path. There were, however, some concerns that were raised regarding relations with TETA.

Yes; 17

Mostly; 6

Barely; 10

No; 70

15

38

30

13

7

Excellent Good Neutral Bad Very bad


Multiple complaints regarding communication were raised, in particular, many students

indicated that getting through to the correct official at TETA was often difficult with the

relevant people either being unavailable on the phone or emails not being responded to, or

not being responded to in a timely manner. Another issue raised was that there were

numerous incidents where learners submitted all the correct documents but kept being told

that delays were being caused by missing documents which had to be resubmitted numerous

time. Delays were also experienced by learners in the release of the funds that they had been

awarded. The effect of this was that in some cases, where for example there had been a delay

in releasing funds between a PPL and CPL, or delays in releasing the second tranche of CPL

funding, remedial lessons had to be conducted at a cost which was not catered for in the

funding. Delays also meant that students took longer than necessary to complete their training.

Learners also indicated that there was not enough support for students after funds had been

disbursed; learners from flight schools that eventually closed down, where there had been

mismanagement indicated that despite raising concerns to TETA, no support or follow up had

been made. Furthermore, after the schools closed, it took long for these learners to be moved

to other flying schools, again delaying their progression.

4.3 Programme evaluation

One of the objectives of the pilot tracer survey is to assess the impact of the pilot training

programme in respect to the knowledge and skills acquired against employment opportunities.

A Likert rating scale was used to ascertain to what extent funded pilot trainees agreed or

disagreed with statements which aimed to assess their experiences on their journey as aspiring

pilots. Table 14 reflects the extent to which respondents strongly agreed, agreed, were neutral,

disagreed or strongly disagreed to posed questions.

Table 14: Programme evaluation Likert rating

To what extent …. Strongly Agree

Agree Neutral Disagree Strongly disagree

N/A I’d rather not say

Are you happy with the quality and effectiveness of the training provided by your training provider?

23 50 16 2 8 2 2

Are you happy with the quality and effectiveness of the training provided by your instructor?

29 52 8 7 4 2 1

Would you recommend the training provider to other learners?

19 43 13 13 11 3 1

Are you satisfied with the level of knowledge and skills gained through training?

25 60 6 5 3 3 1

Was the experience gained through the training programme relevant for work requirements?

22 52 8 5 2 14 0

Have you used all the skills you acquired in training in your job?

13 20 13 8 3 44 2


To what extent …. Strongly Agree

Agree Neutral Disagree Strongly disagree

N/A I’d rather not say

Was it easy to get all the flying hours you needed?

10 21 19 30 12 11 0

Do you believe that the programme made you competitive in the job market?

9 33 16 8 6 31 0

Are you more competitive in terms of employability than others who have taken other routes to becoming a pilot?

4 21 22 22 5 29 0

Was there enough support after obtaining your license to improve employability?

2 15 11 22 18 35 0

Would you prefer if more support was offered to increase employability?

59 29 1 1 3 10 0

Is self-employment an option after completing this programme?

5 12 13 23 34 14 2

Would you consider employment in a different industry?

9 25 13 29 24 2 1

In general, the learners gave positive feedback of the TETA funded pilot training programme.

4.3.1 Evaluation of training with flying school

The majority of learners (71%) approved of the quality and effectiveness of the training

provided by their respective flight schools however only 60% indicated that they would

recommend the flight school they had attended to other learners. Instructors were highly rated

by funded learners, with 79% saying that they were happy with the quality of training provided

by their flight instructor.

African College of Aviation received the poorest ratings from learners who indicated that

mismanagement hindered their progress. The flight school eventually closed, leaving some

learners stranded with training funds locked in the schools. Vukani Aviation was also another

flight school where learners raised issues about mismanagement and safety concerns with the

aircraft that was used to train learners.

Instructors who understood the strengths and weaknesses of each student and tailored their

training was highly appreciated by learners who indicated that this helped them to progress in

their training.

4.3.2 Effectiveness of training on employability

Asked if they were satisfied with the level of knowledge and skills gained through the training,

83% of respondents agreed or strongly agreed, furthermore, 72% indicated that they believed

that the experience gained through the training programme relevant for work requirements.

Respondents reported that they were equipped with the necessary skills such as eye and hand

coordination, multi-tasking and focus required to fly an aircraft. In addition, the learners

indicated that they learned to be diligent, the importance of punctuality and networking which


are critical attributes for pilots. Of concern was that 32% of respondents indicated that they

had not been able to use the skills they acquired in their training in their jobs, with only 30%

agreeing or strongly agreeing that it was easy to get all the flying hours they needed to qualify

as pilots. Furthermore only 41% of respondents indicated that they believed being able to

embark in a career as a pilot through TETA funding made them more competitive in the job

market.

Support to obtain employment after qualification was indicated as being important by 85% of

respondents with only 17% indicated that they believed that the support they received to

obtain employment was sufficient. Interestingly, 33% of learners indicated that despite being

awarded funds to train as pilot, they would consider employment in a different industry.

4.3.3 Challenges faced by learners

Despite respondents overwhelmingly indicating how important the funds received from TETA

were, some challenges were noted, including in some cases, that the funding was inadequate.

These varied from factors which were within the remit of TETA such as communication, delay

in approval and release of funds to factors beyond the remit of TETA such as poor flight

instruction, and in some cases, flight school mismanagement.

One of the challenges which many learners identified was the lack of funding for living

expenses. In some cases, learners ended up breaching their contracts and working while

studying to meet living costs. In terms of training related funding, learners expressed a need

for funding for ratings such as instrument ratings, flight instructor ratings and type ratings to

ensure that by the time they finish their training, they have extra skills which are valuable to

employers instead of just having a CPL.

Some of the learners indicated that the flight schools they attended hindered their progress

through mismanagement issues which resulted in some scenarios where it was difficult to

obtain slots to fly, aircraft were not properly serviced, the aircraft that was used was old

meaning that learners would need further training to fly more advanced aircraft. Learners

indicated that they would have liked to have a third party managing their studies to ensure

that any issues experienced with the flight schools were attended to with minimum impact on

the learner’s progress.

Obtaining employment after qualifying was another challenge that was identified by learners.

In addition to funding for ratings and low hours, learners indicated that assistance with

interview preparation, networking/mentorship and soft courses would make getting a job

upon qualification easier.

The main institutional barriers identified by learners were gender and race-based

discrimination where they were not always taken seriously or offered the same opportunities

as other races and genders.

4.3.4 Association membership

Only 25 of the respondents indicated that they were members of an associations which

supported young aspiring pilots. Some of the association’s respondents were members of


included Young African Aviators, Joint Aviation Awareness Program, Southern Africa Women

in Aviation and Aviation Development in Africa. Interestingly, some of the learners indicated

that they co-founded some of these associations such as Aviation Development in Africa and

Young African Aviators.

