Bill Overview
Title: National Center for the Advancement of Aviation Act of 2022
Description: 2 This bill establishes the National Center for the Advancement of Aviation to (1) develop a skilled and robust U.S. aviation and aerospace workforce; (2) serve as a national independent forum to support collaboration and cooperation between aviation and aerospace stakeholders regarding the advancement of the U.S. aviation and aerospace workforce; and (3) serve as a repository for research conducted by institutions of higher education, research institutions, or other stakeholders regarding the aviation and aerospace workforce, or related technical and skill development. The center must perform the following duties improve access to aviation and aerospace education and related skills training to help grow the U.S. aviation and aerospace workforce; support Armed Forces personnel and veterans seeking to transition to a career in civil aviation or an aerospace-related field through outreach, training, apprenticeships, or other means; and amplify and support the research and development efforts conducted as part of the National Aviation Research Plan and work done at the Federal Aviation Administration Technical Centers regarding the aviation and aerospace workforce. Additionally, the center may issue grants to certain entities to create, develop, deliver, or update middle and high school aviation curricula and aviation curricula used at institutions of higher education, secondary educations institutions, or by technical training and vocational schools; support the professional development of educators using the curricula; establish new education programs that teach technical skills used in aviation maintenance; establish scholarships, internships or apprenticeships for individuals pursuing employment in the aviation maintenance industry; support outreach about educational opportunities and careers in the aviation maintenance industry; and support the transition to career in aviation maintenance, including for members of the Armed Forces.
Sponsors: Rep. Carson, Andre [D-IN-7]
Target Audience
Population: People pursuing or involved in aviation and aerospace careers
Estimated Size: 7000000
- The bill establishes a center focused on enhancing the aviation and aerospace workforce in the United States, directly impacting current and future workers in these sectors.
- It aims to develop educational and training programs, which will affect students in high schools, colleges, and technical schools by providing pathways into aviation and aerospace careers.
- The center will issue grants and support opportunities primarily within the U.S. educational system, focusing on curriculum advancements and training in aviation-related fields.
- Veterans and Armed Forces personnel transitioning to civilian roles in aviation will be directly impacted through dedicated outreach, training, and career support programs.
- Educators involved in teaching aviation-related courses will benefit from professional development and support provided by the new programs.
Reasoning
- The budget of $45 million in the first year is relatively modest compared to the size of the U.S. population, particularly since it aims to address the workforce development of a niche sector such as aviation and aerospace. This implies that direct, substantial benefits will likely be more concentrated among those directly involved or wishing to enter the sector.
- A large part of the policy's impact will depend on the distribution of educational resources and training opportunities, alongside the grants for curriculum development and professional training. These are likely to be targeted at educational institutions and organizations with existing aviation programs or those positioned to develop such curricula efficiently.
- The focus on veterans and members of the Armed Forces is also critical since it directs efforts toward supporting their transition into civilian aviation roles, which could be significant for those involved but only indirectly touching broader civilian employment concerns.
- The considerable potential beneficiary scale (estimated population of 8 million) would include educational instructors, students, current and potential aviation workers, and supporting industries. However, the immediate direct financial impact or improved wellbeing from these educational enhancements could be marked as 'low' for many due to the educational and longitudinal nature of the benefits.
Simulated Interviews
Aircraft Maintenance Technician (Seattle, WA)
Age: 34 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 5.0 years
Commonness: 10/20
Statement of Opinion:
- I think this policy is a great way to support the aviation industry. Education and training opportunities seem beneficial for someone like me trying to upskill.
- It sounds like veterans will really benefit, which is great because transitioning from military to civilian roles can be challenging.
- I hope the grants will improve tools and access to new technology training. That would help us a lot on the ground.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 7 | 6 |
| Year 20 | 6 | 5 |
Aviation Student (Houston, TX)
Age: 25 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 3.0 years
Commonness: 8/20
Statement of Opinion:
- This initiative seems like it would open more doors right when I graduate. I'm all for new scholarships and training programs!
- Seeing more emphasis on aviation education could mean fewer hurdles getting into my career, hopefully increasing job placements or internships.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 7 | 6 |
| Year 10 | 6 | 5 |
| Year 20 | 5 | 4 |
High School Teacher (Miami, FL)
Age: 45 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 7.0 years
Commonness: 14/20
Statement of Opinion:
- I'm eager to see how they'll support teachers like me with new curricula and professional development.
