For many, aviation promises high-paying potential. While some traditional four-year colleges do offer training in aviation, many seek it from third-party companies and organizations that offer schooling for less time, less money, or both.

Here are some of the lucrative opportunities in the aviation industry that do not require a traditional degree:

Pilot

Especially since the post-pandemic travel rebound, airlines across the U.S. have dropped their requirement that pilots have college degrees. While some still list that a college education is preferred, pilots are in such high demand that airlines cannot afford to select only those applicants.

This has caused a spike in pilots starting their flight training with schools straight out of high school community college, or another career, as the removal of the higher education barrier represents a significant shift in how airlines preselect their pilots.

To be fair, many colleges and universities still prioritize pilot training as a part of their curriculums. However, these programs are far from the only opportunities to launch a flying career.

Ab initio flight schools, especially those with specialized career programs, have jumped at the opportunity to recruit a wider range of students and instructors, equally ensuring a steady flow of potential flight instructors to ensure proper long-term staffing.

Flight Attendant

Like pilots, flight attendants are often not required to have high school diplomas. A major benefit of becoming a flight attendant is receiving the same ability to travel for work without the same significant up-front investment required for pilots.

Flight attendants, instead of a college degree, are often asked to have experience working in customer service or hospitality careers. This might be an easy requirement for applicants who already have experience in restaurants, country clubs, shops, or even hotels—all common employment opportunities for young students and those just out of school.

Airlines often pay high premiums for applicants with special skills, such as the ability to speak languages besides English (or the native language of the airline’s home country). This allows an airline to fully staff international flights to a wider variety of countries while still providing high quality customer service.

While a college degree is certainly not required to become fluent in another language, and many speak such a language at home, there are those who still become fluent in a new tongue through formal education programs such as high school, college, or a program sponsored by an educational institution.

A&P Mechanic

Of all the other jobs on this list, an A&P mechanic might find the least benefit from a college degree.

Instead of formal education, mechanics instead must complete a training program on how to be a mechanic or finish a certain amount of practical on-the-job training. Mechanics may then go on to work for flight schools, charter companies, or even airlines depending on their level of experience.

Like with pilots, some formal educational institutions, particularly community colleges and aviation-specific universities, do offer degrees in becoming an aviation mechanic. However, many find it easiest to go through an independent curriculum or company training to become a mechanic.

Aircraft Dispatcher

Aviation dispatchers are perhaps the least-visible and least-appreciated members of the aviation community.

Dispatchers are responsible for ensuring the safe completion of flights from pushback to parking. They assist pilots with flight planning, check the weather, follow aircraft midflght to make necessary route changes, and complete administrative tasks such as briefing flight crews and preparing aircraft schedules.

Like mechanics, dispatchers must complete practical on-the-job training in preparation for written, oral, and practical tests. While many airlines prefer candidates with degrees in meteorology, air transportation, or the sciences, other types of experience from across the aviation industry can be just as valuable for hopeful aircraft dispatchers.

Becoming a dispatcher can be especially attractive for those who want to work closely with flight crews without actually flying for an airline. Being a dispatcher often ensures a more stable lifestyle with a consistent home life, as opposed to being on the road multiple times per month.

Ramp Agent

Becoming a ramp agent may be among the coolest aviation jobs out there.

Workers get close-up, hands-on experiences moving, loading, and unloading airplanes. Aircraft fuelers, meanwhile, work similar jobs by selling fuel to major airlines, charter companies, and private aircraft owners.

Many ramp agents work for major airlines in big hubs or for contractors at smaller outstations. Other agents work for FBOs, parking, fueling, and dispatching private jets transiting to and from far-off destinations. This provides the opportunity to work on a variety of aircraft types depending on where, and for which airline, a ramp agent or pilot works.

Ramp agents often see significant growth in the aviation industry. Working the ramp can be a launching point into a career as a pilot or dispatcher and is a great way to earn money while gaining experience handling and moving aircraft, meeting with flight crew, and learning the ins and outs of the aviation industry.

A college education is becoming less important for those interested in a career in aviation. From a basic ramp worker to an airline captain, people without formal postsecondary educations have a number of options and opportunities for advancement.

Even without a college degree, it is still possible to have a fruitful, vibrant career in aviation.

The post Aviation Jobs That Don’t Require a College Degree appeared first on FLYING Magazine.

This is a very welcome development that will do wonders to increase the diversity of our pilot corps, as well as help tear down lingering barriers between our pilot and flight attendant groups, an unfortunate aspect of our company culture. Management apparently agrees: Several years ago they created two accelerated hiring paths to the flight deck for our flight attendants, which has stirred immense interest among our cabin crew. The early participants are now at the qualification level where I’ll be flying with them soon, and I’m really looking forward to it. 

When I encounter anyone who is interested in flying professionally, flight attendant or not, I often suggest that they first go get their private pilot certificate before making any big commitments. Flying, and especially at the professional level, isn’t for everyone. Not everyone will enjoy it, and not everyone is cut out for it. Too many people discover this only after quitting their job and putting a lot of money and time into professional flight training. In my opinion, the time to discover whether a flying career is right for you is during primary training. My airline apparently agrees because it made a private pilot certificate a prerequisite for our basic flight-attendant-to-flight-deck hiring path (the advanced path requires a commercial certificate).