Asked if they believed that if students and newly qualified pilots organise themselves into

associations, they would have an impact on employability, 78% indicated that they thought

this was the case. The remaining 22% indicated that they did not think that organizing

themselves into associations would make an impact on employability. Some of the reasons

given for this were that this had previously been tried with no success, and that there was too

much red tape and the experience requirements would not fall away meaning that may still

not help learners who did not have required experience. The benefits that were identified as

being derived from membership association included networking, information sharing,

collective bargaining and provision of support, especially for newly qualified pilots.

4.4 Beneficiaries employed as pilots

In all, 23 of the 103 learners which completed the survey indicated that they were employed

as pilots.

4.4.1 Job search process

Of the 23 learners who indicated that they were employed as pilots at the time of the survey,

11 indicated that their first job after obtaining their licenses was a pilot, with a further nine

indicating that they were employed in the aviation industry soon after obtaining their pilots

license (see Table 15).

Table 15:Learners first job after obtaining a pilot’s license

Learners first job after obtaining a pilot’s license

Pilot/Flight Instructor 11

Employed in the aviation industry 9

Employed in an unrelated industry 1

Self employed 1

Not disclosed 1

Figure 13 shows that while 21 of the respondents attended less than five interviews before

securing a job as a pilot, eight of them waited more than a year after getting their license before

they got a job as a pilot.


Figure 13: Number of interviews attended before first employment as a pilot

Interestingly, the two students who attended more than five interviews each waited for

between six and 12 months before they got their first jobs as pilots. The most common reason

given for a gap between qualification and employment was not having relevant experience for

available jobs (14), followed by pursuing more ratings/further studies (5). While the minimum

requirement for a pilot to fly for remuneration is a CPL, only 10 of the 23 employed pilots had

a CPL only when they first applied for a job as a pilot. The rest of the learners had more

advanced licenses/ratings which included a multi-engine CPL (8), flight instructor rating (1) and

a frozen ATPL (4). Interestingly, of the three learners who indicated that there was no gap

between qualification and employment, two only had a CPL on qualification, while the other

one had a multi-engine CPL.

Table 16 shows how the learners secure their first jobs as pilots.

Table 16: How first job as a pilot was secured

How did get your first job as a pilot?

Arranged by TETA 1

Arranged by training provider 3

I completed my work placement here 1

I was recommended for the position 6

Information from friends/family 3

Internet job search engines 4

Other 1

Response to an advertisement in the newspaper 2

Started as a volunteer 1

Used my own contacts 1

Total 23

Interestingly, some form of networking proved the most common method of getting a job for

learners who were employed at the time of the survey, with recommendations being the most

3

6

1

3

5

2

1

0

0

0

1

0

0

0

0

0

0

1

0

0

0

No gap

Less than 3 months

3 - 6 months

6 - 12 months

1 - 2 years

2 - 3 years

More than 3 years

1 – 5 interviews 11 – 20 interviews 6 – 10 interviews


common method of securing a job. Only six respondents applied to advertised jobs before

getting their first job as a pilot.

4.4.2 Current employment details

Table 17 shows that the most common employer of the 23 employed pilots was flight schools

(12).

Table 17: Current employer type

Monthly Salary Flying School

Charter company

Charter company and Flying school

SAPS Commercial

airline Total

R5,000 per month 4 0 0 0 0 4

R5,000 - R15,000 6 0 0 0 1 7

R15,000 - R30,000 1 1 1 3 1 7

R30,000 - R50,000 0 0 0 0 1 1

R50,000 - R75,000 0 0 0 0 1 1

I'd rather not say 0 1 0 0 2 3

Total 11 2 1 3 6 23

The top earner who was surveyed indicated that he worked for a commercial airline and earned

more than R50, 000, another two respondents who worked for airlines refused to disclose their

salary information. Respondents who were employed by flight schools were most likely to be

earning less than R15,000/month (10 out of 12 respondents), while the two respondents

employed by charter companies indicated that they earned between R15,000 and R30, 000.

As shown in Table 18, only three respondents indicated that although they were employed as

pilots, their main duties were not that of a pilot, indicating that their non pilot related duties

mainly involved teaching others to fly, something which improved their own skills.

Table 18: Main duties

Number of employees Main duties not of a pilot Main duties that of a pilot Total

Less than 20 2 5 7

Between 20 and 49 0 7 7

Between 50 and 149 0 1 1

More than 150 1 7 8

Total 3 18 23

Respondents were employed at companies which ranged in size from less than 20 employees

(7) to more than 150 employees (8). Interestingly, only one learner indicated that their

company employed between 50 and 149 people.

As shown in Figure 14, only one respondent indicated that they had been employed for more

than five years.


Figure 14: Length of service in current job

No flight instructors indicated that they had been employed for more than three years. This

appears to agree with responses from informant flight school; that their flight instructor

turnover was high, as instructors were quick to move on in their careers after working as an

instructor for +/- two years. South African Express (3) was the only major airline which took on

respondents as pilots.

While all the respondents indicated that they were based in South Africa, six indicated that

they flew into Southern Africa, four into the rest of Africa and one was flying in Asia. None of

the respondents had flown into any other parts of the world.

About a third of respondents (8) indicated that their current job as a pilot was not their first

job after qualifying as a pilot, with four of them indicating that they had not been employed as

a pilot, and three indicating that they had worked for at least two employers before their

current job. All the respondents had been employed in the aerospace industry.

4.4.3 Future plans

Only four pilots, three of whom were flight instructors, indicated that they were not happy

with their current employment and were looking to move jobs, however, they all indicated that

they would wait for at least six months. Of the 18 that indicated that they were happy with

their current employment, nine indicated that they would be looking for new jobs, with three

of them indicating that they would look for new jobs within the next six months. The most

common reason given for wanting to look for a new job was to broaden the experience in other

types of flying (7).

4.4.4 Opportunities outside South Africa

As shown in Table 19, reactions were mixed reviews regarding the ease of getting a job for a

newly qualified pilot outside South Africa.

6

2

4

0 00

1

2

0 0

1 1

3

2

1

Less than 6 months 6 – 12 months 1 - 3 years 3 - 5 years More than 5 years

Flight instructor Cadet/second officer First Officer


Table 19: Ease of getting a job as a pilot outside SA

Do you believe it is easier for a newly qualified pilot to get a job

outside South Africa?

Do you believe it is easier for an experienced pilot to get a job outside

South Africa?

No 10 2

Not sure 7 2

Yes 6 19

Learners resoundingly believed that it was easier for qualified pilots to get a job outside South

Africa. Only two pilots indicated that they did not believe it was easier for an experienced pilot

to get a job outside South Africa. All but three respondents indicated that they were willing to

look for a job outside South Africa, however only 10 of them were actively looking for

opportunities outside South Africa. Interestingly one learner indicated that if they got an

opportunity outside South Africa, they would not return, however 19 indicated that they would

return to South Africa once they got the experience they required to get the jobs they wanted

in South Africa.

4.5 Self-employed pilots

Only one learner indicated that they were self-employed as a pilot. She indicated that she was

in a partnership, with one of the partners being Ukundiza. This partnership had only been in

operation from between three and five years, with a turnover between R500, 000 and R1m.

