Up and away: Drones set to shape the future
When Shado Mashegoane (28), a simulator support officer at the
Air Traffic and Navigation Services (ATNS) Aviation Training Academy, attended the ATNS AVI Afrique Innovation Summit in 2019, little did she realise that a whole new career interest awaited her.
The summit introduced her to drone technology and inspired her to become an enthusiastic drone aviation professional. Her interest in the subject resulted in her pursuing a remote pilot licence (RPL) – the first step towards building background-level proficiency in remotely piloted aircraft systems (RPAS) operations, a journey she describes as ‘exciting and uncertain.’
“The first thing I did was to network with professionals who were already in the industry. From there, I was determined to gain the appropriate knowledge and experience to become a drone aviation professional,” says Mashegoane.
During her training, she acquired a good understanding of the drone sector.
“Young people have an excellent opportunity to become part of this ama ing industry as government is collaborating with business entities to fund RPLs for youth,” she says.
Drone technology education
Mashegoane feels that teaching drone technology, coding and design processes in schools will encourage young people to be innovative and acquire entrepreneurial skills.
“Although Africa has a young population, we are faced with the sad reality of youth who are unable to find employment and/or pursue further education and training. Drone education technology can empower young people and create pathways towards solving some of the socio-economic challenges of our generation. The future has arrived, and drone aviation is such a transformative resource. It can help improve accessibility to career opportunities in the aerospace industry and beyond,” she believes.
While she practises drone piloting in her spare time, Mashegoane says obtaining the licence has been an
excellent career investment for her as a simulator support officer.
“Simulator training offers limited exposure to aviation safety and the human-factor aspects of flying aircraft. Through flying drones, I have learnt to operate remotely piloted aircraft in a manner that does not pose a danger to other aircraft. I have also noticed how important it is for an aircraft to be operated safely within all limitations.
“Secondly, as a drone pilot, one must engage with technical information to safely operate, maintain and repair drones for flight. For this reason, each flight is crucial. I have gained enhanced technical knowledge about flight planning and processing,” she says.
Career insights
Mashegoane, whose wish is to become a drone instructor, explains that drone pilots can work in various industries, such as agriculture, security, search and rescue, construction, mining, marketing and sales, journalism and filmmaking.
“I am focused on obtaining an RPAS Instructor Rating. I also wish to improve youth access to drone-service training. There are currently three categories of dronerelated jobs: licensed drone pilot, drone engineer and industry business,” says Mashegoane.
She explains that drone pilots work in both traditional and emerging industries and believes that drones can contribute to economic development as they can be used for monitoring, inspection or data collection, photography, recreation and logistics.
As a simulator support officer, Mashegoane’s job involves giving air traffic controllers (ATC) training and development opportunities.
“To provide the most realistic training experience possible, a few of us take on the role of the ‘pilot’ on the other end of the controllers’ headsets. In the simulator, as a pilot would, we converse with ATC trainees, request clearances from air traffic control and translate their directions into orders that we input into the simulator, which in turn converts instructions from ATC trainees into commands that effect the movement of aircraft as seen on the simulator screen,” explains Mashegoane.
Career plans
Mashegoane, who grew up in Sebokeng, Gauteng, says she wants to ultimately become a RPAS instructional designer.
“As the industry continues to gain more momentum, the ability to provide expertise in such a niche industry will be essential towards maintaining sustainable curricula in our institutions of learning,” she adds.
She urges government to ensure that education equips the youth for the increasingly changing world of employment.
“Our education system needs to be resourced and skilled to align the youth with rapidly emerging employment trends by continuously reviewing and adapting our curricula. There should be greater investment and increased channels for access to support for young people’s transition from education to employment or self-employment,” concludes Mashegoane.
The young pilot holds various qualifications, including a Bachelor of Science degree from the University of the Witwatersrand, a Bachelor of Commerce (Honours) in Industrial and Organisational Psychology from UNISA, and a multi-rotor remote pilot licence.