Similarly, I often suggest that those who are interested in taking primary flight lessons first go on a discovery flight, or introductory flight lesson, to make sure it’s right for them. Or better yet,  go on several discovery flights with multiple flight schools and instructors to gauge which is right for them. Most FBOs and flight schools offer 30-minute introductory lessons at a somewhat discounted rate, sometimes via a Groupon coupon. This has traditionally been intended to give the prospective learner a somewhat rosy picture of what piloting a small airplane is like, a quick hit of the good stuff to ‘get ‘’em hooked’ with none of the messy side effects. I have always thought, however, that students, instructors, and schools are better served by giving prospective aviators a realistic look at what learning to fly is like—and that they should treat the experience as an extended interview of a prospective instructor and flight school.

There is no standard format for a discovery flight. Every school, and in many cases each instructor, does it differently. Some conduct a preflight briefing; others do not. Some walk the student slowly through the preflight inspection; other instructors do it quickly themselves and get the student in the air ASAP. Some give the student significant instruction; others barely let the student touch the controls. Sometimes it varies based on the time available or by just how deeply a particular discovery flight (and perhaps instructor fee) has been discounted. When I was instructing, I knew a few CFIs who openly talked about discovery flights being a rare chance to manipulate the controls themselves for almost an entire flight. Based on recent conversations with discovery flight recipients, this still seems to be a common mindset. That’s a pity.

• READ MORE: That First Flight

I’m no longer an active flight instructor, but I make a regular point of taking nonpilots flying in my Stinson 108.  Whenever they show the slightest interest in learning to fly, I conduct their flight in the same fashion as the introductory flight lesson I was afforded at age 13, and the way I tried to perform discovery flights when I was an active CFI. This includes a ground briefing to explain what we’ll be doing, what they should watch out for, and what they can expect to learn and accomplish. Then I’ll spend a good 15 minutes talking them through the preflight inspection, getting their hands on fuel sumps, brake calipers, the oil dipstick, and cowling fasteners. Finally, we go flying for 30 to 60 minutes. I have them follow me on the controls during takeoff, then I level off and trim out and get right into the business of teaching the basics of aircraft control. This includes coordinated turns, which can be tricky in my Stinson, but everyone seems to get it after a few minutes. I fly a circular course, so we can get back home quickly if the student starts looking green. Every 10 minutes or so, I take the controls to show a scenic point of interest, giving the student a short break in concentration and an example to emulate. Our loop always ends over bustling Lake Union, for a spectacular view of downtown Seattle with the majestic backdrop of Mount Rainier.

I understand this is an idealized introductory flight lesson, one given at my leisure during ample free time, and not necessarily always realistic given the demands of instructor and training fleet scheduling. Not to mention the economic considerations of offering a discovery flight cheap enough to attract casual punters. For this reason, if you’re a prospective student, I would avoid those cheap, advertised 20-to-30-minute discovery flights, which are likely to involve little instruction and  insight into your prospective school or instructor. Instead, I would request a two-hour block of instructor time with a full 45 minutes of flight time. This will give you the opportunity to make a thorough evaluation.

When you show up 15 minutes before your scheduled start time, how is the atmosphere of the place? Harried and chaotic or organized and calm? Does somebody greet you promptly and appear to know what you’re there for? Your instructor may well be finishing a lesson with another student. How do they handle the transition? Is there a quiet briefing area, and do you notice other instructors briefing their students before their flights? Does your instructor explain what you’re going to do without resorting to jargon you don’t know? When you go out to the airplane, does your instructor seem rushed? Do they teach you the preflight or at least talk through what they’re looking at? Is the airplane beat up with apparently inoperative equipment?

While the instructor is taxiing out and taking off, do they explain what they’re doing? After takeoff, how soon do they give you control, and how do they handle the transition to active instruction? Rest assured, your aircraft control will be pretty rough at first, possibly enough to make most pilots squirm with unease. How does your instructor react? This is an excellent chance to gauge their patience. Are they paying attention to what you’re doing and how you’re doing it? Are they adjusting their instruction when you don’t understand something? Do they seem in a hurry to take the controls or to return to base? After the flight, do they give you a debriefing and a chance to ask questions? I’d suggest a frank discussion about the instructor’s experience, their students’ check ride pass rate, their career goals going forward, and the chances of them sticking around the flight school during your planned time frame for primary training.

Let’s say you do three of these introductory lessons at three flight schools with three instructors. At the end, you should have about 2.3 hours logged (which certainly counts towards PPL requirements), be getting pretty good at basic aircraft control, and have a good idea of the differences between flight schools and instructors. Hopefully, you’ve found one that you mesh with well. When you consider the considerable cost of ineffective instruction or having to switch schools or instructors midstream, I’d say these 2.3 hours of discovery flights should be money well spent.

The post Voyages of Discovery Can Be Money Well Spent appeared first on FLYING Magazine.