She indicated that while funding had been an issue, this had been sorted out.

4.6 Unemployed funded learners

As shown in Table 20, 78 out of the 103 respondents who were surveyed indicated that they

are either unemployed (43), employed, but not as a pilot (22) or were still studying (13).

Table 20: Pilot's license held by unemployed learners

License Employed (not as a pilot) Unemployed Still studying Total

None 0 1 0 1

SPL 2 3 0 5

PPL 8 27 10 45

CPL 3 9 3 15

ME CPL 3 3 0 6

Frozen ATPL 6 0 0 6

Total 22 43 13 78

Only one of these learners had no pilot’s license at all, while 27 of the learners had at least a

CPL, meaning that they were eligible to be employed as pilots. Table 21 shows how many flying

hours have been logged by the learners who are not currently employed as a pilot.


Table 21: Flying hours logged by unemployed learners

Flying hours logged Still studying Unemployed Employed (not as a pilot) Total

Less than 200 hours 9 30 7 46

200 – 500 hours 4 13 13 30

500 – 1500 hours 0 0 2 2

In all, 46 of the learners had less than 200 hours, of these, only nine were still studying, meaning

the that remaining 37 would need more funding to reach the 200 hours needed to obtain a

CPL, otherwise their training thus far has been in vain and will not lead them to become

employable commercial pilots. For 31 out of these 37 learners, the TETA funding was their only

hope to embark on pilot training as they would otherwise not have been able to afford it.

Furthermore, all 37 of these learners indicated that their career aspirations were to be a pilot,

with 28 saying they aspired to be a commercial pilot. Without further funding, these learners

may not be able to realise their aspirations, and the funding already spent on them may have

been futile.

4.6.1 Unemployment/job search details

The 56 learners that were not employed at the time of the survey or were still studying included

41 had been unemployed for more than a year as shown in Figure 15.

Figure 15: Period of unemployment

Of the 22 employed respondents, only 13 indicated that they were looking for a job as a pilot

as shown in Table 22.

Table 22: If learner is looking for a job/if learner is looking for a job as a pilot

Looking for a job

Looking for a job as a pilot Yes No N/A (Employed) Total

Yes 22 8 13 43

No 12 14 9 35

Total 34 22 22 78

57

11

8

120

1

3

3

4

Less than 6 months 6 – 12 months 1 - 3 years 3 - 5 years Over 5 years

Unemployed Still studying


In all, nine funded learners that indicated that they were not looking for a job as a pilot, six

furthermore indicated that they were not looking for a job in the aerospace industry, with one

even indicating that they aspired to be a lawyer. Of these nine, interestingly, two had a frozen

ATPL while seven had a PPL. Interestingly, unemployed funded pilot learners that were looking

for a job had varying fields in which they were looking for jobs including real estate, admin, call

centre and environmental science. The majority of those looking for a job, however, did

indicate that they were at least looking for a job in the aerospace industry.

4.6.2 Opportunities outside South Africa

All the funded learners who were not employed as a pilot at the time of the survey were asked

in which country they were looking for a job (See Table 23).

Table 23: Country where learner is looking for a job

Ease of looking for a job outside SA

Job search country Easy Not sure Not easy Not disclosed Total

South Africa 13 5 7 0 25

Rest of Africa 2 1 1 0 4

Outside Africa 4 2 0 0 6

Anywhere as long as I get a job 14 10 16 0 40

Not disclosed 1 1 0 1 3

Total 34 19 24 1 78

Only 10 learners indicated that they were specifically looking for a job outside South Africa,

while 34 believed that it was easier for a newly qualified pilot to get a job outside South Africa.

Asked if they would return to South Africa after a stint of working outside South Africa and

gaining relevant experience required by employers, five learners indicated that they would not

return to South Africa, while 62 indicated that they would; the remaining 10 were not sure.

4.7 Future jobs

With change being a constant in the global economy, respondents were asked to choose from

a list of trends and identity which would have the greatest impact in the aerospace industry

(see Table 24).

Table 24: Trends which will have the greatest impact in the aerospace industry

Consumer mobility patterns such as using public transport, new forms of transport

6

Drones 26

Focus on clean and safe transport 6

Technological developments such as automation, digitalization, eco-friendly 54

The impact of globalization 9

I'd rather not say 1

The majority of respondents (52%) indicated that technological developments such as

automation, digitalization and eco-friendliness would have the greatest impact in the aviation


industry. Drones were the next most common choice, however only 25% of respondents

indicated that they thought drones would have a great impact in the aerospace industry.

Interestingly, only six respondents identified a focus on clean safe world as potentially having

a great impact in the aerospace industry, with consumer mobility patterns (6) and the impact

of globalisation (9) also receiving some mentions.

In light of the trends respondents believed would have a great impact on the aviation industry,

they were further asked if there were any jobs they believed would emerge in the future that

were currently not there. Drone related careers received many mentions, including drone

monitors, drone pilots, drone engineers, and even drone policing. Increased usage of robotics

and AI was also mentioned; not only to operate aircraft remotely, but also for maintenance

and repair of the aircraft. Other learners also indicated that single pilot long haul aircraft would

also potentially become mainstream.

As shown in Table 25, the skills that were deemed as being needed the most in the future were

e-skills, analytical skills and the ability to cope with new technologies (72%), followed by

communication and networking (18%) and picking up new trends (9%)

Table 25: Skills people will need

Communication, networking, language and intercultural 19

E-skills, analytical skills and the ability to cope with new technologies 74

Picking up new trends, explore new markets and channels 9

I'd rather not say 1

Some respondents believed automation will make pilot work much safer which will assist pilots.

Depending on the pace of technological growth, learners indicated that one pilot passenger

planes were a possibility, however they said this would be dependent on regulations. While

this was seen to potentially result in a decrease of pilot jobs, the upsurge of drone technology

would possibly see new openings in the aviation industry.


4.8 Case Study: Ziyanda Agnes Mokoena

Private Pilot Licence (PPL)

Credit: Ziyanda Mokoena

Ziyanda’s passion for flying was cultivated during

her childhood where at least twice a month she

would go to OR Tambo (Jan Smuts at the time) to

watch aeroplanes depart and land on the way to

visiting an aunt who lived in the east of

Johannesburg. Ziyanda says “By the time I

graduated from high school in 2013, I was certain

that I wanted to become a Pilot”. With the help of

family, Ziyanda managed to pursue a PPL, however

“along the way, I ran out of funds, then I started

working as an Operations controller at school, this

bought me time for my parents to save as well as

exposure in the industry". Eventually Ziyanda

obtained her PPL and was ready to start CPL

training.