- With my husband being a veteran, it's good to know there are systems in place to help transition to civilian work.
- I hope this policy will bring more dynamic career-related education for students who wish to pursue technical skills.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 7 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 8 | 6 |
| Year 10 | 7 | 5 |
| Year 20 | 6 | 4 |
Retired Air Force Pilot (Denver, CO)
Age: 55 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 11/20
Statement of Opinion:
- This policy could be my ticket to transitioning smoothly into a civilian flight instructor role.
- The support for veterans is much needed, and I'm optimistic about how it can help people like me find new paths.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 9 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 7 | 5 |
| Year 20 | 6 | 4 |
Community College Student (Orlando, FL)
Age: 19 | Gender: other
Wellbeing Before Policy: 5
Duration of Impact: 4.0 years
Commonness: 16/20
Statement of Opinion:
- I like that there are grants for technical skills in aviation maintenance; it makes the industry seem more accessible.
- I hope these programs mean more scholarships; tuition is tough on my family.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 7 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 7 | 5 |
| Year 10 | 6 | 4 |
| Year 20 | 5 | 3 |
Senior Airline Manager (Chicago, IL)
Age: 60 | Gender: male
Wellbeing Before Policy: 8
Duration of Impact: 10.0 years
Commonness: 6/20
Statement of Opinion:
- The policy's educational and research initiatives are timely given current technological advancements in aviation.
- I look forward to enhanced collaboration between institutions; this could improve our training programs significantly.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 9 | 8 |
| Year 2 | 9 | 8 |
| Year 3 | 9 | 8 |
| Year 5 | 8 | 8 |
| Year 10 | 8 | 7 |
| Year 20 | 7 | 6 |
Program Manager at a Tech Company (Atlanta, GA)
Age: 29 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 3.0 years
Commonness: 9/20
Statement of Opinion:
- Although I work in tech, my background is in aerospace, so this policy opens possibilities for cross-industry collaboration.
- I'm glad to see a focus on research and development, as well as new avenues for further education.
- However, direct impact on my current role might be low.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 7 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 7 | 6 |
| Year 10 | 6 | 6 |
| Year 20 | 6 | 5 |
College Professor (Boston, MA)
Age: 42 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 6.0 years
Commonness: 12/20
Statement of Opinion:
- I'm encouraged by the potential grants. This could bolster our programs and attract more students into the field.
- Research support will be vital. collaboration with the center could enhance our projects and improve funding prospects.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 7 | 5 |
| Year 20 | 6 | 5 |
Policy Maker (Los Angeles, CA)
Age: 50 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 20.0 years
Commonness: 3/20
Statement of Opinion:
- This policy is in line with other workforce initiatives I've supported; it seems balanced and comprehensive.
- It's hard to gauge immediate benefits without more detailed implementation plans, though it promises long-term gains.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 6 | 5 |
| Year 5 | 6 | 5 |
| Year 10 | 6 | 5 |
| Year 20 | 7 | 5 |
Culinary Student (Phoenix, AZ)
Age: 21 | Gender: male
Wellbeing Before Policy: 4
Duration of Impact: 0.0 years
Commonness: 20/20
Statement of Opinion:
- While I'm not directly involved, this focuses on aviation, which I find exciting.
- If new educational roles open at the airport, that could present unique opportunities I hadn’t considered. Otherwise, little direct impact on my current path.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 4 | 4 |
| Year 2 | 4 | 4 |
| Year 3 | 4 | 4 |
| Year 5 | 4 | 4 |
| Year 10 | 4 | 4 |
| Year 20 | 3 | 3 |
Cost Estimates
Year 1: $45000000 (Low: $40000000, High: $50000000)
Year 2: $47000000 (Low: $42000000, High: $52000000)
Year 3: $48000000 (Low: $43000000, High: $53000000)
Year 5: $50000000 (Low: $45000000, High: $55000000)
Year 10: $55000000 (Low: $50000000, High: $60000000)
Year 100: $65000000 (Low: $60000000, High: $70000000)
Key Considerations
- The effectiveness of the center's initiatives will largely depend on strategic partnerships with industry stakeholders and educational institutions.
- The allocation and oversight of grants will require robust management and auditing systems to ensure funds are used effectively.
- Coordination with existing government programs could enhance or duplicate efforts, potentially affecting overall efficiency and outcomes.