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ational Manpower
and Training Needs
Revised 1974
Bulletin 1824
U.S. DEPARTMENT OF LABOR
Bureau of Labor Statistics
1974
Occupational Manpower
and Training Needs
Revised 1974
Bulletin 1824
Information for Vocational Counseling
and Planning for Occupational Training
U. S. DEPARTMENT OF LABOR
Peter J. Brennan, Secretary
BUREAU OF LABOR STATISTICS
Julius Shiskin, Commissioner
1974
☆ U .S . GOVERNMENT PRINTING OFFICE : 1974
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Make checks payable to Superintendent of Documents.
Preface
This bulletin presents both general and detailed information on the relationship between
occupational manpower requirements and training needs. It is a revision and updating of BLS
Bulletin 1701 of the same title. This bulletin was prepared as part of the Bureau of Labor Statistics
program for preparing and disseminating projections of the economy to 1985 and information on
the manpower implications of these projections. Other Bureau publications presenting information
on 1985 projections include the Occupational Outlook Handbook, Bulletin 1785; The U.S.
Economy in 1985, Bulletin 1809; and The Structure o f the U.S. Economy in 1980 and 1985,
Bulletin 1831 (in process).
Information needed to plan education and training programs and for vocational guidance
includes projections of occupational requirements and information on occupational training.
Chapter 1 of this bulletin discusses how occupational projections and training data can be used for
planning and counseling. Chapter 2 presents an overview of occupational projections, and Chapter 3
provides information from a variety of sources on the status of occupational training. Chapter 4
gives detailed information on how workers in specific occupations obtain training, along with
projections of requirements for each of these occupations and statistics on training programs to the
extent that they are available.
This bulletin was prepared in the Division of Manpower and Occupational Outlook of the Bureau
of Labor Statistics under the general direction of Neal H. Rosenthal. Gerard C. Smith supervised the
preparation of the bulletin. Harold Blitz, Elizabeth Bullivant, Stephen Ginther, Linda Jarett,
Katherine Naughton, H. James Neary, Joan Slowitsky, and Darrel P. Wash contributed to the
collection, preparation, and analysis of the data.
m
Contents
Chapter 1.
Chapter 2.
Chapter 3.
Chapter 4.
Page
Using occupational projections and training data for planning and counseling .................................. 1
Data on projections.........................................................................................................................
1
Data on training ............................................................................................................................. 3
Illustrations of ways information may be u s e d ....................... ' ................................................... 4
Occupational p ro je c tio n s..........................................................................................................................
7
Factors affecting occupational employment ............................................................................... 7
Changing occupational structure ..............................................................................
7
Growth trends in major g r o u p s ......................
10
Net occupational o p e n in g s .......................................
13
The status of occupational tr a in in g .............................................................................................................15
Vocational e d u c a tio n ..........................................................................................................................15
Apprenticeship p ro g ra m s................................................................................................................... 17
Employer training ............................................................................................................................. 18
Armed Forces training ...................................................................................................................... 19
Federal manpower p ro g r a m s ............................................................................................................ 20
Home study courses ......................................................................................................................... 21
Community and junior colleges.........................................................................................................22
College and university tr a i n i n g ......................................................................................................... 23
Relating training to occupational n e e d s .......................................................................................................25
The outlook for college graduates......................................................................................................25
Industrial production and related occupations.............................
28
Foundry occupations................................................................................................................28
Machining o cc u p atio n s............................................................................................................ 28
Printing (graphic arts) o cc u p atio n s.........................................................................................29
Other industrial production and related o ccu p atio n s........................................................... 30
Office o c c u p a tio n s.............................................................................................................................33
Clerical occupations ................................................................................................................33
Computer and related o cc u p atio n s.........................................................................................36
Banking o cc u p a tio n s................................................................................................................36
Insurance occupations ............................................................................................................ 37
Administrative and related occupations ............................................................................... 37
Service occupations.............................................................................................................................38
Cleaning and related occupations............................................................................................ 38 '
Food service occupations......................................................................................................... 39
Personal service o c c u p a tio n s.................................................................................................. 40
Private household service occupations ..................................................................................40
Protective and related service o c c u p a tio n s ........................................................................... 41
Other service occupations ......................................................................................................42
Education and related o cc u p atio n s...................
42
Teaching occupations ............................................................................................................ 42
Library occupations ................................................................................................................43
Sales o ccupations................................................................................................................................44
Construction occupations ............................................................................................................... 46
Occupations in transportation activities ........................................................................................ 49
Air transportation occupations...............................................................................................49
Merchant marine occupations ............................................................................................... 51
Railroad occupations............................................................................................................... 51
Driving occupations ............................................................................................................... 52
Contents— Continued
Page
54
Scientific and technical occupations ..........................................
Conservation occupations .............................................................................
54
Engineers . . . . .......................................................................................................................54
Environmental s c ie n tis ts ..........................................................................................................55
Life science o c c u p a tio n s..........................................................................................................55
Mathematics occupations..........................................................................................................57
Physical scientists ................................................................................................................... 57
Technician occupations ......................................................................................................... 5g
Mechanics and re p airm en ................................................................................................................... 60
Telephone craft o c c u p a tio n s...................................................................................................60
Other mechanics and repairmen ............................................................................................ 60
Health o cc u p atio n s.............................................................................................................................64
Dental occupations................................................................................................................... 64
Medical p ra ctitio n ers................................................................................................................65
Medical technician, technologist, and assistant occupations .............................................. 67
Nursing occupations ................................................................................................................68
Therapy and rehabilitation occupations ...............................................................................69
Other health occupations......................................................................................................... 70
Social scien tists................................................................................................................................... 71
Social service occupations ..........................................
72
Counseling occupations .........................................................................................................72
Clergymen ................................................................................................................................73
Other social service occupations ............................................................................................73
Art, design, and communications-related occupations
................................................................74
Design occupations
................................................................................................................74
Communications-related o c c u p a tio n s.................................................................... . . . 76
Charts:
1.
2.
Through the mid-1980’s employment growth will vary widely among occupations ........................ 8
Employment is expected to continue to shift toward white-collar o c c u p a tio n s .................................. 9
1.
2.
Average job outlook information for the United States and Georgia, 1973-80 ................................ 6
Average annual rates of employment change, by major occupational group, 1960-72 and
projected for 1972-85 ........................................................................................................................ 10
Employment Dy major occupational group, 1960,1972, and projected for 1980 and 1985 . . .
11
Projected requirements and job openings for major occupational groups, 1972-85
.................... 14
Examples of curriculums offering training for specific o c c u p a tio n s................................................ 16
Enrollments in vocational education, by level, fiscal year 1972
............................ ........................ 16
Enrollments in vocational education, by program, fiscal year 1972 ............................ ....
17
Training status of registered apprentices in all trades, 1960-72 ........................................................ 18
Projected supply of college graduates, 1972-85
26
Projected requirements for college graduates, 1972-85
26
Average annual number of earned degrees, 1962-72 and projected for selected periods, 1972-85 . 26
Tables:
3.
4.
5.
6.
7.
8.
9.
10.
11.
Appendixes:
A.
Methods and assumptions for projections of manpower requirem ents................................................. 77
B.
Detailed occupational p ro je c tio n s .............................................................................................................79
C.
Detailed training s ta tis tic s .......................................................................................................................... 8g
D.
State employment security a g e n c ie s........................................................................................................108
Chapter 1. Using Occupational Projections and Training
Data for Planning and Counseling
Planning occupational training programs and
counseling young persons to help them make good
career decisions are difficult yet extremely important
tasks. There is a bewildering array of occupations in the
United States economy; more than 13,000 are defined
by the Dictionary o f Occupational Titles published by
the U.S. Department of Labor. These thousands of
occupations range from simple jobs that can be learned
in just a few hours or days to occupations that require
several years of specialized preparation.
Occupational projections and training data are key
elements in both vocational counseling and planning
education and training programs. Although many indi
viduals make wise career choices based on substantial
information, others receive little or no guidance and fall
into jobs by chance. Some are successful, but others are
not because of misinformation or lack of information. In
turn, individuals planning training and education pro
grams often do not have sufficient occupational informa
tion to plan wisely. As a result, vocational schools may
prepare graduates who cannot find jobs in their field of
study while shortages exist for workers in other fields.
Projections of manpower needs serve many other
purposes as well. In major legislation on training and
education, Congress has explicitly indicated that training
programs financed by the government should be based
on assessments of future manpower needs. In addition,
projections may be used to alert government and other
interested parties to potential imbalances in manpower
supply and demand; to help choose between alternative
policies; to assist in administering specific government
programs; to provide information necessary for develop
ing other types of projections; and to encourage an
informed and responsible public concern for manpower
problems, l
Information in this bulletin serves all of these
purposes. Other Bureau publications, however, focus on
some uses more sharply. For example, the Occupational
Outlook Handbook, which draws on the same body of
research, focuses on providing information for use in
vocational guidance.
Data in this bulletin reflect the national situation.
However, most educational and training planning is done
To meet the needs of planners and counselors, this
bulletin brings together information on future man-
I These specific uses of manpower projections are discussed in
fuller detail in Manpower Projections: An Appraisal and a Plan
o f Action (U.S. Department of Labor, Manpower Administra
tion, August 1967) pp. 22-25.
^Bulletin 1606, Vol. I (Bureau of Labor Statistics, 1969).
This 4-volume publication and its supplements present national
manpower information and methods of using this information to
develop State and local area manpower projections.
locally. Methods used to convert BLS national man
power projections to local needs are presented in
Tomorrow's Manpower Needs.I2 Training data and their
analysis may be more complete at the local level than at
the national level because of the greater availability of
such data locally from private schools, community
colleges, public training programs, and individual firms.
The Bureau of Labor Statistics (BLS), in cooperation
with the Manpower Administration (MA) and the
individual State employment security agencies, is con
ducting two programs designed to develop occupational
employment projections for State and local areas for use
in manpower and educational planning. The primary
program, the National-State Industry-Occupational
Matrix System, is designed to provide all States and the
District of Columbia with a data base that is consistent
in concept and format with national data used by the
Bureau of Labor Statistics. Methodological techniques
and technical assistance on the use of this data base will
be provided to States to develop State and local area
projections. The data base consists of an industryoccupational matrix and death and retirement rates. This
system will allow for the development of projections for
about 400 occupations and 200 industries covering the
entire economy.
Since the projections based on the National-State
Industry-Occupational Matrix System will not be avail
able in time for fiscal year 1975 manpower planning,
BLS, MA, and the State employment security agencies
are conducting the Interim Area Manpower Occupation
al Projections Project. This project will provide employ
ment projections to 1980 for each State and Standard
Metropolitan Statistical Area (SMSA) having a population
of more than 250,000. Information on the progress in
individual States can be obtained from the State agencies
listed in appendix D of this bulletin or from the regional
offices of the Bureau of Labor Statistics.
Data on projections
power requirements for 240 occupations. These 240
occupations are projected to comprise about 70 million
workers in 1985 and account for approximately twothirds of all workers expected to be in the civilian labor
force at that time. These occupations are most often
those for which considerable training is often required or
desirable. For example, the projections account for
almost all professional and technical workers and sales
workers, 90 percent of craft workers, and 70 percent of
clerical workers.
The underlying assumptions as well as methods of
developing the 1985 occupational projections are detail
ed in appendix A of this publication. Some assumptions
are quantitative, for example, the unemployment rate,
the level of the Armed Forces, fertility rates, population
levels, and labor force participation rates. Other assump
tions are of a qualitative nature, such as those concern
ing the international political climate; the institutional
framework of the American economy; economic, social,
technological, and scientific trends; and fiscal and
monetary policies of government. The projections also
assume that major problems such as the energy shortage
will be solved and therefore will have only a marginal
effect on long-term growth.
It also should be noted that the projections contained
in this bulletin were completed prior to the oil embargo
and resulting petroleum shortage. A major element in
these projections was the use of estimates from the
Department of Interior which assumed that the increas
ing shortfall of domestic energy supply relative to
demand through 1985 would be met largely by substan
tial increases in imports of crude oil and petroleum
products. In light of the embargo and the need to
minimize U.S. dependence on imports, various programs
along the lines of “Project Independence” are now under
active consideration. Such programs to increase U.S.
self-sufficiency in meeting domestic energy requirements
obviously would have a substantial impact on con
sumers, government, and business demand for a whole
variety of goods and services. Such changes would, in
turn, affect relative growth of industry output, employ
ment, and occupational requirements. The Bureau of
Labor Statistics has, therefore, started a major research
effort to develop comprehensive sets of alternative
projections to those published in this bulletin, which
would explore the demand, output, and manpower
implications of various strategies for reducing energy
demand, expanding domestic energy supply, and mini
mizing reliance on energy imports. The results of this
work will be made available as soon as the study is
completed.