After several sponsorship applications, her application for funding to pursue a CPL with TETA

funding was successful. “I was beyond grateful, now I could finally fulfil my dream. The first

pilot in my family and my community and inspire many more others to come and for them to

know that anything is possible if your persistent and patient.” In 2016 she signed a contract

with TETA which was to last 2 years, with 2 disbursements, the final one paid on condition

certain requirements were met in the first year of the funding. The funding was to cover tuition

only with Ziyanda being responsible for living costs and other costs not related to training. Due

to having to meet her own living costs, Ziyanda worked part time, meaning she did not have

enough time to complete the requirements for the second tranche of funding to be released

to enable her to complete her CPL training, being short of three exams. Another issue Ziyanda

faced was that funding was released 3 months after the contract started, meaning she had lost

time from the one year that was initially allocated to compete certain requirements before

being eligible for the second tranche of funds. Ziyanda is yet to complete her CPL and is hoping

to be able to access the remaining funds she was awarded so that she can complete her CPL.

Ziyanda noted some areas where TETA can improve and assist students to make the best use

of the funding. “The students do not have support from the sponsor (TETA) as well the (flying)

school, from the school side you’re not a priority as the other well managed cadets, you can be

over flown because no one is following up on TETA cadets.” Some of her suggestions include

appointing qualified people to support the students to ensure that flight schools give students

the correct support and training and utilize available funds efficiently. Some of her suggested

interventions include monthly progress reports for each student, check ride flights to ensure

compatibility between student and instructor, customized support for each cadet, support for

cadets to gain skills which improve their chances of employability.


4.9 Case Study: Teboho Ntsaba

Private Pilot License (PPL)

Teboho Ntsaba initially studied for a four-year Diploma in Marketing at the Nelson Mandela Metropolitan University. He took this route as he could not afford to go straight to flying school. After graduating, he worked at the South African Breweries (SAB) for a few months during which he saved his income which would go towards paying for his PPL.

Credit: Teboho Ntsaba – Pictured in front of a jet he hopes to fly one day

"My grandmother hated my job of an alcohol salesman so much she wanted me out. I saw it

as a way to make some money, as everything, including the petrol card, was provided by the

SAB. I never touched my salary. As for who inspired me, it was my late uncle who was a pilot for

the Lesotho Airforce. I always wanted adrenaline". With the help of his grandmother and

parents and his savings, he started his PPL training with Vukani Aviation/SAFTA in 2015.

Teboho’s had this to say of his training at SAFTA “My training was difficult as I had to repeat

many sessions due to inadequate training equipment and aeroplanes, workplace politics and

overall low morale at the training school. I also slacked”. The flight school closed down prior to

him completing his PPL after which he moved to Bird Aviation (newly started by his former

SAFTA Certified Flight Instructor (CFI) in Vereeniging where he completed his PPL training. The

new school had adequate facilities and aeroplanes, few students and proper management. It

was there that he got rated on the Piper Warrior 28, the best plane he claims to have flown so

far.

While at Vukani, Teboho learned about TETA funding for pilots. After applying for and being

granted TETA funding to pursue a CPL, Teboho had to wait for about a year for the funds to be

released. During this time, he worked in an unrelated field. TETA declined to fund his CPL at

the Bird Aviation on the basis that it was a new school, so he changed flying school yet again

to Ufly, where he is currently completing his CPL. “Here at the Rand it is the first time in my life

to have to speak to the tower, and this was a bit of a challenge”. He indicated that he is now

comfortable with communicating with the control tower which has come about through

practice.


Noting that TETA typically takes time before releasing funds, “Utilising other student's

experience I decided to apply for the second tranche well before the period for the first tranche

was over. Because of my previous experience with the delay, I went to the TETA offices in

Randburg about ten times to follow up on the money which was paid within one month”.

Regarding TETA's communication with the students " I think they must do things in time. They

have this excuse of saying, “Your paper-work, something is missing”. How do you sit with

somebody who verifies your files and later calls you to say something is missing? To improve

they need to do things in time. Within three months they should have paid the money”. Teboho

indicated that although the TETA liaison Juliet responded to communication, this did not

improve any of the difficulties experienced in funds taking long to be released.

Teboho indicated that he currently needs about thirty hours of flying time before he starts

flying a twin-engine aircraft as he desires his CPL to be multi-engine rated. When asked of his

plan after getting the CPL and if he is willing to leave the country to gain employment

elsewhere in Africa, Teboho had this to say “I am willing to do anything as long as I am flying.

I plan to fly for private/ charter planes and in the future buy my own plane". He is also thinking

about applying for TETA for funding to do a frozen ATPL to ensure that he has as many

qualifications as possible which will assist with career progression and can be a backup should

flying private/charter not work out.

Regarding the apparent prevailing trend of CPL holders not being able to get jobs, he had this

to say “Networking is what is lacking with most of them. To be blunt, South Africans are afraid

to leave the country. For example, Air Mauritius employs you straight after CPL. Botswana has

got many jobs right now; there is Bush Charter, Namibia etc. The same pilots you are talking

about, some do not even have a passport! Why don’t you have a passport?” On what TETA

needs to do to assist these pilots to enhance employability to justify the funding, he said “TETA

needs to build relationships with the airlines.” He went on to say TETA needs to support the

creation of a bridging program for the graduate pilots. Option B for him would be to become

an instructor.

On the other challenges he met during his training, Teboho mentioned challenges with living

costs including accommodation, food and transport. Although TETA forbids students from

working while training, Teboho indicated that his job has not affected his training. His strategy

has been to take long flights during the weekends as he can log a lot of hours, for example a

return flight to Port Elizabeth can take 13 hours taking long routes and including many stops

along the way. On the historical demographics of the aviation industry… “Aviation is still white

dominated, but I am really not into race, black or white thing. When I see one, I quickly detach

myself from such situation”.

On the role of technology, he had this to say “Technology or no technology a plane has to be

monitored, even with the class cockpit two pilots is better than one. What happens if the pilot

gets sick, what if the pilot is less experienced?” On what he knows about pilot training now that

he did not know before "It is a brand-new journey. What is required is passion, focus and hard

work” he said.


4.10 Case Study: Naomi Phetoe, CPL

First Officer National Airways Corporation (NAC)

Naomi is a first officer with the National Airways Corporation (NAC). The NAC operates throughout Africa, and Naomi's work sees her working outside the country for six weeks followed by four weeks at home in South Africa. Becoming a pilot was never part of her childhood dream; she had dreamt of becoming a flight attendant as that was all she knew. “I am from a tiny village called Ramatlabama in Mafikeng, and I never knew there were things called pilots at that point …I just saw this big plane in the sky, and I wanted to be inside them”. Her mind changed after she talked with her father's friend (whose nephew was a flight attendant) who had asked her why she wanted to become a flight attendant when she could become a pilot. “My life changed forever since”.

Credit: Naomi Phetoe

Naomi's journey to becoming a pilot started in 2008 when her father took out a loan to pay for

her fees at the Afrika Union Aviation Academy at Mafikeng. Unfortunately, the money ran out,

and she had to stay home for about four years. In 2012 she heard of TETA and made an

application for funding for her PPL. After she got the funding from TETA, she moved to

Johannesburg, where she trained at Superior Pilot Service in Grand Central. It was here that

she got her PPL in 2014. TETA also funded her for the Commercial Pilot License (CPL) and

Instructors rating, which she completed in 2016. When asked if it was difficult to get funding

from TETA, she had this to say “I waited for a year for my CPL funding from TETA. At first, it

wasn't straightforward to get the funds from TETA. But when I started dealing with Juliette, it

was easy to get the funds paid to the school”.

Naomi thinks the future of pilots is bright. As much as technology is advancing, pilots will always

be needed. According to Naomi, there are just some things in Aviation that no machine can do.

It requires a person to think at that moment. For example, even though a pilot cannot

accurately predict the weather as it can change anytime and at that moment and time, unlike

for a machine, a pilot can use his judgment and ability to make a right decision on the spot.

As for advice to TETA and aspirant pilots, Naomi thinks the TETA is such a great opportunity for

black kids to fulfil their dream as not many of them would have made it without TETA. “My

advice is that TETA must fund PPL students again. As an Instructor, I saw how hungry and

passionate these poor kids are, how much they want this just like me, and the problem is the

funding”.


5. Key informant findings

This section presents the results of the survey conducted on professionals with an in-depth

knowledge on matters relating to pilot training and employability. The analyses in this section

of the report are based on the participating key informants who responded to questions about

their perspectives on pilot learner experiences, funding and employability

5.1 Respondent profile

As shown in Table 26, the majority of participating key informants were based in Gauteng (13)

and were flight schools (12). There was no representation of key informants from Limpopo,

Northern Cape, Mpumalanga or KZN.

Table 26: Key Informants

Participant type Eastern Cape Free State Gauteng North West Western Cape Total

Not disclosed 1 0 2 1 0 4

Flight schools 3 2 6 0 1 12

Airlines 0 0 2 0 0 2

Other stakeholders 0 0 3 0 0 3

Total 4 2 13 1 1 21

Other key informants included airlines (SAA and SA express), other stakeholders (including

CAA), while four respondents refused to disclose their roles, however they were aviation

industry experts.

5.2 Pilot learner experiences

The general consensus among key informants was that learners did not receive sufficient and

adequate information and advice prior to taking up pilot training. The information that is

suggested to be given to learners prior to commencing training includes explaining the process

to becoming an employable commercial pilot. This includes explaining the progressive licensing

requirements and what the process to obtain them entails, including information on other

ratings that enhance skills and employability. Any funding gaps between training and

employability should also be clarified to allow learners to make an informed decision when

they embark on their funded training. With pilots’ careers often being glamourized, it was also

suggested that information given to aspiring pilots includes the stressful environment that

pilots work in, including strict regulations, health and safety, hours of duty, required rest

periods and the fact that they will be assessed at least twice yearly.

While some key informants indicated that the biggest motivation to become a pilot was often

a passion cultivated in childhood, others indicated that some learners were drawn into a pilot

career path by the associated social status it gives. There was also the perception of pilots

having a lucrative career soon after obtaining their CPL, which is not the case. Again, there was


an emphasis on the importance of managing the expectations of learners on the path to

becoming an airline transport pilot. Screening would therefore form an important component

of selecting students to fund. Some of the ways this could be done include testing

mathematical and science abilities as these are crucial for the theoretical exams. Another way

is for career guidance in schools to include sufficient information for the learners to make

informed decisions about pursuing this career path and giving them exposure to people who

are knowledgeable on the industry.

5.3 Pilot employability

The intended outcome of funding pilots is to equip them to become qualified commercial pilots

who can embark on a career path as a pilot. In this context, it was important to find out if key

informants were of the opinion that pilot training provided the relevant skills and

competencies required by employers. While the training to obtain licensing was deemed to be

adequate (evidenced through students passing their PPL, CPL, ATPL and other ratings) this

alone was not sufficient for employers. At the point of obtaining their licenses, learners were

not equipped for employment as they needed to build hours and experience, putting their

training into use, and acquiring more skills as required by employers. Soft skills such as attitude

and communication skills were also said to be a contributing factor in pilots being ready for

employment – being willing to learn continuously and being willing to work their way up from

the bottom, even it means working in operations in an aviation company to get their foot in

the door.

“Initial pilot training courses only scratch the surface of what an airline pilots requires in terms

of knowledge and skills. The skill required in handling a light aircraft at 70 knots during a landing

approach, is not the same as handling a +21 ton aircraft at 140 knots. A pyramid approach

must be anticipated, where a wide “base” of initial candidates are selected, with only the “tip”

eventually being selected for continuation with airline training.’’

It was suggested that training and hour building be done seamlessly with no gap to ensure that

pilots get the opportunity to apply the knowledge they learn through training to improve

employment prospects; this would also keep the cost of training as low as possible. Staggered

training with gaps would have the potential to cost more if any prior training needed to be

repeated. Some pilots who failed to apply their training due to lack of funding to build hours

were likely to subsequently encounter difficulties in obtaining employment as a ‘low hour

pilot’. While basic flight skills were crucial, further training was required for those that intended

to move onto commercial flying as there was a significant difference in the basic instruments

found in a single engine aircraft compared to an integrated airliner flight deck.

Employment for newly qualified pilots was thus perceived to be difficult, with the main reasons

being lack of experience matching to that required by employers, especially airlines. Employers

generally start to become willing to employ newly qualified pilots once they obtain 500 hours

of flying time which is the point at which it becomes affordable to insure a pilot. In failing to

get requisite experience and building hour after obtaining their CPL (around 200 hours) is

where many aspiring pilots abandon this career path to pursue other career paths. There was,


however, mention of students being encouraged to broaden their horizons and consider

different opportunities, including looking for employment outside South Africa.

Other challenges facing young pilots included funding, not only to obtain their licenses, but to

build more hours after obtaining their licenses. Key informants also indicated that lack of

seriousness by some students meant they ended up writing exams multiple times. It was also

noted that students who repeated theoretical exams multiple times were often ill prepared for

practical lessons meaning they would take longer to grasp taught concepts, thus delaying

completing their training and making it more expensive.

5.4 Pilot funding

Pilot training is widely accepted to be costly, therefore, funding, especially through

sponsorships and bursaries is considered to be crucial for aspiring pilots where many would

either not be able to embark on this career path, or would take longer than necessary to obtain

their licenses. To ensure benefits from funding learners is maximized, the right candidates who

will use the funding and become employable pilots is important to ensure a positive return on

the investment. The sustainability of the funding model was said to be contingent on the

support rendered to the students between obtaining their CPL/ATPL subjects to obtaining

employment as a pilot. While it was recognized that previously disadvantaged groups

especially needed the funding, it was said to be of importance that the right candidates with

the correct attitude and aptitude should be chosen and supported to employment. Retention

was another challenge mentioned with regards to the sustainability of funded pilots, where

there was a possibility that if pilots leave the country, benefits of training would not be realized

in the local market where there is a need for experienced pilots.