Data on projections are summarized in tabular form
in appendix B. The table includes data on 1972
estimates of employment, projected 1985 requirements,
the percent change from 1972 to 1985, and average
annual openings in the period 1972-85 resulting from
growth of the occupation and from replacement needs
for workers who leave the labor force. Where applicable,
each occupation is identified by a vocational education
code and/or a code used in the Higher Education
General Infonnation Survey (HEGIS code). In the
discussion of training needs and openings for each
occupation in chapter 4, the same data in appendix B are
presented for each occupation.
The accuracy o f projections. In using occupational
projections for planning and counseling, many questions
arise. One frequently asked is how accurately these
projections anticipate future trends. Many unforeseen
changes may occur as individuals adapt to occupations
for which they have not been trained when supplydemand conditions indicate such action, and employers
adapt their capital and manpower utilization patterns to
avoid problems that stem from shortages of workers in
certain occupations.
The ability of workers and employers to adapt to
changing patterns of occupational manpower require
ments is, however, not sufficient reason to ignore the
importance of manpower information for either plan
ning or vocational counseling. The market for workers,
despite many successful adjustments to changing require
ments, does not work perfectly. During past periods,
health officials have complained of shortages of physi
cians and nurses; consumers have called for more and
better trained automobile mechanics and repairmen; and
industry has at times needed more scientists and
engineers than were available, while at other times more
than sufficient numbers were available. In the early
1970’s the market for elementary and secondary school
teachers shifted from the shortage conditions of the
1960’s to a surplus. Perhaps forethought and better
planning could have avoided many individual hardships
and proven to be more productive for the Nation.
Because of the variety of assumptions and judgments
that underlie virtually all occupational projections, it is
not possible to have assurance that a particular set of
projections will turn out to be an accurate prediction of
the future. One cannot predict, for example, the actual
effect that the fuel shortages in evidence in early 1974
will have on long-term manpower needs for specific
occupations such as gasoline service station attendants,
airplane pilots, truckdrivers, and geologists. Nevertheless,
the BLS has developed projections for use in guidance
and planning within the context of certain assumptions
including those concerning energy resources. Users of
occupational projections must always be aware of these
underlying assumptions.
The accuracy and detail required of projections vary
depending on the specific purpose for which they are to
be used. For example, projections that are to be used for
vocational counseling may require a degree of accuracy
far less precise than those to be used for specific
planning of training programs.
Evaluations of BLS projections have tended to show
that they have been reasonably accurate in the majority
of cases. One evaluation of BLS occupational projections
presented before the Interstate Conference on Labor
Statistics in 19633 drew the following conclusions: For
108 occupations for which employment statistics were
available (1950 and 1960), 75 of the projections made
were considered accurate. In 24 cases the actual employ
ment change was substantially different from the projec
tions but still in the right direction, that is, when
above-average growth was projected, actual growth was
rapid. In only 9 cases did actual employment move in
the opposite direction from the projections. In two
other cases the occupation declined or failed to grow
when no growth or a decline was predicted.
Another evaluation came to similar conclusions.4
According to the study, “the projections appear to have
turned out reasonably well; not only were trends almost
always in the right direction, but the projected growth
rates were generally close to the mark.” The study
pointed out, however, that the record is imperfect and
identified some misses. For example, the projections
understated GNP and overstated population. These
somewhat faulty assumptions affected occupational
projections only slightly; for major occupational groups
the projections were in the correct direction and, in
most cases, varied little in rate of change from current
estimates of employment. An assessment of detailed
occupations was not included in the analysis.
Current efforts to evaluate BLS projections again
indicate that, for the great majority of occupations, the
projections are correct in their expectations of the
direction of change." Occupations incorrectly projected
almost always were either those for which employment
data were sketchy or those for which the employment
trend changed' direction. Because changes in direction
are frequently caused by changes in consumer prefer
ences, such as the popularity of longer hair for men,
which resulted in a decline in employment of barbers,
anticipating such shifts in employment trends is obvious3Harold Goldstein, An Evaluation o f Experience in LongTerm Projections o f Employment by Occupation, presented
before the 21st Interstate Conference on Labor Statistics, San
Francisco, June 27, 1963.
4 Sol Swerdloff, “How Good Were Manpower Projections for
the 1960’s?” Monthly Labor Review, November 1969, pp.
17-22.
ly difficult. To reduce the probability for error inherent
in making the assumptions on which the projections are
based, BLS revises its projections approximately every 2
years. Only the most recent projections should be used
for planning and counseling.
Since the projections being evaluated were made,
more detailed occupational employment data have be
come available with the addition of new occupations to
the census and the inception of new government and
private surveys. These efforts should improve the accu
racy of future projections.
An important point to be gained from the evaluations
is that the projections tend to be conservatively biased.
This means that the expected rate of increase for
growing occupations is more often understated than
overstated, and job opportunities will more often be
better than expected rather than worse.
The above findings point out that projections, even if
imperfect, can be very valuable in both planning for
training programs and in counseling activities because
they indicate areas where the expansion or contraction
of training activities are most likely to be useful. Users
should keep in mind, however, that the projections in
this report are stated categorically—that is, x occupation
will grow by y percent between 1972 and 1985; annual
average job openings are expected to equal z. These
statements are an attempt to present the Bureau’s
projections in a form most useful to planners and
counselors. They represent the Bureau’s best judgment,
but are dependent on the realization of the assumptions
on which the projections are based.
Data on training
Estimates of future manpower requirements consti
tute only part of the data needed to evaluate the
adequacy of education and training programs. Informa
tion also is needed on training. By comparing the
approximate number of newly trained workers needed
annually and the present output of the various training
programs, training efforts can be appraised and expand
ed or contracted. Vocational counselors can also use
these data to assess the outlook for occupations.
Knowledge of the different ways people can train for
occupations, however, does not provide the information
needed for supply-demand analysis or for assessment of
the adequacy of vocational education and training
programs. Data are needed on the number of individuals
completing each type of training, the proportion of
those completing training who enter the occupation, and
the value employers place on the skill-level of workers
who enter through each route.
For each of the occupations for which projections are
presented, an attempt was made to compile statistics on
training. During this research, the Bureau has found that
gaps in training statistics are the most severe restriction
on the analysis of occupational supply. Not only are
there significant gaps in data but there are many
problems involving data comparability. For example, the
level of training for a specific occupation may differ
among sources of training: some training may be lengthy
and theoretical, whereas other training may be short and
emphasize practical skills. Some training prepares stu
dents for the most basic of entry levels, while other
programs are designed so that a person can enter the
labor force at the professional level. Information on the
status of occupational training and an assessment of data
availability for a variety of training sources are presented
in chapter 3. Appendix C summarizes in tabular form all
available statistics on occupations for which information +
on projections is presented in appendix B. Included are
data for junior colleges, MDTA programs, the Job Corps,
vocational education (both secondary and post secon
dary), apprenticeships, college bachelor’s, master’s, and
Ph.D. programs, and first professional degrees.
Illustrations of ways information may be used
This section illustrates ways that data on occupation
al projections and training statistics may be used in
vocational guidance and planning education and training
programs. The illustrations are organized under two
headings:
1. Statistical analysis
2. Relating occupational projections to training
data.
To use the data properly, one needs a clear under
standing of what the specific projections represent.
Estimates of demand or requirements in 1985 represent
the number of workers who will be required to produce
the amount of goods and services implied in the Bureau’s
model of the economy for that year. Estimates of annual
openings represent estimates of jobs that will open
because of growth in the occupation and to replace
workers who die, retire, or leave the labor force for
other reasons. Workers who transfer from one occupa
tion to another are not included in the estimates of job
openings in this bulletin because of the lack of informa
tion upon which to base such estimates.
Supply estimates, where they are presented, represent
the numbers of workers who may enter a particular
occupation if past trends of entry to the occupation
were to continue. These estimates are developed inde
pendently of the demand estimates. Thus, supply and
demand in this bulletin are not discussed in the usual
economic sense in which wages play a major role in
equating supply and demand. Rather, the projections are
developed so that planning officials can evaluate what
current trends in supply imply for future supply-demand
conditions and if needed action can be taken to avert
shortage or surplus situations.
Statistical analysis. Ranking occupations by size of
occupation, job openings, growth rates, or other mea
sures can be a useful device for some planning purposes.
A planner concerned with developing curricula for
vocational education programs, for example, may be
concerned with finding occupations that are expected to
have many job opportunities. A ranking of occupations
by estimated annual job openings is a useful statistical
tool for this purpose. Extending the rankings to cover
additional factors such as size of employment and
projected growth rates in specific occupations provides
information that can be compared to total employment
or expected average growth rates for all workers. An
advantage of working with ranked data is that they can
be presented in graphic form that can be readily
understood by those who are not statistically inclined.
An analyst or counselor also may want to rearrange
the data in Appendix table B to a form better suited to
his specific purposes. If, for example, an analyst is
specifically interested in apprenticable occupations, he
or she may note that these occupations fall in the
construction crafts, mechanics and repairmen, and in
dustrial production groups. Similarly, jobs can be group
ed to indicate those for which college or university,
junior college, or other types of training are required or
helpful. Appendix table B provides vocational education
and higher education codes along with occupational
titles to aid individuals in selecting occupations with the
desired specifications.
Relating occupational projections to training data. The
data on projected annual job openings for specific
occupations can be used in conjunction with available
training data to provide information for planning and
counseling. Analysis of the data, however, should be
tailored for the specific occupation under consideration.
Conclusions drawn from the data depend on factors such
as training paths, sources of occupational entry, and the
necessity for specific kinds of training. For example, the
analysis and conclusions derived for an occupation for
which 4 years of specialized college training are generally
required and preferred, but in which entrants came from
a variety of other sources, will be much different than
that for an occupation in which formal vocational
training is recommended but not required. For occupa
tions that do not require formal training, still other
conclusions will be appropriate.
National occupational projections and training data
have been used in a variety of ways for planning and
counseling purposes. The following illustrates how data
have been used (1) to compare national occupational
requirements with national data on degrees conferred by
State colleges and universities, (2) to develop manpower
inputs to a State university planning and budgeting
system, and (3) to develop county-level projections for
guidance and planning. Many other uses of national
manpower data have been developed for subnational
levels. Many of these utilize State and local area data
developed by State employment security agencies. The
list in appendix D presents addresses of State research
and statistical agencies that may have developed occupa
tional projections, supply and demand studies, and
methods of analysis.
Occupational data from the 1971 edition of Occupa
tional Manpower and Training Needs, BLS Bulletin
1701, were related to data on degrees conferred in
different instructional categories by State colleges and
universities in 1968-69.5 The analysis concluded that
the fields of greatest emphasis in State colleges and
universities are generally in occupational areas of lowest
growth potential in the decade of the 1970’s. The data
indicated, for example, that three broad fields—humani
ties, education, and fine arts—accounted for nearly half
of the degrees conferred by State colleges and univer
sities while growth in occupational areas associated with
these fields was projected to be below the median for all
occupations used in the analysis. Conversely, in the areas
of city planning, engineering, and health a small propor
tion of bachelor’s degrees (4.3 percent) were conferred
by State colleges and universities while occupational
projections indicated growth rates above the median.
The analysis also pointed to fields such as social science,
architecture, and business and commerce where high
supply and demand indicate prospective balances, and
other fields such as forestry, home economics, library
science, and trades and industry curriculums where low
supply and low demand also indicate balanced situ
ations.
A study by the University of Georgia6, presents an
integration of occupational requirements data for the
State and the Nation. The report relates the projected
output of graduates by field to projected manpower
5Frank Farner, Analysis o f Employment Trends in Relation
to the Degree Production o f State Colleges and Universities
(Washington, D.C.: American Association of State Colleges and
Universities, October 1971.)
6Manpower Requirements R eport to 1980: Jobs for Univer
sity o f Georgia Graduates in Georgia and the Nation (Athens,
Ga., University of Georgia, Office of Program Planning and
Analysis, January 1973).
requirements in related fields for both the State and the
Nation. The information was used for planning specific
instructional programs at the University of Georgia.
The study used 64 occupations for which a college
degree is required or helpful. The selections were based
on information published by the Bureau of Labor
Statistics in the Occupational Outlook Quarterly article,
“Toward Matching Personal and Job Characteristics.” 7
These 64 occupational titles and data were compared
with similar occupational data for the State of Georgia
and provided a basis for national and State comparisons.
The data are classified to show relationships in national
and State occupational projections and university gradu
ate projections. Table 1, reproduced from the Georgia
study, shows, for example, that opportunities for ac
countants and statisticians are good or very good in both
the United States as a whole and in Georgia. On the
other hand, the outlook for teachers is considered
difficult in the Nation as a whole, but fair in Georgia.
Other tabulations in the study show such relationships as
Georgia occupational openings as a percent of national
openings, the outlook for occupations in Georgia and
the Nation, and estimated jobs per graduate in Georgia
and the Nation. Tabulations of the data are considered
by the authors to be useful for university program
planning and budgeting, for counseling students, and for
planning at the department and school level.