5.5 Future jobs

Some of the factors key informants mentioned as having the potential to impact the demand

for skills needs in the future included the global shortage of pilots (which has led to some local

pilots leaving South Africa for better remuneration), a push for racial and gender diversity along

pilots, unmanned and remotely piloted air systems, economic growth (or decline), pilots

nearing retirement age and changing air travel patterns including low cost travel. Table 27

shows the skills that will be needed by pilots to enable to be effective in their jobs in the future,

including recommended interventions to address future skills requirements.


Table 27: The future of Aviation and skills requirements

Skills that will be needed by pilots to enable to be effective in their jobs

Good coordination, teamwork, high maths, science and English literacy

Interventions that should be in place to address future skills requirements

Tech savvy to keep up with technological developments including AI and automation

Funding for pilot training which includes IT training and practical advice on the industry and instructors rating

Are any occupations in the aerospace industry at risk of becoming obsolete in the aerospace industry

Ability to work under pressure and being conscious of safety and regulations

Partner with airlines and aviation companies to train pilots

Aerial photography, application, filming and surveillance being replaced by drones

Attention to detail and commitment to continuous improvement

Move to competency-based pilot training thus reducing the cost and time of pilot training

Support jobs e.g. check-in staff, airport security, air traffic controllers

Mental stability and discipline Enhanced communication skills Possibly pilots, but not any time soon

5.6 Employer and Flight School perspectives on pilot training and employability

While about half of respondents did not know the employment rate of newly qualified pilots,

the ones that indicated that they had an idea mostly indicated that the employment rate was

quite low. Interestingly, one of the flight schools that took on newly qualified pilots as flight

instructors, indicated that they had a 100% staff turnover every two years as pilots would be

moving on in their careers after gaining more experience and flying hours in their time as

instructors. Another respondent indicated that newly qualified instructor pilots were almost

guaranteed to get a job, compared to newly qualified pilots who only held a CPL and had low

flying hours.

Of the 15 respondents which currently or have previously hired pilots, only five indicated that

they do not employ newly qualified pilots. In all, seven out of the eight respondents which

hired newly qualified pilots were flying schools, where six of those indicated that more than

half of their new hires were newly qualified pilots and were taken on as flying instructors. SA

Express was the only airline of the two surveyed which indicated that they hire newly qualified

pilots through a cadet program (they hired some TETA funded pilots). Only four respondents

indicated that they were unwilling to hire newly qualified pilots, and this was because newly

qualified did not have the right experience for their requirements.

While the foremost reason for not hiring newly qualified pilots was insufficient flying hours,

some respondents further specified that it was also a matter of insufficient flying hours on

specific aircraft. Other reasons given for not employing newly pilots included lack of


experience, poor attitude, failure of psychometric tests, criminal records, previous discipline

issues and not adequately preparing for interviews. Suggestions for improving newly qualified

pilots’ employability mainly evolved around supporting them to build hours and upskilling them

by supporting them to obtain ratings and relevant experience as required by employers.

Partnerships with feeder airlines and other institutions that employ newly qualified pilots

would also assist with employability. Soft skills such as awareness of dangerous goods, social

skills, communication skills and crew resource management were also mentioned as areas

where newly qualified pilots can be trained as these skills are useful in the workplace. Lower

insurance premiums on newly qualified pilots would also make employers less hesitant to

employ newly qualified pilots.

Asked whether skills or experience were more important in hiring decisions, different answers

were given by respondents, with some giving more weight to one over the other, whereas

others gave them the same weighting.

“In aviation terms, these two are, for a large part, directly proportional. The more experience

one has in doing a task, normally, the better the skill is that you have in that task. However,

logbook hours do not reflect actual or true experience. A pilot can have a logged 200 instrument

approaches, flown on autopilot, giving a lot of experience. That, however, does not imply he/she

has the hands-on skill to fly an instrument approach without the autopilot in poor weather

conditions. As such skill is for me the overriding factor”

No competitive difference was identified between TETA funded pilots and those who pursued

other avenues of funding for their training. This was mainly due to the regulation of standards

and qualifications by the regulator. Competitive differences were rather associated with

different types of learners; their skills, initiative, willingness to learn and following guidance

given to improve their competencies as a pilot.

Perspectives on global movements of pilots were equally varied, however, it is noteworthy that

those who could leave would have to have attained CPL or ATPL level before being able to fly

in a different country. Another consideration for those who were leaving would be that if they

had not secured a job before leaving, they would have to sponsor the conversion of their

licenses to whichever country they wished to move to. Immigration requirements for those

wishing to leave the country without securing jobs were also said to be a potential hindrance.

It was acknowledged that while some experienced pilots were leaving the country for better

opportunities (with the Middle and Far East being said to be the most common destinations),

the shrinkage of SA and SA Express routes meant that there were not necessarily any openings

for newly qualified pilots. This is because remaining pilots were also not leaving their positions

to make way for newer pilots. It was also mentioned, however that there are pilots nearing

retirement age, making it plausible that while there may not be as many vacancies now, this

may change when pilots nearing retirement go into retirement.

Alignment between employment, career path, personal interest/development expectations in

relation to what the intervention offers was said to be limited because funding only supports

learners to obtain their licenses. This was not necessarily enough as without support for hour

building, they would not be employable despite holding licenses which allow them to fly for


remuneration. Alignment between employment, career path, personal interest/development

expectations could be better achieved through a more rigorous selection process and

supporting learners until they become employable. Learners would also benefit from

networking, looking for mentors and being pro-active in their job searches by physically going

to speak to hiring personnel instead of just sending out CVs.

The key informants interviewed highlighted the necessity of funding for pilots, however the

sustainability of the program in its current status was questioned, with calls for a review to

improve outcomes for students.


5.7 Case Study: Captain Eric Mataba

Flight Operations Senior Manager: Flight Operations

In 1980, Capt. Mataba secured a British Council Scholarship to study aeronautical engineering

for five years in the United Kingdom. Deeming that a period too long to study, "I decided to do

flying instead as learning to fly would take a shorter time". With the permission of his sponsor

he opted to pursue a CPL in India for the same cost but achievable in half the time of just two

and a half years. Indian airlines was his first employer where he learned to fly “bigger

aeroplanes’’.

Capt. Mataba went on to gain experience with several employers including the District

Development Fund where he worked to gain hours on an exchange programme from Air

Zimbabwe, British Aerospace, Olympic Airways, Uganda Airlines, SA Airlink and Nationwide To

date, he has logged about 14,000 flying hours. “Flying new types improves your standards,

experience, marketability and most of all your search for greener pastures”. Capt Mataba

currently works for the South African Civil Aviation authority, a role which includes oversight

of airlines and flight operations in general in South Africa. He oversees aircraft and pilots, cadet

programmes, pilots who are going through the system. His responsibilities also include

checking the examiners and instructors for the narrow and wide body jets and flying with them

on the simulators and in the planes. He also gets reviewed by his peers, including the aircraft

manufacturers. They also have a Bursary programme, and they deal a lot with TETA, where

they have a representative.

Capt. Mataba’s experience, as compared to the newly qualified pilots’ employment in SA, … "It

is not so much a problem of the hours…it is a problem of the system in operation- the system

some countries want to use or the system some operators want to use. For example, in

Zimbabwe, we sent people to Oxford to get CPL and having attained the CPL, with only about

250 to 300 hours, we put them on the big planes, they were able to fly the big planes. Most of

them are top instructors for the Emirates, Qatar Airlines and Cathay Pacific. Qantas and Cathy

Pacific have what they call second officers’ program, and CPL pilots may start as second officers

flying the big planes. Another route is that of a third pilot or relief pilots that support the

captains during long haul flights and also checks the instruments, radio work etc. So, it really

depends on the system some government or operator want to use. Sometimes these demands

for long flight hours are just barriers to entry. What would happen if a country does not have

such experienced people, would the planes sit on the ground? Of course, everyone wants an

experienced pilot as they are safer…"

On the aviation industry…South Africa has got a considerable aviation industry the size of

Australian Aviation. About 90 % of companies flying in South Africa and rest of Africa are from

South Africa. The South African Civil Aviation Authority has about 16,000 registered aircraft

and 33,000 licensed personnel…" and if all these companies were to rise and play their part,

there should not be this hunger for pilots to gain hours". Capt. Mataba further indicated that


there is a need for the conscientization of the companies and operators to take up the

challenge of employing newly qualified pilots.

“The industry needs to transform," he said.

On the possibility of one pilot long haul aircraft... “Actually, one pilot can fly a plane. The reason

for two pilots in the cockpit is to mitigate the risk of one pilot being incapacitated. Also, pilots

have to reach many parts of the plane and it is difficult for one pilot to do this. Moreover, having

two captains in one cockpit is more expensive than having one captain and one second officer

in the cockpit. The technology exists to support one pilot in the cockpit... except there is a need

for a fail-safe system."

5.8 Case Study: Colonel (Capt.) Nhlanhla Dube

Flight Instructor and Aviation company owner

One of the highlights of Col. Dube’s career was flying three South African presidents (President

Thabo Mbeki, President Kgalema Motlanthe and President Jacob Zuma) as a South African

Airforce pilot. The road to this achievement began at around age five/six when his father said

to him "Son, one day I want to see you driving aeroplanes,". The fascination with aeroplanes

from that stage grew, to the point where living on the flight path of the Royal Swazi’s daily

return flight from South Africa "The aeroplane became my clock for returning the animals home

after their daily grazing. One afternoon, the aeroplane did not show up, and I was so devastated

that I could not take the flock home. Had my grandfather nor intervened, I wonder what would

have happened to me and the flock".

Col. Dube’s dream of becoming a pilot was realised when he managed to get a UNDP Refugee

scholarship to study for his PPL. With no funds to pursue his CPL after the PPL, he trained as a

controller at Royal Swazi Airlines. Having been raised in exile in Swaziland he later returned to

South Africa where in 1994, when apartheid ended, he managed to get into SAA which then

sponsored his CPL training in Australia. In 1996, he returned and worked for SA airlink for two

years, after which he moved onto SAA, initially working as a second officer flying Boeing 737s

and Airbuses on domestic routes. As he progressed in his career at SAA, Col Dube also joined

the SA Airforce and had an arrangement where he flew for SAA forv10 days, another 10 days

for the Airforce and the next 10 days off. The motivation for joining the Airforce “I wanted to

give back to my country”. Col Dube excelled both at SAA where he became a Captain and, in

the Airforce, where he attained the role of Colonel.

Knowing about funding challenges for aspiring pilot, Col. Dube approached TETA in 2005. He

received funding and has since then trained about 21 pilots who have mostly gone on to follow

career paths as employed pilots.


On his experience with TETA and learner experiences…Due to his involvement with pilot training

and having dealt with TETA, Col. Dube had some insights to share on how TETA could improve

outcomes for the students they fund. “Firstly, TETA does not have a selection process…TETA

funds those students who have been admitted by the flying schools. In some cases, these are

under-qualified candidates with little potential to complete the pilot training programme”. Col.

Dube further stated that" to train a pilot is very expensive. Currently, TETA still disburses R365

000 per student to a flight school and ties the student to the school for two years. Many of these

students fail to complete their Private Pilot License as they live far from the flying schools and

require accommodation transport money to get to the flight school”. The funding was thus

deemed insufficient because schools were conservative in their estimates, resulting in

inadequate funding. Funding also played a factor where some cadets were unnecessarily made

to repeat lessons or were fully charged for lessons they missed due to turning up late for lesson,

even if only by a few minutes. The context given was that because the funding did not include

living costs, the students often had long distances to travel to the flight schools on public

transport. The resulting factor was that in some cases the students would not make lessons

due to challenges getting to their flight school on time despite having left home at a reasonable

time. Including cost of living allowances would allow the students to fully dedicate themselves

to training

On pilot funding…Col Dube indicated that currently, there are only two key funders of pilot

training, National Skills Fund and TETA. Although tuition funding is crucial; where a student has

to fund their own living costs, this would likely affect their progress at school possibly ultimately

determining if they qualify as a pilot or not. In the past, banks provided student loans for pilot

training, this had become harder because they now required collateral which effectively

excluded students from disadvantaged backgrounds whose parents have insufficient collateral.

Pilot training therefore remains out of the reach of many disadvantaged learners.

On pilot employability… When Col. Dube trained with SAA, they only required 300 hours of

flying time which later moved to 1,000 hours and again to the current 2,000 hours with an

additional requirement of having an ATPL. Some of these barriers to employment for newly

qualified pilots are therefore institutional because airlines have the capacity, but no will to train

newly qualified pilots as is done is done in other countries. To ensure pilots meet the

requirements of employers in the current environment, they need to be supported and funded

to a point where they have all the relevant ratings and hours required by employers.


6. Conclusion and recommendations

6.1 Conclusion

The main objective of this tracer study was to identify the current employment status TETA

funded pilot trainees for the period of (NSDS) III (01 April 2011 to 31 March 2017). The findings

of this tracer study are based on the 103 surveys conducted with funded learners as well as

the interviews conducted with some key informants who provided insights from a professional

viewpoint of pilot training and employability of newly qualified pilots.

Interviewed learners and key informants alike acknowledged the importance of availing

funding to aspiring pilots, especially those who would have had no other means to embark on

this career path. Despite the financial intervention, employment and completion levels for

funded learners remain low, meaning that for some of these learners, there is no return on the

investment made to train them.

The following recommendations arise from the findings of the study and provide suggestions

for consideration on how to improve the outcomes for TETA funded pilot trainees.

6.2 Recommendations

Enhance the selection process for funded pilots to include education and expectation

management on the path to becoming an airline transport pilot

Students and key informants alike indicated that learners are often ill prepared and did not

have a realistic expectation of what the path to employability from obtaining a pilot’s license

entailed. The selection criteria could benefit from including a round where prospective

beneficiaries are given more information about pilot training and the path to employability to

enable them to make an informed decision on whether or not they would like to pursue this

career path.