In Ventura County, California, a great deal of work
has been done on a Manpower Projection Model Sys
tem8 to develop projections of manpower needs by
occupation for the county. The system developed
methodology and practical linkages to national and State
manpower projections prepared by BLS and the State
employment service. By using local (Ventura County
Standard Metropolitan Statistical Area) employment
data and occupational ratios and methods from the
National Industry-Occupational Matrix developed by
BLS, local projections were developed.
The results of the Ventura County project produced a
first approximation of what the SMSA can anticipate if
it follows national trends in industries and occupations.
The authors of this system consider these projections to
be precise enough to indicate a net increase or decrease
in occupational requirements. They do not consider
them to be precise as to the specific numbers shown.
The major uses of the projections developed for
'lOccupational Outlook Quarterly, Volume 15, Number 4,
1972, pp. 11-21.
8This description is based on an article by John Van Zant and
William H. Lawson, “Early Warning Signals for Program Plan
ning,” American Vocational Journal, September 1972. A more
complete description of the Ventura County system is contained
in the article.
□
i<
i—
co
□
O
o
o
>
cc
111
>
Q
O
O
O
DC
<
Systems analysts
Public relations workers
Rehabilitation counselors
Dietitians
Personnel and em ploym ent
workers
Managers and purchasing
agents
Veterinarians
Pharmacists
Park and recreation
workers
Home economists
Foresters
Psychologists
Agricultural engineers
Lawyers
Manufacturers' salesmen
Landscape architects
Marketing and research
workers
Chemists2
Reporters and writers
Physicists2
Mathematicians
Economists
Geologists2
Life scientists
Liberal arts majors
Secondary school
teachers
School counselors
Kindergarten and
elem entary school
teachers
Workers in music and art
College teachers3
Speech pathologists and
audiologists
NO D IR E C T D A T A
D IF F IC U L T
F A IR
Bank officers
Librarians
Social workers
Insurance and real estate
agents1
Accountants
Statisticians
LLI
z
D
D
CJ
LL
LL
GOOD A ND V E R Y GOOD
G E O R G IA
Noncollege graduates are also eligible, making the ratings
inflated.
S O U R C E : Manpower Requirements Report to 1980: Jobs for
University o f Georgia Graduates in Georgia and the Nation
“^Ratings in some occupations in the natural sciences may be
low because bachelor's graduates are included.
o
Does not include master's level college teachers.
(Athens, Ga., University of Georgia, O ffice of Program Planning
and Analysis, 1973).
Ventura County are to provide an early warning system
of projected trends in industries and occupations
and to provide specific industry and occupational inputs
for planning training programs and for vocational counseling.
Chapter 2. Occupational Projections
This chapter presents projections of occupational
requirements through the mid-1980’s based on the
Bureau’s extensive studies on economic growth, tech
nological change, and industrial and occupational trends.
For information on the assumptions underlying these
projections, see appendix A. For more detailed informa
tion on projections of occupational requirements, see
chapter 4 and appendix B. More detail on the economic
and industry projections underlying the occupational
projections is presented in The U.S. Economy in 1985,
Bulletin 1809 (Bureau of Labor Statistics, 1974), and in
the forthcoming Bureau publication, The Structure o f the
U.S. Economy in 1980 and 1985, Bulletin 1831.
Factors affecting occupational employment
Many factors will cause changes in employment levels
of major occupational groups and specific occupations
over the 1972-85 period, but one of the greatest
influences will be the variation in growth rates among
industries. Rapid growth in an industry would logically
create a favorable situation for rapid growth of those
occupations that are heavily concentrated in that indus
try. Similarly, slow growth of an industry would be
likely to cause slow employment growth for the occupa
tions which are concentrated in it.
Another factor that also strongly affects occupational
employment is the changing occupational structure
within an industry. Such changes can result from a
variety of causes. Technological innovations that cause
^changes in machines or procedures used in production
processes have a major effect. As a result of techno
logical changes, individual occupations may expand or
contract and often new occupations emerge. For ex
ample, the computer resulted in the emergence and rapid
growth of the occupations of programmers, systems
analysts, and computer operators, but contributed to the
decline in relative importance of payroll and inventory
clerks and a variety of other clerical occupations.
Changes in business operations, such as a shift to
self-service in stores, also alter the occupational structure
of industries. Supply-demand conditions in one occupa
tion can affect the demand for another. For example,
jobs have been restructured in hospitals and nurse aides
substituted for registered nurses during periods when
registered nurses have been in short supply.
Changing occupational structure
Interaction of the various factors affecting occupa
tional growth will greatly change the occupational mix
of the U.S. economy between 1972 and 1985. Never
theless, most long-term trends among the major cate
gories of workers—white-collar, blue-collar, service, and
farm workers—are projected to continue.
On the basis of the underlying assumptions discussed
in appendix A, total employment is expected to increase
by about 24 percent between 1972 and 1985, from 81.7
million to 101.5 million.9 An increase of about 37
percent is expected for white-collar jobs and only 15
percent for blue-collar occupations. (See chart 1.) In
1985, white-collar workers are projected to number 53.7
million, up from 39.1 million in 1972, and to account
for more than half (52.9 percent) of total employment.
(See chart 2.) Blue-collar workers are expected to rise
from 28.6 million in 1972 to 32.8 million in 1985; in
1985, they are projected to account for about one-third
(32.3 percent) of the total work force, down from 35
percent in 1972. Service worker employment is expected
to expand at about the same rate as total employment,
rising from 11.0 million in 1972 to 13.4 million in 1985,
and to account for about 13 percent of all workers.
Farm workers are projected to decline from 3.1 million
to 1.6 million over the 1972-85 period.10
Slowdown in growth. The annual rate of employment
9Statistics on employment in this chapter are based on the
concept used in the Current Population Survey in which each
individual is counted once in his major occupation. The data for
total employment here, therefore, differ from a count of jobs as
presented in The U. S. Economy in 1985, BLS Bulletin 1809,
and in the article by Ronald E. Kutscher in “The United States
Economy in 1985,” Monthly Labor Review, December 1973.
Since one worker may hold more than one job, the job count in
these publications is greater than that presented here. Additional
differences between the totals occur because the job count is
based primarily on data from a survey of establishments
collected by State agencies in a cooperative program with the
Bureau of Labor Statistics, and the count of individuals is based
on a survey of households conducted by the Bureau of the
Census for the Bureau of Labor Statistics. The reasons that cause
the employment count to differ between these two surveys are
indicated in “Comparing Employment Estimates from House
hold and Payroll Series,” Monthly Labor Review, December
1969, pp. 9-20.
Through the m id-1980's em ploym ent grow th
w ill vary w idely among occupations
Projected percent change, 1972-85
All Workers
White-collar workers
Professional and
technical workers
Managers and
administrators
Sales workers
Clerical workers
Blue-collar workers
Craft and
kindred workers
Operatives 1
Nonfarm laborers
Service workers
Private
household workers
t. a as iifi
IffilfiBiall
Other service workers
Farm workers
50
-40
-30
-20
-10
0
0
10
20
Includes the 1970 Census classifications "operatives except transport" and "transport equipment operatives.'
30
Employment is expected to continue to shift toward
white-collar occupations.
Percent
100
90
80
White-collar workers
70
60
50
Service workers
40
30
20
Blue-collar workers
10
Farm workers
1960
1972
1980
1985
Table 2. Average annual rates of employment change,
by major occupational group, 1960-72 and projected for
1972-85
[Percent]
Projected
Occupational group
19 60-7 2
19 72-8 5 19 72-8 0 1 9 80-8 5
..............................
1.8
1.7
2 .0
1.2
W hite-collar w o rk e rs .............
Professional and
technical workers
Managers and adm in
istrators .........................
Salesworkers ....................
Clerical w o r k e r s ...............
Blue-collar w o rk e rs ...............
C raft and kindred
workers .........................
Operatives .........................
N onfarm la b o re rs .............
Service workers ....................
Private household
workers .........................
O th er service workers . . .
Farm w d rk e rs .........................
2.7
2 .5
3 .0
1.7
3.9
3.1
3.5
2 .5
.7
2 .0
3 .4
1.5
2 .0
1.5
2 .5
1.1
2 .8
2.1
2.9
1.3
.8
.5
1.9
.7
1.8
1.5
1.0
2 .3
1.4
1.0
.4
1.6
1.6
1.6
.7
1.9
1.2
.5
0
1.0
-2 .6
3.4
-4 .5
-2 .4
2 .0
-5 .0
-1 .7
2 .4
-5 .4
-3 .4
1.4
-4 .4
To tal
N O T E : A ll data reflect the occupational classification into
major groups used in the 1970 census. "Operatives, except
transport" and "transport equipm ent operatives" were combined
into one group, "operatives."
growth will not be constant over the 1972-85 period. A
rather sharp slowdown in the rate of growth is expected
during the latter half of the period. The slowing stems
from the effect of the growth of the population 16 years
of age and over from which the labor force is drawn. For
some time, the birth rate and the actual number of
births have fallen from the peak period of the late
1950’s and early 1960’s. This slowdown in births and
the birth rate will have the effect of reducing the
number of annual new entrants to the labor force in the
late 1970’s.
This slowdown can be easily seen by comparing the
change in the rate of growth of the major occupational
groups in the 1972-80 period and the 1980-85 period.
(See table 2.) Between 1972 and 1980 total employment
is projected to grow at an annual rate of 2.0 percent.
This rate of growth is expected to drop to 1.2 percent a
year over the 1980-85 period. A similar trend is seen for
all the major groups, with markedly different rates of
growth in the two periods for salesworkers, managers
and administrators, and operatives. These workers are
concentrated in industries that would be heavily affected
by a slowdown of the economy.
However, the effect of this slowdown is expected to
be much less pronounced on job openings than on total
employment. Job openings arise mainly from the need
to replace workers who die and retire rather than from
growth of total employment. Thus, despite the slow
down in the annual rate of growth in total employment
from 2.0 percent to 1.2 percent, total openings are
projected to be greater over the 1980-85 period than in
1972-80. The primary reason is that as occupations grow
larger a greater number of persons die and retire each
year who must be replaced just to keep employment at
the same level. (See section on job openings later in this
chapter for additional information.)
Growth trends in major groups
Professional and technical workers. Employment growth
for professional and technical workers is expected to
continue To be faster than for all other major occupa
tional groups. The projected growth from 11.5 million in
1972 to 17.0 million in 1985 is more than one and
one-half times the annual rate of increase projected for
all occupations combined. (See table 2.) However, the
projected 1972-85 rate of growth is slower than that
between 1960 and 1972. A major factor is the expected
slowdown in the growth of elementary and secondary
school teachers and engineers (who accounted for over
one-fourth of all professional workers in 1972) over the
1972-85 period. Growth in the teaching occupations is
projected to slow as the rate of increase in the number
of pupils will be much lower in the future period.
Engineers, a group which grew rapidly in the 1960’s
largely as a result of expansion of space exploratory
work and an increase in research and development
activities, will experience a reduced rate of growth
largely because such activities are not expected to rise as
sharply as in the past. The annual rate of growth for
professional and technical workers is expected to be
slower between 1980 and 1985 (2.5 percent) than from
1972 to 1980 (3.5 percent) as the slowdown in the rate
of growth of the economy also has its effect on this
fast-growing group of workers. At 17.0 million in 1985,
employment in this group is projected to represent 16.8
percent of total employment, up from 14.0 percent in
1972. (See table 3.)
The growth in demand for goods and services,
resulting from population growth and rising business and
personal incomes, will continue to be a major reason
underlying the growth of these highly trained workers.
As the population continues to concentrate in metro
politan areas, requirements are expected to increase for
professional and technical workers to work in fields such
as environmental protection, urban renewal, and mass
transportation. Requirements for professional workers
also should increase along with the continuing growth of
research in the natural and social sciences, although the
rate of growth in these activities as a whole is likely to
slow from the very rapid pace experienced during the
Table 3. Employment by major occupational group, 1 9 6 0 ,1 9 7 2 , and projected for 1980 and 1985
[Numbers in thousands]
I9 6 0 1
1972
1980
1985
Occupational group
N um ber
Percent
Num ber
Percent
N um ber
Percent
N um ber
Percent
T o t a l .................................................................
6 5 ,7 7 8
10 0.0
8 1 ,7 0 3
10 0.0
9 5 ,8 0 0
10 0 .0
1 0 1 ,5 0 0
10 0.0
W hite-collar w o rk e rs .............................................
Professional and technical
w o rk e rs ............................................................
Managers and a d m in istrato rs.........................
Salesworkers .....................................................
Clerical workers ................................................
Blue-collar w o rk e rs ................................................
C raft and kindred workers ............................
Operatives2 ..........................................................
N onfarm la b o r e r s .............................................
Service w o rk e rs .......................................................
Private household w o r k e r s ............................
O ther service w o r k e r s ......................................
Farm w o r k e r s ................................... .....................
28,351
43.1
3 9 ,0 9 2
4 7 .8
4 9 ,3 0 0
5 1 .5
5 3 ,7 0 0
5 2 .9
7 ,2 3 6
7 ,3 6 7
4 ,2 1 0
9 ,5 3 8
2 3 ,8 7 7
8 ,7 4 8
1 1 ,3 8 0
3 ,7 4 9
8 ,3 5 4
1,9 6 5
6 ,3 8 7
5 ,1 9 6
11.0
11.2
6.4
14.5
3 6 .3
13.3
17.3
5.7
12.7
3.0
9.7
7.9
1 1 ,459
8 ,0 3 2
5 ,3 5 4
14 ,247 .
2 8 ,5 7 6
10 ,8 1 0
13 ,5 4 9
4,2 1 7
1 0 ,9 6 6
1,4 37 *
9 ,5 2 9
3,0 6 9
14.0
9.8
6 .6
17.4
3 5 .0
13.2
16.6
5.2
13.4
1.8
11.6
* 3.8
15 ,0 0 0
1 0 ,1 0 0
6 ,3 0 0
17 ,9 0 0
3 1 ,8 0 0
1 2 ,3 0 0
1 5 ,0 0 0
4 ,5 0 0
1 2 ,7 0 0
1 ,3 0 0
1 1 ,4 0 0
2 ,0 0 0
15.7
10.5
6 .6
18.7
33.1
12.8
15 .6
4 .7
13.3
1.3
12.0
2.1
17 ,0 0 0
1 0 ,5 0 0
6 ,5 0 0
1 9 ,7 0 0
3 2 ,8 0 0
1 3 ,0 0 0
15 ,3 0 0
4 ,5 0 0
13 ,4 0 0
1,1 00
1 2 ,3 0 0
1,6 00
16.8
10.3
6.4
19.4
3 2 .3
12.8
15.1
4 .4
13.2
1.1
12.1
1.6
1 Data fo r 1960 were adjusted to reflect th e occupational
classification in th e 1 9 70 census to m ake them comparable to
th e 1972 and projected 1 9 8 0 and 1 9 8 5 data.
N O T E : Detail may not add to totals because of rounding.
1960’s. The demand for professional workers to develop
and utilize computer resources also is expected to grow
rapidly in the 1972-85 period.
Managers and administrators. Employment of managers
and administrators is projected to reach 10.5 million in
1985, up from 8.0 million in 1972. This represents a
much higher average annual rate of growth than during
the 1960-72 period. As a result, this group’s share of
total employment will increase from 9.8 percent in 1972
to 10.3 percent in 1985. However, a large part of the
future growth reflects a catchup because little change in
employment was experienced in these occupations be
tween 1968 and 1972 although total employment
increased. Between 1980 and 1985, however, the annual
rate of growth (0.8 percent) is projected to slow
considerably from the 1972-80 period (2.8 percent).
This largely reflects the slowdown in the rate of growth
of trade during that period. About two-fifths of all
managers are employed in trade.
Changes in business size and organization have result
ed in differing trends for salaried and self-employed
managers. Requirements for salaried managers are ex
pected to continue to grow rapidly as industry and
government increasingly depend on trained management
specialists. Technological development will contribute
further to employment growth of these occupations. For
example, an increasing number of technically trained
managers will be needed to administer research and
development programs and to make decisions on the
2 Includes the 1 9 7 0 census classifications "operatives, except
transport" and "transport equipm ent operatives."
installation and use of automated machinery and auto
matic data processing systems. The number of selfemployed managers (proprietors) is projected to con
tinue to decline as the trend toward larger firms
continues to restrict growth of the total number of
firms. The expansion of quick service grocery stores,
self-service laundries and drycleaning shops, and ham
burger and frozen custard drive-ins, however, is expected
to slow the rate of decline.
Salesworkers. The anticipated expansion of trade is
expected to increase the need for salesworkers. How
ever, changing techniques in merchandising are expected
to hold down some of the increase. Employment is
projected to rise from 5.4 million in 1972 to 6.5 million
in 1985, slower than the rate of increase expected in
total employment. As a result, the share of total
employment attributed to salesworkers is projected to
decrease slightly from 6.6 percent in 1972 to 6.4 percent
in 1985. The projected rate of growth is slower than that
experienced by this group over the 1960-72 period. This
is caused by the projected slower rate of growth of trade
which employs over two-thirds of all salesworkers. The
annual rate of growth of salesworkers is expected to be
slower between 1980-85 than between 1972-80, also
following the trend in employment in trade. As stores
remain open longer and expand into suburban areas, an
increase in demand is expected for retail salesworkers
who account for about half of all workers in this major
group. However, changes in sales practices such as
increased use of self-service, checkout counters, and
vending machines are expected to slow the increase.
Clerical workers. Employment in clerical jobs is expect
ed to grow faster than total employment, rising to 19.7
million in 1985, up from 14.2 million in 1972. As a
result, clerical jobs will become a larger share of total
employment, growing from 17.4 percent in 1972 to 19.4
percent in 1985. Among the major occupational groups,
only professional workers are expected to have a faster
growth rate. Nevertheless, this rate of growth is slower
than that experienced from 1960 to 1972. The annual
rate of growth is projected to be slower in the 1980-85
period (1.9 percent) than from 1972 to 1980 (2.9
percent) largely because of a projected slowdown in the
rate of growth of trade and manufacturing which,
combined, employed about one-third of all clerical
workers in 1972. However, the projected decline in the
growth rate from the earlier to the later time period is
expected to be less for clerical workers than for most
major groups.
Clerical workers, the largest major occupational group
in 1972, will be greatly affected by technology changes.
Developments in computers, office equipment, and
communication devices are expected to retard the
growth of employment for some clerical occupations
and increase the employment for others. For example,
the use of electronic computers and bookkeeping
machines to process routine and repetitive work is
expected to reduce the use of clerks in jobs such as
filing, payroll, inventory control, and customer billing.
On the other hand, the number of clerical workers
needed to prepare material for computers is projected to
increase greatly.
Many types of clerical workers, however, are unlikely
to be affected significantly by new technology. For
example, secretaries, stenographers and typists, recep
tionists, and others who must meet the public should
not be greatly affected. The increased use of secretaries,
stenographers and typists, and receptionists in industries
that employ large numbers of them, such as miscel
laneous business services and legal services, is projected
to account for 2.5 million growth between 1972-85 or
about half of the total growth in the clerical group over
this period.
Craft and kindred workers. Employment in the highly
skilled craft occupations is expected to rise from 10.8
million in 1972 to 13.0 million in 1985, a slower rate of
growth than over the 1960-72 period. Rising more
slowly than total employment between 1972 and 1985,
the share of total employment made up of craft
occupations is expected to decline over the period, from
13.2 percent to 12.8 percent. A large part of this decline
stems from the unusually large increase in construction
craft workers and mechanics from 1971 to 1972, a rise
from 12.9 to 13.2 percent of total employment. This
produced a very high level of employment in 1972 and a
projected increase from that year which is lower than
the long-term trend.
The rising demand for these workers is expected to
stem from the growth of the two major industry groups
that employ large numbers of craft workers—
manufacturing and construction. The growth of con
struction has a major effect on the growth in craft
occupations because one-half the employees in this
industry are in this group. Growth in requirements for
construction craft workers is projected to account for
about one-third of the total growth in the major group.
Construction will increase as more businesses, plants,
shopping centers, and utility plants are required. Manu
facturing industries, in which about 1 in 5 is a craft
worker, employ about the same number of craft workers
as construction. Manufacturing employment will in
crease to provide more goods to an increasing popula
tion.
Operatives. Operative occupations account for more
workers than any blue-collar group. Employment of
operatives is closely tied to industrial production
because of the concentration of these workers in
industrial processing. Through the mid-1980’s more
sophisticated technological advances are expected to
greatly slow employment growth in these occupations.
Employment of operatives is projected to rise from 13.5
million in 1972 to 15.3 million in 1985, a much slower
rate of increase than that expected for total employ
ment. Consequently, the proportion of operatives
relative to total employment is expected to slide
downward from 16.6 percent in 1972 to 15.6 percent in
1980 and 15.1 percent in 1985. Between 1980 and
1985, employment of operatives is expected to grow
very slowly, at 0.5 percent a year, about one-third the
rate of growth expected over the 1972-80 period. This
reflects the expected slowing of the manufacturing
industry growth rate over the same period. Three of
every 5 semiskilled workers in 1972 were employed as
operatives in manufacturing industries. Large numbers
were assemblers or inspectors, and many worked as
operators of material moving equipment such as
powered forklift trucks. Among the operatives employed
outside of factories, drivers of trucks, buses, and
taxicabs made up the largest group.
Nonfarm laborers. Employment requirements for
laborers are expected to increase slowly between 1972
and 1985 despite the employment rise anticipated in
manufacturing and construction, the two industries
which, combined, employ two-fifths of all laborers. This
reflects a change from the 1960-72 period when employ
ment of laborers increased by nearly 1 percent a year.
The share of total employment for these workers is
expected to decline from 5.2 percent to 4.4 percent
between 1972 and 1985.
Increases in demand for laborers are expected to be
offset roughly by rising output per worker resulting
from the continuing substitution of machinery for
manual labor. For example, power-driven equipment
such as forklift trucks, derricks, cranes, hoists, and
conveyor belts will take over more of the handling of
materials in factories, at freight terminals, and in
warehouses. Other power-driven machines will do
excavating, ditch digging, and similar work. In addition,
integrated systems for processing and handling materials
and equipment will be installed in an increasing number
of plants.
Service workers. A growing population, expanding
business activity, increasing leisure time, and rising levels
of disposable personal income are the major factors
underlying increased needs for service workers. This
occupational group encompasses a wide variety of jobs
and a wide range of skill requirements. It includes such
diverse jobs as FBI agent, police officer, beauty
operator, and janitor.
Employment of service workers is projected to rise
from 11.0 million in 1972 to 13.4 million in 1985, a
somewhat slower rate of growth than that projected for
total employment. Employment of private household
workers, however, who make up a large part of this
major group, is projected to decline from 1.4 million to
1.1 million over this period. Service workers other than
private household workers are expected to show a faster
rate of growth than total employment.
The projected 1972-85 rate of growth of service
workers including private household workers is slower
than that experienced over the 1960-72 period. How
ever, growth between 1960 and 1972 was greatly
affected by the very rapid growth during the 1969-72
period. The projected 1972-80 growth rate is near that
experienced over the 1960-69 period. Between 1980 and
1985, the growth rate is expected to be slower than in
the 1972-80 period because of the projected slowdown
of the rate of growth in the service industries, which
employ about two-thirds of these workers.
Farm workers. Farm workers, who make up nearly 90
percent of all workers in agriculture, are expected to
decline by nearly one-half, from 3.1 million in 1972 to
1.6 million in 1985. This represents a somewhat faster
rate of decline than in the 1960-72 period. Their share
of total employment also is expected to fall between
1972-85 from 3.8 percent to 1.6 percent. The annual
rate of decline is expected to be slower between 1980
and 1985 (—4.4 percent) than from 1972 and 1980
(—5.4 percent).
Declining needs for farm workers will continue to be
related to rising productivity on farms. Improved
machinery, fertilizers, seeds, and feed will permit
farmers to increase output with fewer employees. For
example, improved mechanical harvesters for vegetables
and fruits will decrease the need for seasonal or other
hired labor. Developments in packing, inspection, and
sorting systems for fruits, vegetables, and other farm
products also will reduce employment requirements.
Net occupational openings
Projections of growth of occupations provide only a
part of the estimate of future manpower requirements.
Of greater importance is the demand for new workers
created by replacement needs. Over the 1972-85 period
about twice as many openings will result from replace
ments as from growth. Total openings arising from
occupational growth and replacement needs will be
about 61.2 million between 1972 and 1985, or an
average of about 4.7 millions jobs to be filled annually
through the period. Replacement needs will total 41.4
million, accounting for 2 of every 3 job openings;
growth needs will total 19.8 million. (See table 4.)
Replacement needs will be a more significant source
of job openings than job growth in each of the major
occupational groups. Replacement needs are likely to
exceed the average in those occupations that (a) employ
many women, because large numbers leave the labor
force each year to assume family responsibilities, and
(b) have a large proportion of older workers who have
relatively few years of working life remaining. However,
in some occupations, growth requirements are likely to
exceed those for replacement.
Many job openings also are created because of
occupational shifts. For example, when a technician is
upgraded to an engineer, a technician job opening is
created. Of course, this shift also adds to the supply of
engineers. Data for estimating transfer losses and gains
generally are not available. Estimates of job openings in
this bulletin, therefore, do not include transfers except
for some professions for which data are available. Such
cases are specifically noted. Some headway is being
made in developing data on occupational mobility from
the 1970 Decennial Census but time constraints have not
allowed that data to be analyzed for use in this bulletin.