Introduce minimum criteria and continuous assessment of students to ensure that only the

best who are serious retain their funding

Key informants reported that a trend identified from students who failed theoretical tests

multiple times were often ill-equipped for the practical lessons meaning this would take them

longer and cost more for them to obtain their licenses. It is recommended that in collaboration

with flight schools, TETA to introduce policies whereby students lose their funding if they fall

below a predetermined performance level.

Build relationships with a few flying schools and only send TETA learners to those schools

Surveyed students went to about 50 different flying schools, should TETA put in place

mechanisms to follow up on students, tracking students in so many different schools results in

a lot of time being needed for administrative tasks and consolidation, time which could be

better used responding to student queries and supporting them as and where necessary.


Customise and structure sponsorship per student to include hour building until learners at least

have enough hours to make them employable

Hour building is a crucial stage between obtaining a CPL (when a pilot can be remunerated for

flying after obtaining around 220 hours of flying time) to becoming employable (having at least

500 hours of flying time). Funding often does not bridge the gap between obtaining a CPL and

attaining 500 hours of flying time. Almost all CPL license holders surveyed are not employed as

pilots due to inability to self-fund the hours they need to become employable. If less learners

were funded, funds could be diverted to hour building for participants, releasing them from

the program once they become employable.

Consider entering into partnerships with feeder/regional airlines for learners to guarantee

employment for those who successfully complete training

Given the low number of previous learners who are employed as pilots, it would be prudent

for future learners to be assisted with securing jobs to ensure funding is not wasted on people

who then do not go on to utilise their licenses. It may be useful to create incentives for these

potential employers to be involved in training newly qualified license holders. Training on

different types of aircraft will also assist the learners to stand out in their job search.

Partner with airlines to form cadet programs for TETA funded pilots, with a guarantee of

employment subject to meeting required criteria.

TETA graduates are currently neither more nor less competitive than students who have

funded their studies through different avenues and upon completing their CPL/frozen ATPL

simply join the other license holders who are trying to build hours until they can become

employable. From survey results, all learners who have undergone the SAA express cadet

program have had a defined path towards employment and are currently employed as pilots,

whereas those who pursued their studies through private flight schools are mostly

unemployed. The return on investment without a defined career path or at least assistance to

become hours and become employable was questioned by key informants.

Consider making the Instructors Rating and other ratings a compulsory part of training and

partnering with flight schools to employ newly qualified pilots who do not get other

employment opportunities as flight instructors.

Flight instructor jobs were identified as one of the avenues available as career options to newly

qualified pilots. Crucially, working as a flight instructor allows a newly qualified pilot to build

hours until they have enough to enable employers to start considering them for jobs.

Furthermore, more than half of flying schools surveyed indicated that they are willing to hire

newly qualified pilots. Other ratings will also give learners better chances of employment

together with the instructors rating to help them to stand out to employers when applying for

jobs.


Improve communication channels between relevant TETA officials and students, including an

efficient complaints process

Communication with TETA was reported to be substandard, and in some cases nonexistent by

the majority of students. Responses to communications were reported to be either severely

delayed or nonexistent, with phone calls and emails not being responded to. This meant that

when learners needed support, it was not available. An efficient complaints process would be

useful to ensure that students concerns are addressed in a timely manner resulting in minimum

adverse impact to their training progress.

Avoid delays in releasing funding for learners, which in turn will allow students to complete

studies in the recommended timelines.

A delay in releasing funds was mentioned by 35 learners as a reason why they are taking/took

longer than expected to conclude their training. Funds were not always released on time,

which delayed students’ progress. In some cases, students reported that despite receiving the

bursary, funds were never received so they could not even start training. In other cases,

students had to suspend their funding for months at a time due to delays in funds being

released.

Support learners with living costs for the duration of the contract

Learners indicated that the TETA contract forbade them to work while studying and as a result,

many struggled with living costs. Some learners even indicated that they had no other choice

but to take up paid work to meet living costs. In some cases, this impeded the learners progress

in that they had limited time available to focus on flight school as they also needed to raise

money for living costs.

Improve TETA database on learners

Difficulties were experienced in obtaining ID numbers of learners from the requisite period.

The objective of the tracking and tracing programme is to allow evaluation of learner

experiences, a precursor to that is well kept records which allow for ease of tracking and tracing

learners. Incomplete records mean a lower number of students than what is possible can be

contacted, thus hindering comprehensiveness of reported results.

Ensure funded pilots benefit South Africa

In aiming to maximise the return on investment on new pilots, bonding was suggested to

ensure pilots do not leave the country if they are supported to obtain employment as a pilot

in South Africa. Sustainability would be undermined if funded pilots were free to move and

serve other countries.


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Annexure 1: Flight training providers

Flight school 20-29 30-39 40-49 Total

43 Airschool 1 1 0 2

AAA 4 Pilots 0 1 0 1

Aeronav Academy for Flying 2 0 0 2

Africa Aviation Academy, Germiston 1 0 0 1

African College of Aviation 5 4 2 11

Afrika Union Aviation Academy 0 2 0 2

Algoa Flying club 0 1 0 1

Aptrac Aviation 1 0 0 1

Avcon Jet Africa 1 0 0 1

Bird Aviation 0 1 0 1

Blue Chip Flight School 1 3 0 4

Cape town flight training center 0 1 0 1

CDC Aviation 1 0 1 2

Central Flying Academy 2 0 0 2

Cirrus Flight Training 1 0 0 1

Durban Aviation Centre 3 1 0 4

Eagle Flight Academy 0 3 0 3

Elite Aviation Academy 1 1 0 2

Flight Training College George 1 1 0 2

Flight Training Services 7 2 0 9

Flyfofa Aviation Training 1 2 1 4

Johannesburg School of Flying 3 4 0 7

Kishugu Air Training Organisation 2 0 0 2

Lanseria Flight Centre 2 2 0 4

Loutzavia Flight Training Academy 4 1 0 5

Mach 1 Academy 2 0 0 2

Madiba Bay School of Flight 1 0 0 1

Not disclosed 1 1 0 2

Pi Flight Flight Academy 0 1 0 1

Pro Wings Flight School 1 0 0 1

Professional Flight Center 0 1 0 1

Progress Flight Academy 1 0 0 1

SAPS 1 0 0 1

Skyhawk Aviation 0 1 0 1

South African Express 2 0 0 2

South African Flight Training Academy (SAFTA)/Vukani Aviation

7 2 0 9

Stellenbosch Flying Club 0 1 0 1

SunQuest Aviation 3 1 0 4

Superior Pilot Services 4 6 1 11

Ufly 1 0 0 1

Ukundiza Aviation Academy 2 4 0 6

Virginia Flight School 1 1 0 2

Westline Aviation 0 1 0 1

Zero Four Air School 1 0 0 1