The data on job openings presented for individual
occupations in this bulletin are in terms of average
annual openings rather than for the 1972-85 period as a
Table 4. Projected requirements and job openings for major occupational groups, 1972-85
[Numbers in thousands]
1972
em ploy
ment
Projected
1985
requirements
T o t a l ..........................................................................................
8 1 ,7 0 3
1 0 1 ,5 0 0
W hite-collar w o r k e r s ......................................................................
Professional and technical w o r k e r s ......................................
Managers and ad m in is tra to rs ..................................................
Salesworkers ..............................................................................
Clerical workers .........................................................................
Blue-collar w o r k e r s .........................................................................
C raft and kindred workers .....................................................
O p e ra tiv e s .....................................................................................
N onfarm laborers ......................................................................
Service w o rk e rs ................................................................................
Private household workers .....................................................
O th er service w o r k e r s ...............................................................
Farm w o r k e r s ...................................................................................
3 9 ,0 9 2
1 1 ,459
8 ,0 3 2
5 ,3 5 4
14 ,247
2 8 ,5 7 6
1 0 ,810
13 ,549
4 ,2 1 7
1 0 ,9 6 6
1,4 37
9 ,5 2 9
3 ,0 6 9
5 3 ,7 0 0
1 7 ,0 0 0
1 0 ,5 0 0
6 ,5 0 0
1 9 ,7 0 0
3 2 ,8 0 0
13 ,0 0 0
1 5 ,3 0 0
4 ,5 0 0
1 3 ,4 0 0
1,1 00
12 ,3 0 0
1,6 00
Occupational group
Percent
change
Openings, 1972-8 5
Total
G row th
Replacement
24 .2
6 1 ,2 0 0
1 9 ,800
4 1 ,4 0 0
37 .3
4 8 .8
30.1
2 1 .3
38 .2
14.7
20 .2
13.1
5.9
2 2 .2
- 2 6 .1
2 9 .0
- 4 7 .1
3 8 ,8 0 0
1 2 ,0 0 0
5 ,9 0 0
3 ,8 0 0
1 7 ,000
1 3 ,800
5 ,3 0 0
7 ,2 0 0
1,3 00
8 ,5 0 0
700
7 ,8 0 0
100
1 4 ,6 0 0
5 ,6 0 0
2 ,4 0 0
1,1 00
5 ,4 0 0
4 ,2 0 0
2 ,2 0 0
1,8 00
200
2 ,4 0 0
-4 0 0
2 ,8 0 0
-1 ,4 0 0
2 4 ,2 0 0
6 ,4 0 0
3 ,5 0 0
2 ,7 0 0
1 1 ,600
9 ,6 0 0
3 ,1 0 0
5 ,5 0 0
1,0 00
6 ,1 0 0
1,1 00
5 ,0 0 0
1,5 00
N O T E : Detail may not add to totals because of rounding.
whole, for ease of comparison with training data. The
average openings data were developed by dividing
projected openings for the entire 1972-85 period by 13.
As indicated earlier, a slowdown in the rate of growth
from the 1972-80 period to the 1980-85 period can be
expected, but little effect will be felt on average
openings because of the great weight of replacement
needs on total job openings.
Chapter 3. The Status Of Occupational Training
Each year occupational training is needed by millions
of young people who must bridge the gap between
school and work, persons whose skills have become
obsolete because of new technology, and the dis
advantaged who need to qualify for entry level jobs and
progress up the occupational skill ladder.
As was shown in the preceding chapter, the Nation
increasingly is shifting from blue-collar to white-collar
jobs—jobs that require higher levels of education and
skill acquired through formal training. Furthermore, an
increasingly large proportion of blue-collar workers will
be craft workers who require more training than other
blue-collar workers. As these shifts continue into the
future, the need for specialized training will apply to
more jobs than ever before. In addition, the goals of
occupational training are being broadened to include
more than specific training for a job; training should
facilitate workers’ adaptation to the constantly changing
demands of their jobs or the labor market.
This chapter discusses available training for occupa
tions. It covers:
Vocational education
Apprenticeship programs
Employer training
Armed Forces training
Federal manpower programs
Home study courses
Junior colleges or community colleges
College and university training
The discussions of occupational training cover topics
such as the nature of training programs, available data on
training, uses of data for supply-demand analysis, and
problems associated with using the data. Specific train
ing needed to enter each of 240 detailed occupations is
duscussed. in chapter 4 along with related statistics and
data on manpower requirements. Appendix C presents
statistics on training for each detailed occupation.
In addition to the information on training presented
in this report, a recent BLS study111 provides an in-depth
discussion of ways to analyze training statistics and
other data on occupational supply for vocational
guidance and education planning purposes. That study
also presents a detailed bibliography of data sources.
1 *Occupational Supply: Concepts and Sources o f Data for
Manpower Analysis, Bulletin 1816 (Bureau of Labor Statistics,
1974).
Vocational education
The origin of vocational education in public schools
in the United States can be traced to the Smith-Hughes
Act of 1917, whose influence can be seen throughout
the many vocational education acts and amendments in
later years. Legislation on vocational education such as
the George-Barden Act (1941) and the Vocational
Education Act of 1963 and its 1968 amendments not
only provided for expanded educational coverage and
expenditures, but made changes in the emphasis of
vocational education. For example, the George-Barden
Act called for expanded occupational training and
increased expenditures for vocational education; the
Vocational Education Act of 1963 provided for research
and construction for the first time; and the 1968
amendments added new programs and money, while
changing the philosophical emphasis of vocational
education to focus on services offered to meet the needs
of individuals rather than specific occupational areas.
The 1968 amendments stated that “persons of all ages in
all communities of the State .. . will have ready access
to vocational training which is high quality, which is
realistic in the light of actual or anticipated opportuni
ties for gainful employment, and which is suited to their
needs, interests, and abilities to benefit from such
training.” 12 Thus, the Vocational Education Act of
1963 and its 1968 amendments not only provided for
increased enrollments and expenditures but improved
the quality and expanded the scope of vocational
programs.
Types o f training available. In its beginnings vocational
education emphasized agricultural and trade and indus
trial education which evolved over time to include
courses in many occupational areas or programs such as
distributive occupations, health, home economics, and
office occupations. Consumer and homemaking training
is another area of training, but the relation between
training and an occupation is not as specific in this field
as in the other fields of training. Special programs
providing training for the disadvantaged and handi
capped also were included.
Vocational education is specialized and emphasizes
12Public Law 91-576, 90th Cong., H.R. 18366, October 16,
1968 Amendments to the Vocational Education Act of 1963, p.
829.
on-the-job training. Specific curriculums are offered that
are designed to prepare workers for specific occupations.
Table 5.
Table 5 shows some examples of instructional courses
and occupations.
Examples of curriculums offering training for specific occupations
V ocational technical
program
Instructional
course
Occupation
A gricultural mechanics
Ornam ental horticulture
Forests
Farm equipm ent mechanic
Tree surgeon
Fire warden
D is trib u tio n .......................................................
Floristry
Food services
Recreation and tourism
Floral designer
Food checker
Recreation director
H e a l t h .................................................................
Dental assisting
Medical lab assisting
Occupational therapy
Dental assistant
Medical lab assistant
Occupational therapy aide
H om e e c o n o m ic s .............................................
Care and guidance of children
Home furnishing, equipm ent,
and services
Clothing management,
production, and services
Child care attendant
Slipcover cutter
Peripheral equipm ent operator
Secretaries
Q u ality control clerk
High-speed printer operator
Legal secretary
Claim examiner
T e c h n ic a l............................................................
Commercial p ilo t training
Food processing technology
Petroleum technology
Commercial airplane pilot
Laboratory tester
Cable driller
Trades and in d u s tr y ........................................
Body and fender repair
A irfram e repair
Product design
Shop estimator
Assembly mechanic
Package designer
A griculture
O ffice
.......................................................
.................................................................
Enrollments. Vocational education grew rapidly after
the passage of the Vocational Education Act of 1963;
further growth was spurred by the amendments of 1968.
In fiscal year (FY) 1972, 11.6 million persons were
enrolled in federally aided vocational-technical educa
tion programs (table 6), an increase of 10 percent over
the 10.5 million enrolled in FY 1971, and more than
double the number enrolled in 1965.13
In FY 1972 vocational education increased on all
levels. Persons enrolled in secondary programs increased
by 740,000 to 7.1 million, or more than 11 percent
from 1971 to 1972; postsecondary programs rose by
163.000 to 1.3 million, or more than 14 percent; and
adult programs rose by 207,000 to 3.1 million or over 7
percent.
Of the approximately 11.6 million enrolled in 1972,
1.6 million disadvantaged persons and more than
200.000 handicapped persons received special services to
help them succeed in vocational education. Among the
eight major categories of vocational education cur^D ata on enrollments generally refer only to federally
funded programs. Because of changes in definitions and report
ing requirements, data are not strictly comparable from year to
year. Comparisons should be considered approximate.
Wardrobe attendant
riculums, the consumer and homemaking program had
the largest enrollment, 3.2 million, with the office
program and the trade and industry program following
with 2.4 million each. (See table 7.) Home economics
and health enrollments increased by the largest per
centages, by 42 and 25 percent, respectively, from 1971.
Specific instructional programs with the largest
enrollments in 1972 were: typing and related skills
(628,414), agricultural production (564,155), steno
graphy, secretarial, and related skills (550,686), filing
and office machines (398,226), accounting and com
puting (351,861), metalworking occupations (291,661),
au to mechanics (228,364), general merchandise
Table 6. Enrollments in vocational education, by level,
fiscal year 1972
Level
To tal
Num ber
Percent
distribution
..............................
1 1 ,6 0 2 ,1 4 4
10 0.0
Secondary ..............................
Postsecondary .......................
A d u l t ........................................
7 ,2 3 1 ,6 4 8
1 ,3 0 4 ,0 9 2
3 ,0 6 6 ,4 0 4
6 2 .3
11.2
2 6 .4
S O U R C E : United States D epartm ent of Health, Education,
and Welfare, O ffice of Education.
Table 7. Enrollments in vocational education, by program,
fiscal year 1972
Program
T o tal
.................................
A g ric u ltu re ..............................
D is trib u tio n ............................
Health ......................................
Hom e economics (gainful) .
O ff ic e ........................................
T e c h n ic a l................................
Trades and in d u s tr y ............
Consumer and homemaking
Other programs ....................
Num ber
Percent
distribution
1 1 1 ,6 0 2 ,1 4 4
10 0.0
8 9 6 ,4 6 0
6 4 0 ,4 2 3
3 3 6 ,6 5 2
2 7 9 ,9 6 6
2 ,3 5 1 ,8 7 8
3 3 7 ,0 6 9
2 ,3 9 7 ,9 6 8
3 ,1 6 5 ,7 3 2
2 1 ,3 0 4 ,6 1 9
7.7
5.5
2.9
2.4
2 0 .3
2.9
20 .7
2 7 .3
1 0 .3
Unduplicated.
in c lu d e s prevocational, prepostsecondary, remedial, and
other not elsewhere classified. Some overlapping w ith other +
programs.
S O U R C E : D epartm ent of Health, Education, and Welfare,
U.S. O ffice of Education.
(204,681), firefighter training (159,307), business data
processing systems (156,748), agricultural mechanics
(128,000), and drafting occupations (126,750).
Completions and placements. Of the 930,000 persons
who had completed vocational education programs in
FY 1972, approximately 548,000 were available for
placement—297,000 at the secondary level, 139,000 at
the postsecondary level, and 111,000 at the adult level.
Of the 258,000 who reported their status as not
available for placement, 71 percent continued school full
time. About 124,000 or 13 percent of persons who
completed a program did not report or their status was
unknown.14
Of the graduates of secondary, postsecondary, and
adult programs available for placement in 1972, about
76 percent obtained employment in the field for which
they were trained or in a related field, while 16 percent
were employed in other fields and 8 percent were
unemployed.
schools (1,174); hospitals (1,016); and business/commercial schools (962).
Private vocational schools vary in enrollment from
under 50 to over 2,000 students. Types of programs and
courses offered vary. Some business schools, for
example, offer courses in shorthand, typing, steno
graphy, and fundamentals of accounting, while others
may offer only one curriculum. Trade schools may offer
programs in auto mechanics, barbering, locksmithing,
radio-TV broadcasting, and truckdriving. The programs
in other schools vary from commercial art and aircraft
mechanics to paramedical occupations and fashion
design. Information on the number of enrollments by
program and the number of graduates of private
vocational schools is not available at present.15
Apprenticeship programs
Formal apprenticeship training regulates the teaching
of specified skills and related knowledge on the job and
in the classroom. Most training authorities recommend
formal apprenticeship training as the best way to acquire
all-round proficiency in a skilled craft. Apprenticeship
training provides the apprentice with a thorough
knowledge of his trade and enables him to perform most
tasks completely. Most studies indicate the apprentice
ship programs train the most highly skilled workers and a
sig n ifican t proportion of future foremen and
supervisors.16
Private vocational schools. Private vocational schools
prepare students for employment in many occupational
areas; in 1971, 6,135 of these schools and institutes were
accredited in the United States. The largest number of
accredited schools were cosmetology schools (1,477);
flight schools (1,342), vocational, technical, and trade
Most apprentices are trained in programs in which
employers and local trade unions participate in a joint
apprenticeship committee. Such committees interview
applicants, review the trainee’s progress, and determine
when an apprenticeship has been completed satis
factorily. Most apprenticeship programs are registered
with Federal or State apprenticeship agencies, but
sponsors are not required to do so. No estimate is
available of the number of apprentices in programs that
are not registered.
The Department of Labor’s Bureau of Apprentice
ship and Training (BAT) registers but does not finance
apprenticeship programs. BAT provides technical
assistance and support to State apprenticeship agencies
and to employers and unions in establishing and main
taining apprenticeship programs. In addition, BAT
maintains records of new registrations, completions, and
cancellations of apprenticeship for each apprenticeable
14Summary Data Vocational Education, Fiscal Year 1972,
U.S. Office of Education. Completion and placement data
cannot be compared with enrollment data because California,
Colorado, Hawaii, Indiana, Kentucky, Minnesota, Missouri, New
York, Ohio, Pennsylvania, American Samoa, Puerto Rico, and
the Virgin Islands did not report completions and placements.
15Information will be available in late 1974 from The Adult
and Vocational Education Survey Branch, Office of Education,
^.S. Department of Health, Education, and Welfare.
^ U .S . Department of Labor, Bureau of Apprenticeship and
Training, Career Patterns o f Former Apprentices, Bulletin No.
T-147, March 1959. (See page 4 and chart 2 and table 3.)
trade by State.17 Of the 264,000 registered apprentices
at the end of 1972, 61 percent were in construction
trades, 11 percent in metalworking, 5 percent in
printing, and the remaining 23 percent in a mis
cellaneous trades category.
Table 8 records apprenticeship registration actions
from 1960 to 1972. Since the mid-1960’s, apprentice
ship registrations have increased significantly. A general
interest in training more skilled craftsmen to meet future
manpower requirements has become a common goal for
employers, unions, and government manpower officials.
Apprenticeship cancellations (see table 8) represent a
loss of potentially highly trained workers. This loss is
not as serious as it appears, however, since many
apprentice dropouts eventually become skilled journey
men through less formal means. Many apprentices drop
their apprenticeship because of the opportunity to work
at the journeyman level.18 Apprenticeship cancellations
increase when jobs are plentiful because trainees have
the opportunity to earn journeyman wages. On the other
^Annual copies of Apprentice Registration Actions, by
Region and State, can be obtained from Division of Reporting
Operations, Manpower Administration, U.S. Department of
Labor, Washington, D.C. 20210. In addition, the annual
Manpower Report o f the President, U.S. Department of Labor,
contains a tabulation on the training status of registered
apprentices.
^A pprentice Dropouts in the Construction Industry (U.S.
Department of Labor, Bureau of Apprenticeship and Training,
December 1960), pp. 6-9.
hand, apprentices remain in training longer and are more
likely to complete their apprenticeship when jobs are
not quite so plentiful.
Employer training
Employer training provides the opportunity to learn
many occupations on either a formal or informal basis,
with skill acquisition usually taking place on the job. In
both skilled and semiskilled occupations, there are at
least three on-the-job training paths—apprenticeship,
formal on-the-job instruction, and learning by doing.
Apprenticeship programs, discussed in the preceding
section, represent formal employer training with skill
acquisition acquired through on-the-job training in
conjunction with related classroom instruction. Formal
on-the-job instruction takes place in the shop and may
range from fairly programmed instruction by designated
instructors to casual instruction from foremen and
fellow employees. The distinction between on-the-job
training programs and “learning by doing” is often
difficult to make.
In most instances, training takes place informally
within the work environment. Most workers, according
to a study on occupational training conducted in 1963
by the Department of Labor, had “just picked up” their
current skills informally on the job.19 Because of the
Formal Occupational Training o f A dult
M anpow er/A utom ation Research Report No.
Department of Labor, December 1964).
Workers,
2 (U.S.
Table 8. Training status of registered apprentices in all trades, 1960-72
Apprentice actions during year
Year
In training
at beginning
of year
New registra
tions and rein
statements
Completions
Cancellations1
In training
at the end
of year
19 60
1961
1962
1963
1964
...............
...............
...............
...............
...............
172,161
1 6 1 ,1 2 8
1 5 5 ,6 4 9
15 8,88 7
1 6 3 ,3 1 8
5 4 ,1 0 0
4 9 ,4 8 2
5 5 ,5 9 0
5 7 ,2 0 4
5 9 ,9 6 0
3 1 ,7 2 7
2 8 ,5 4 7
2 5 ,9 1 8
2 6 ,0 2 9
2 5 ,7 4 4
3 3 ,4 0 6
2 6 ,4 1 4
2 6 ,4 3 4
2 6 ,7 4 4
27,001
1 6 1 ,1 2 8
1 5 5 ,6 4 9
1 5 8 ,8 8 7
16 3 ,3 1 8
1 7 0 ,5 3 3
19 65
1966
1967
1 9 68
1969
...............
...............
...............
...............
...............
1 7 0 ,5 3 3
1 8 3 ,9 5 5
207,511
2 2 0 7 ,5 1 7
2 3 7 ,9 9 6
6 8 ,5 0 7
85,031
9 7 ,8 9 6
11 1,01 2
1 2 3 ,1 6 3
2 4 ,9 1 7
26,511
3 7 ,2 9 9
3 7 ,2 8 7
3 9 ,6 4 6
3 0 ,1 6 8
3 4 ,9 6 4
4 7 ,9 5 7
4 3 ,2 4 6
47,561
1 8 3 ,9 5 5
207,511
220,151
2 3 7 ,9 9 6
2 7 3 ,9 5 2
1970
1971
1972
...............
...............
...............
2 2 6 9 ,6 2 6
2 278,431
2 2 4 7 ,8 4 0
10 8,77 9
7 8 ,5 3 5
10 3,52 7
4 5 ,1 0 2
42,071
5 3 ,0 5 9
5 3 ,6 1 0
40,891
5 6 ,7 5 0
2 7 9 ,6 9 3
2 7 4 ,0 0 4
2 6 4 ,1 2 2
^Includes voluntary quits, layoffs, discharges, out-of-State
transfers, upgrading w ith in certain trades, and suspensions or
interruptions fo r m ilita ry service.
2 The difference fro m the number in training at the end of the
previous
system.
year
reflects changes or revisions in the reporting
SOURCE:
U.S.
D epartm ent
Apprenticeship and Training.
of
Labor,
Bureau
of
informal nature of most employer training, it is difficult
to define and measure on-the-job training. For example,
many American workers become highly skilled by
observing fellow workers, practicing in spare moments
such as lunch hours, coffee breaks, or other periods, and
by simply asking questions of experienced workers.
Since a large portion if not most of the occupational
training for manual jobs occurs in private industry, the
lack of data on training in the private sector hinders
proper manpower analysis. The Bureau of Labor
Statistics, with the support of the Manpower
Administration, conducted a pilot survey in 1971 and
1972 to test the feasibility of collecting data on
enrollments and completions of occupational training in
selected industries, and to determine the best method of
collecting such data. The results were generally positive
and the Bureau has underway a nationwide, full-scale
survey of occupational training in selected metalworking
industries.
Armed Forces training
The Armed Forces represents one of the Nation’s
largest sources of trained manpower. The military
training programs can be classified in one of six
categories: recruit training, specialized training, officer
training, officer acquisition training, professional
training, and flight training. In numbers as well as
influence on occupational skills, specialized training is
the most important.
Specialized training includes courses that provide the
serviceman with the skills needed to perform specific
jobs in technical areas such as radio communication and
jet engine repair as well as administrative and
service-related specialties such as clerical work and
military police duty.
The impact of specialized training is most clearly
reflected by the occupational distribution of the Armed
Forces.20 The number of enlisted personnel in each of
nine major occupational groups as of December 31,
1972, is shown below:
Infantry, gun crews, and seamanship specialists . . . . 2 3 6 ,8 7 7
Electronic equipment repairmen .....................................2 0 0 ,4 9 5
Communications and intelligence specialists..... 1 3 6 ,7 6 0
Medical and dental specialists ........................................ 8 6 ,4 7 2
Other technical and allied specialists ............................ 3 6 ,5 7 3
Administrative specialists and c le rk s ......................360,701
Electrical and mechanical equipm ent repairmen . . . . 4 1 4 ,6 4 8
C raftsm en ...................................................................... 9 9 ,0 8 9
Service and supply h a n d le rs .................................... 2 2 5 ,3 6 0
Total
........................................................................... 1 ,7 9 6 ,9 7 5
20
^Detailed statistics providing estimates for each of the 67
specific occupational subgroups are presented in appendix table
C-6.
The preceding tabulation shows that the skills of
enlisted servicemen are heavily concentrated in fields
that demand mechanical or technical skills. Thus, the
military is a major potential source of trained civilian
workers in these fields.
It is difficult to determine from the Armed Forces
listings the transferability of military to civilian skills.
For example, the Air Force occupation Navigation/Bombing Trainer and Flight Simulator Specialist
appears to have no relation to a civilian occupation.
However, studies indicate that the skills necessary for
this service occupation are highly related to those
needed by electronics technicians. In an effort to
“translate” military job titles, the Department of De
fense, Office of the Assistant Secretary of Defense for
Manpower and Reserve Affairs, has compiled the Mili
tary-Civilian Job Comparability Manual. The manual
consists of two major sections. The first lists individual
military job specialties with separate divisions for each
service branch and relates them to civilian occupations
that are either “highly” and “substantially” related. A
second section, essentially the inverse of the first,
presents civilian job categories and follows with all
related military specialties. Although intended as a guide
for employers and vocational counselors in job place
ment for the veteran, the manual can serve as a useful
tool for manpower analysis.
Project Transition. A training and counseling program
throughout the Armed Forces, Project Transition
prepares service personnel who have between 1 and 6
months left in the service for employment in civilian life.
From January 1968 to February 1972, 1.3 million
persons received counseling under this program. For
those without adequate training in civilian job areas,
occupational training is offered in well over a hundred
technical and skilled areas; about 223,000 persons
received such skill training as of February 1972.
Only limited information is available on the success
of service personnel in gaining immediate postservice
employment in the specialties for which they were
trained. According to Department of Defense estimates,
job placements range from 50 to 70 percent.
There is no single listing of all training courses offered
under Project Transition; courses offered are dependent
on factors such as the facilities of the individual training
base and the business activities of participating firms in
private industry. Statistics on the number of persons
trained by occupational area can be obtained only
through the local training bases in the Transition
program. Local manpower planners may be able to
obtain these data by contacting Project Transition
offices at military bases within the geographic scope of
their research.
Federal manpower programs
The Federal Government has sponsored manpower
training programs on a formal basis since the enactment
of the Manpower Development and Training (MDTA)
Act in 1962 and the Economic Opportunity Act (EOA)
in 1964. Starting in fiscal year 1975, most Federal
manpower training funds will be distributed to State and
local
governments
under
the
Comprehensive
Employment and Training Act (CETA) of 1973. Three
programs, the Job Corps, Migrant Labor, and Work
Incentive (WIN), will continue as Federal rather than
State and local programs.
Under CETA, about 500 jurisdictions (cities,
counties, or States) of 100,000 population or more will
receive funds directly, according to their needs as
reflected in their population size, unemployment, and
poverty levels. The State and local areas will determine
how the money should be spent: whether on
institutional training, on-the-job training, work
experience, or direct placement into transitional public
service jobs. Organizations planning training programs
must negotiate with their local jurisdictions, called
“prime sponsors,” for inclusion in local plans for
funding.
Data will be available from records which must be
maintained by local jurisdictions on how many persons
are enrolled in various training programs. There will be
no advance information, at least on the Federal level, on
how many persons will be trained for specific occupa
tions.
Training data presented in this report are based on
the Federal categorical programs: MDTA on-the-job
training, MDTA institutional training, Neighborhood
Youth Corps, and Public Service Careers Program. Other
programs covered include JOBS, WIN, Job Corps, and
Migrant Labor.
MDTA on-the-job training (OJT), which includes the
Jobs Optional Program (JOP), is designed to equip
workers with entrance-level skills and is carried out on
the job site by the employer. These programs also
provide remedial training for the underemployed and
those subject to job displacement under the JOBS-NAB
effort. In 1973, 127,000 persons were enrolled in MDTA
on-the-job training programs. Detailed data are not
available on the exact occupations for which persons
were trained, but it is estimated that about two-thirds
were involved in processing, machine trades, bench
work, and structural work. In OJT and JOP combined,
out of 59,600 ending training, there were 31,200 who
completed the training program (about 63 percent).
In fiscal year 1973, about 95,000 persons were
enrolled in MDTA institutional training programs; nearly
40,000 completed training. The number completing
training for each specific field is shown in appendix C.
There were about 9,100 trainees enrolled in industrial
production and related occupations, 6,300 in office
occupations, 2,500 in service occupations, 1,800 in
construction occupations, over 7,600 in mechanic and
repairman occupations, and over 2,600 in medical
occupations. About four-fifths of persons completing
institutional training in FY 1973 found jobs in the field
for which they were trained.
The Neighborhood Youth Corps (NYC) of EOA was
not designed primarily to train workers, but to help
young persons from low income families stay in school,
return to school, or increase employment possibilities.
NYC provides work experience and, in some cases,
related training. In 1973 more than 625,000 persons
were enrolled in the Neighborhood Youth Corps:
165,300 in the in-school program, 74,700 in the
out-of-school program, and 388,400 in the nine-week
summer program. Detailed information on fields of
training is not available.
The Public Service Careers program (PSC) of EOA
was designed to develop entry-level jobs in government
service agencies for disadvantaged workers and to help
upgrade government employees who are in dead-end,
low-paid positions. In general, under this program a
government agency hires and trains persons on the job,
while PSC funds pay the extra costs of training and
supportive services, such as child care and
transportation. The theory behind PSC was that
lowering personal and institutional barriers can enable
disadvantaged persons to perform satisfactorily in useful
public service jobs. As with the JOBS program, which
also operates under the “hire now, train later” concept,
this program is not as attractive to agencies in periods
when a sufficient supply of qualified labor is already
available.
In fiscal year 1973, 47,200 persons participated in
the public service careers program, a decrease from
58,301 in 1972. Most were employed in professional,
technical, management, clerical, sales, and service
occupations. There are not sufficient data to determine
entry rates to specific occupations. Limited data have
shown that PSC enrollees have turnover rates similar to
those for regular employees. PSC placements as a
percent of terminations2 1 was about 73 percent.
^Terminations include successful completions, dropouts,
and early voluntary withdrawals.
Job Opportunities in the Business Sector (JOBS)
program. Under the sponsorship of the National Alliance
of Businessmen (NAB), trainees in this program are hired
as on-the-job trainees, then given counseling, remedial
and basic education, and other supportive services for
permanent jobs and opportunities for advancement. The
Department of Labor defrays expenses for training and
supportive services. The National Alliance of
Businessmen, formed as a private, nonprofit corporation
to stimulate private firms to hire and train disadvantaged
persons, provides the job and training opportunities in
the private business sector among its members and
nonmembers, with or without Federal funds. The
program was built on the premise that immediate
placement in jobs at regular wages, followed by training
and supportive services, provides superior motivation for
disadvantaged persons.
In 1973, 51,500 persons were hired under JOBS
contracts with the Department of Labor, bringing the
total enrollment since the inception of the program to
364,500. According to a General Accounting Office
study, the retention rate for the program through June
1970 was 47 percent.22 It is difficult to interpret this
information, however, because there is no way to
separate terminees who completed training from those
who did not. About 14 percent of those in JOBS
programs were in clerical and sales occupations; 60
percent were in processing, machine trades, bench work,
and structural work.
Work Incentive (WIN) program. This program stresses
economic independence for all employable persons age
16 and over in families receiving Aid to Families with
Dependent Children. Originally a voluntary program , in
July 1972 WIN became WIN II and is now mandatory
for all AFDC recipients except those officially exempted
by amendments to the Social Security Act. Unlike the
earlier program, WIN II places less emphasis on training
and seeks to refer welfare recipients directly to jobs.
Where training is required, it is to take place at the job
site wherever possible.
The individuals who register for WIN are counseled
by the local welfare agency about typical job tasks and
aided in making an occupational choice. At this point
they may be referred to an unsubsidized job, a work
experience program (OJT in private industry or a
subsidized job in public or private nonprofit agency), or
a formal skill training program. About 356,000 persons
were served in FY 1973 and 148,200 placed in jobs.
2^U.S. General Accounting Office, Report to the Congress
by the Comptroller General of the United States. Evaluation
Results and Administration o f the Job Opportunities in the
Business Sector (JOBS) Program in Five Cities, B -l63922, (Dept,
of Labor, March 24, 1971), p. 13.
Limited data indicate that most WIN II participants are
placed in clerical and service jobs. Specific data that can
be used for occupational supply and demand analysis are
not available.
Job Corps. The Job Corps trains high school dropouts
between 16 and 21 years of age who have records of low
educational achievement, have been out of work for at
least 3 months, or can benefit from full-time residential
assistance. The program provides young persons with
basic educational and vocational skill training. The Job
Corps is different from other Federal manpower
programs in that centers provide residential living and
serve their enrollees 24 hours a day, 7 days a week.
Centers vary in size from 150 to 2,400 corps members,
may be urban or rural, and may serve men or women.
For the year ending June 30, 1973, 66,100 corps
members were served in 65 centers in 35 States and
Puerto Rico. Training is provided in various fields,
including clerical-sales, service, forestry, farming, food
service, auto and machine repairs, construction trades,
electrical appliance repair, industrial production, and
health occupations.
It is extremely difficult to use Jobs Corps data to
determine entrants to occupations because much Job
Corps training is remedial education in basic reading and
mathematical skills and not related to specific
occupations. In 1973, almost 14,000 Job Corps
members were placed in jobs; of these about 5,000 were
placed in the field for which they were trained. The
number of persons trained in specific fields is shown in
appendix C.
Migrant labor. Until new guidelines are issued under
CETA, little current information is available concerning
the migrant labor program. However, in general, the
program assists migrants by providing institutional
training, work experience, on-the-job training, family
services, and specialized relocation assistance.
Home study courses
In 1972, more than 5 million persons were enrolled in
home study (correspondence) courses. Home study
courses vary in length, intended academic level, and
degree of specialization, and include academic
instruction, vocational training, and personal enrichment
programs. These courses are primarily useful for persons
already employed, in the Armed Forces, living in rural
areas, or for people who cannot leave home for
institutional training. Home study schools are accredited
by the National Home Study Council.
In 1970 over 1.8 million students were enrolled by
home study private schools; almost 2.2 million through
the Federal Government and the military services; over
300,000 by religious schools; and almost 70,000 in
home study courses related to business and industrial
training. 23
It is impossible to use information about home study
to determine the number of entrants to specific
occupations. There are neither detailed surveys on
home-study occupational training, nor followup studies
on entry rates for persons trained. Not all students
complete the courses they begin and some of the
training is a part of employer training programs. Thus,
even if statistical information on completions were
available, the data would not represent new entrants to
an occupation.
Community and junior colleges
A variety of educational functions are served by
community colleges. For some students they provide the
first 2 years of academic training leading to a bachelor’s
degree. These colleges also offer adult education courses,
many of which are geared to vocational preparation or
improvement, and they offer career education programs
designed to prepare students for entry into specific
occupations.
Junior colleges have a large number of programs
designed to prepare students for employment
immediately after graduation. Although the typical
program lasts 2 or more years, a number of courses
require only 1 year for completion. Types of career
education are: business and commerce technologies; data
p ro cessin g
technologies,
including
computer
maintenance as well as operation and programming;
health services and paramedical technologies; mechanical
and
engineering
technologies;
natural
science
technologies; and public-service-related technologies
such as law enforcement.
In both number of institutions and enrollments,
community or junior colleges have experienced very
rapid growth during the 1960’s. According to data
provided by the American Association of Community
and Junior Colleges, the number of schools in operation
grew by about 60 percent from 1960 to 1970.
Enrollments in these institutions grew much faster,
reaching well over 3 1/2 times the 1960 level.
The Office of Education compiles data each year on
associate degrees and other awards below the
baccalaureate through the Higher Education General
Information Survey (HEGIS). These data represent all
^Information based on data supplied by the National Home
Study Council, Washington, D.C.
such awards granted, including 2- and 3-year degree
programs offered by 4-year colleges. The proportion of
degrees awarded by 2-year colleges generally has been
over 80 percent of the total.
Between July 1, 1970, and June 30, 1971, the time
frame of the most recent survey for which data are
available, 307,880 associate degrees and other awards
below the baccalaureate were granted in the United
States. Approximately half were in curriculums designed
to provide occupational competence at the technical or
semiprofessional level.
The data provided by the Office of Education are in
some cases segregated by relatively broad curriculum
areas. For example, according to the latest survey, 5,017
awards were granted in “General data processing
technologies.” In the absence of detailed descriptions of
the curriculum content leading to these awards, their
treatment as potential supply in more narrowly defined
occupations such as computer operator, peripheral
equipment operator, or programmer has some
weaknesses. However, in most instances, meaningful
estimates of the supply-demand situation for
occupations can be made by grouping the more narrow
occupations to construct comparatively broad ranges of
career specialties. The junior college degrees are related
to specific occupations and are presented in appendix C.
The classification structure used by the Office of
Education in collecting data on degrees awarded by
curriculum has undergone some changes since the
1965-66 survey. The most significant is the new HEGIS
taxonomy24 that increases the number of curriculums
identified separately. The new classification interrupts
the precise accumulation of historical data on associate
degrees and other formal awards below the
baccalaureate. In fact, there are only three years of data
on awards below the baccalaureate which are
comparable. These are for the periods 1967-68, 1968-69,
and 1969-70. However, appendix table C-l presents,
where possible, awards by curriculum from the current
survey (1970-71) with data from the previous three
years.
Projections of degrees awarded
below the
baccalaureate are not available and are a critical missing
element in supply-demand analysis of specific
occupational fields. Statistics are also unavailable on the
projected composition of State and local junior college
enrollments by curriculum or full or part-time status.
However, several State administrators of junior college
^ F o r a manual describing the new taxonomy and its
relationship to the original, consult A Taxonomy o f
Instructional Programs in Higher Education, OE-500064-70
(U.S. Department of Health, Education, and Welfare, Office of
Education, 1970).
systems have compiled historical data on these and other
topics. For example, past experience in Illinois suggests
that future junior college enrollments in that State may
include
greater
proportions
of
students
in
career-oriented curriculums as well as increases in
part-time enrollment and adult education. Local
manpower planners can contact State junior college
administrators for such information to aid in assessing
future State educational needs.
College and university training
College training covers a wide range of subjects—the
social sciences, humanities, education, physical sciences,
mathematics, medicine, engineering, the arts, biological
science, and business. The general length of training is 4
years for most degree programs, but professional training
may require another 4 years or more.
In 1972, there were 1,716, 4-year institutions of
higher learning. According to the Office of Education,
456 were public and 1,260 were private institutions.
Since 1965 about 130 new 4-year institutions were
established, an increase of 10.2 percent. During this
period Federal funds have more than doubled, from over
$2 billion in 1965 to $4.8 billion in 1972.
Enrollments in colleges and universities have in
creased every year for the last 27 years. In 1972,
6,473,000 persons were enrolled in degree credit pro
grams in 4-year institutions, an increase of 1,788,000
(38.2 percent) over the 4,685,000 enrollments in 1965.
The enrollment figure represent the number of people
who attend college but not those who earn degrees. In
1972, 941,000 persons earned bachelor’s degrees,
50.200 earned first professional degrees, 251,000 earned
master’s degrees, and 34,400 earned doctorates.
The number of earned degrees rose substantially from
1965 to 1972. Bachelor’s degree recipients increased 81
percent from 520,300 in 1965 to 941,000 in 1972. First
professional degree recipients increased by almost twothirds (63 percent) from 30,800 in 1965 to 50,200 in
1972. The number of master’s degrees awarded grew by
110,900 or 79 percent from 140,500 to 251,400 in
1972. Doctorates almost doubled (89 percent), from
18.200 to 34,400. The statistics on enrollments and
earned degrees are comparable and consistent over time.
Earned degree statistics by curriculum are presented in
appendix C.
Followup studies. Followup data consist of occupational
entry rates for individuals who have completed various
types of college training. Entry rates are calculated as
the percentage of persons with a specific undergraduate
degree who entered an occupation related to the
degree.25 The question of sex is significant in analyzing
followup data, for entry rates usually differ widely
between men and women.
Entry rates to occupations related to the specific
training are generally less than 100 percent and vary
widely from occupation to occupation. Professional
occupations such as dentists, podiatrists, veterinarians,
and physicians have rates close to 100 percent. On the
other hand, mathematicians, life scientists, and the social
science professions have entry rates under 40 percent.
Many people do not enter the occupation
corresponding to their undergraduate major. Entry rates
under 100 percent are accounted for in this manner.
Most occupations do not require such specific training.
For example, some occupations require some knowledge
in an area, but not a specialty. Bank officers and credit
officials have no specific training, but in general have
some business training. Persons who majored in the
social sciences have made a wide variety of career
choices. Many go into law, business, teaching, or public
administration. In some areas such as engineering where
a large majority of the undergraduates enter the occupa
tion, possible alternatives still are common. For exam
ple, an engineer with a law degree may become a patent
attorney or one with an MBA may go into administra
tion or sales for an engineering firm.
Followup data are available from a variety of sources.
However, few cover the whole Nation or are available on
a recurring basis. State or area education and manpower
agencies, individual schools, and private organizations
such as the College Placement Council and the Bureau of
Social Science Research are the largest publishers of
followup study material.
A good example of a followup study is a survey
conducted by the College Placement Council entitled
Career Plans o f College Graduates o f 1965 and 1970. In
this study, eight broad undergraduate majors were used:
business, engineering, physical science, biological sci
ences, social sciences, humanities, education, and prepro
fessional, along with 17 broad occupational categories.
Some significant findings as far as career choices were:
(1) business, teaching, the medical and law
professions, and engineering were the most popular
career choices of men graduates, accounting for over 50
percent; (2)teaching was the choice of almost 50 percent
^ F o r example: Robert Calvert, Jr., “Liberal Arts
Graduates-What Do They Have to Report?” Journal o f College
Placement February-March 1969, and Five Years A fter the
College Degree, 5 vol. (Bureau of Social Science Research,
1965-67).
of the women; (3) a large proportion of graduates with
business, engineering, education, and preprofessional
majors chose the single career occupation directly
related to their field of study.
Another followup study26 shows that people who
obtain a Ph.D. do not always enter the occupational area
for which they are trained.
The next tabulation
shows that 10 percent of all Ph.D. recipients accept
employment in areas other than their specialty and that
these entry rates vary by specialty.
^6Summary Report 1971: Doctorate Recipients from U.S.
Universities (National Research Council, April 1972).
Specialty
Percent entering
other fields
A ll Ph.D. re c ip ie n ts .......................................................
9.8
Arts and humanities ..........................................................
Educators ..............................................................................
Agricultural scientists .......................................................
C h e m is ts ................................................................................
Social sciences......................................................................
Psychologists.........................................................................
Engineers................................................................................
M a th e m a tic ia n s ....................................................................
Bioscientists .........................................................................
Medical scientists.................................................................
Physicists and astronomers .............................................
Earth scientists ....................................................................
20 .2
19.0
15.7
13.6
11.9
9 .9
8 .5
7 .9
7.5
7 .5
7.1
3 .6
Chapter 4. Relating Training to Occupational Needs
This chapter presents information on ways workers
qualify for jobs in each of 240 occupations. Each
discussion of occupational training requirements is
followed by statistics on 1972 employment, 1985
requirements, the projected rate of growth from 1972 to
1985, projected. annual openings for growth and
replacement, and the most recent data on the number of
persons completing training. The data on training are for
the following time periods:
Junior college graduates — academic year 1970-71
Federal manpower programs (MDTA, etc.) —fiscal
year 1973
Vocational education completions — fiscal year
1971
Apprenticeship completions — calendar year 1972
College graduates — academic year 1970-71 and
projected 1972-85 annual average
A dash means that no statistics on training are
available.
These statistics on occupational requirements and
training are also presented in tabular form in appendixes
C and D.
The detailed information on occupations is preceded
by a discussion of the overall outlook for college
graduates for the 1972-85 period and some of the major
implications of this outlook. For specific occupations
that require at least a bachelor’s degree, a brief
supply-demand analysis is presented when possible. For
other occupations an analysis of this type is presented if
data are complete or if such an analysis is meaningful.
Supply-demand analyses are not presented for
occupations such as waiters and waitresses. For this kind
of occupation, training is generally given on the job and
entry to the occupation is relatively easy. Nevertheless,
statistics on annual job openings are valuable to develop
special programs for occupations that require little
formal training.
The Outlook for College Graduates
In the past two decades, the rise in the educational
level of the labor force was paralleled by rising educa
tional requirements of jobs. This was reflected in a more
rapid growth of the major occupational groups with the
highest educational attainment. The major apparent gaps
were a shortfall of college graduates trained to work in
engineering, scientific, teaching, and medical professions
from the late 1950’s to the mid-1960’s. Looking to the
future, the question arises as to whether the increasing
educational attainment of the population will continue
to match the increase in the number of jobs offering
satisfactory employment for those with higher educa
tional qualifications. An analysis of existing trends in the
supply of and demand for college graduates may throw
some light on the question.
U.S. colleges and universities—principal suppliers of
the country’s most highly trained manpower—are
projected by the U.S. Office of Education to continue
turning out record numbers of graduates through the
mid-1980’s. Twice as many college degrees will be
earned from 1972 through 1985 as were earned during
the preceding 13 years from 1959 through 1972. The
Office of Education has projected that a total of 20.1
million degrees will be awarded over the 1972-85
period:27
Degree
T o t a l .................................
B a c h e lo r's .................................
M a s te r's ......................................
Doctor's ...................................
First professional,
including law,
medicine, dentistry, etc. .
Degrees awarded Percent increase
(millions)
1972-85
20.1
14.6
4.0
.6
46
44
41
66
.9
85
Not all degree recipients, however, can be considered
part of the effective new supply of college-educated
workers. Most master’s and doctorate degree recipients
are employed before receiving their advanced degrees
and are already considered part of the existing supply of
college-educated workers. Other degree recipients,
especially at the bachelor’s level, delay entry into the
labor force to continue their education, enter the Armed
Forces, or become full-time housewives.
Relying on past patterns of entry into the labor force,
^These projections are based on a continuation of the
pattern of enrollments in college by the college-age population.
See Projections o f Educational Statistics to 1980-81, OE 72-99,
for additional details on the basic assumptions used by the
Office of Education, U.S. Department of Health, Education, and
Welfare in developing projections of earned degrees.
Table 9. Projected supply of college graduates, 1972-85
(In thousands]
1 9 72-8 5
19 72-8 0
1980-8 5
T o t a l ...................................
1 5 ,3 0 0
8 ,8 5 0
6 ,4 5 0
New college g r a d u a te s .............
Bachelor's degree
re c ip ie n ts ............................
Master's degree
re c ip ie n ts ............................
Doctor's degree
re c ip ie n ts ............................
First professional degree
re c ip ie n ts ............................
M ilitary se p a ra tio n s ..................
O ther .............................................
1 3 ,1 7 0
7 ,5 4 0
5 ,6 3 0
11 ,2 0 0
6 ,4 0 5
4 ,7 9 5
1,2 0 0
700
500
20
10
10
750
1,2 2 0
910
425
750
560
325
470
350
Source
[ In thousands]
Type of
requirem ent
To tal ...................................
it is estimated that 13.2 million persons will enter the
civilian labor force between 1972 and 1985 upon
receiving their degrees; 11.2 million at the bachelor’s
level, 1.2 million at the master’s, approximately 20,000
at the doctorate level, and 750,000 recipients of first
professional degrees. (See table 9.)
In addition, the supply of new graduates between
1972 and 1985 will be augmented by more than 2.1
million persons with college-level training who will n o t.
enter the labor force directly from college. These
expected additions will consist of over 900,000
immigrants and delayed entrants and reentrants to the
labor force—primarily women who delayed seeking a job
or who were working in earlier years but who withdrew
from the labor force-and more than 1.2 million perons
entering the civilian labor force after separation from the
military
services. Thus, the new supply of
college-educated manpower expected to enter the labor
force from 1972 to 1985 will total 15.3 million.
Nearly one-quarter of all job openings between 1972
and 1985 are expected to require persons who have
completed four years or more of college. In comparison,
during the preceding 13 years between 1959 and 1972
about 18 percent of all job openings were filled by
college graduates.
Job opportunities for college-educated workers stem
from three sources: growth in employment in
occupations currently requiring a college degree for
entry; the need to replace workers in such occupations
who die, retire, or leave the labor force for other
reasons; and educational upgrading, the trend toward
liiring college graduates for jobs once performed by
workers with less education.
An analysis of growth, replacement, and rising entry
requirements indicates that 14.5 million new college
graduates will be needed between 1972 and 1985; 7.7
million to take care of occupational growth and rising
entry requirements, and 6.8 million for replacements.
(See table 10.) Thus, the available supply, 15.3 million,
Table 10. Projected requirements for college graduates,
1972-85
Grow th
........................................
Replacement
............................
1 9 72-8 5
. 1 9 72-8 0
1 9 8 0 -8 5
1 4 ,5 0 0
8 ,8 0 0
5 ,7 0 0
7 ,7 0 0
5 ,0 0 0
2 ,7 0 0
6 ,8 0 0
3 ,8 0 0
3 ,0 0 0
will be about 800,000 above projected job requirements.
This prospective situation will affect workers across the
entire occupational spectrum.
A greater oversupply of college graduates is expected
over the 1980-85 period than over the 1972-80 period.
The projected “gap” is roughly 100,000 for 1972-80, or
12,500 a year on the average, and 700,000 for 1980-85,
or 140,000 a year. The widening of the gap arises from
the expected slowdown in the rate of growth of the
economy in the later period and not from an accelerated
increase in the number of degree recipients. In fact, the
rise in the number of degree recipients will slow over
1980-85. The average number of degrees granted
annually over 1972-80 is expected to total about
1,441,000, almost 70 percent or 585,000 higher than
the previous 10 years’ average of 856,000 annually. (See
table 11.) But over the 1980-85 period, degrees granted
will average 1,718,000, only 277,000 more or 19
percent higher than over 1972-80. However, it is
expected that job openings over 1980-85 will be rising at
an even slower rate. Annual job openings will increase an
average of only 4 percent, a rise of barely 50,000 over
the average of 1.1 million job openings annually over the
1972-80 period.
The amount of educational upgrading is determined
by a number of factors—some related to the changing
nature or content of existing jobs and some related to
noneconomic factors. College graduates will be
demanded in some jobs traditionally held by less
educated workers due to the increasingly complex skills
required for those jobs.
Rising entry requirements may simply reflect the
Table 11. Average annual number of earned degrees,
1962-72 and projected for selected periods, 1972-85
Projected
Degree
1 9 62-7 2
1 9 72-8 5
1 9 72-8 0
1 9 8 0 -8 5
T o t a l .................. 8 5 5 ,9 0 0 1 ,5 4 7 ,7 0 0 1 ,4 4 1 ,1 0 0 1 ,7 1 8 ,3 0 0
B ach elo r's.................. 6 3 3 ,0 0 0 1 ,1 2 2 ,4 0 0 1 ,0 4 3 ,5 0 0 1 ,2 4 8 ,6 0 0
3 3 3 ,8 0 0
3 0 4 ,2 0 0
2 8 5 ,7 0 0
Master's .................... 1 6 6 ,5 0 0
5 5 ,0 0 0
4 8 ,6 0 0
4 4 ,7 0 0
2 2 ,8 0 0
D o c to r 's ....................
8 0 ,9 0 0
7 2 ,4 0 0
6 7 ,2 0 0
First professional . .
3 3 ,6 0 0
N O T E : Detail may not add to totals because of rounding.
greater number of college graduates available for
employment as well as a general tendency to hire the
person who has the highest educational qualifications,
especially for white-collar jobs. In the past, employers
might have preferred to hire college graduates for various
jobs but were not able to compete for them. If
substantial numbers of college graduates were
unsuccessful in finding a job in the career of their
choice, they would be available to fill upgraded jobs.
Increased employment of college graduates outside of
the professions may also reflect a lack of ability or
motivation for professional work on the part of some
graduates. It may also reflect sexual and racial
discrimination as well as a host of other factors.
College graduates are expected to continue to have a
competitive advantage over those with less education.
Despite the projected surplus of college graduates for the
1980-85 period, it is unlikely that college graduates will
experience significant levels of unemployment. Rather,
they are likely to obtain jobs previously held by
individuals with less than 4 years of college. In general,
graduates have reacted to changes in the job situation in
the past by taking the best available job and there is no
reason to assume that this will change. Problems for
college graduates will more likely be employment below
the level of skill for which they were trained, resulting in
job dissatisfaction and high occupational mobility rather
than unemployment.
The apparent abundance of college graduates as a
whole in the 1972-85 period does not imply that all
supply-demand imbalances in the professions will be
eliminated. Much depends on the number of students
who prepare for each professional field. This will depend
not only on the choices students make but also on the
capacity of schools of medicine, engineering, and other
fields where the number of students that can be
accommodated is relatively inflexible over the short run.
It is difficult to predict the number of job
opportunities in a given field in relation to the number
of individuals who will choose careers in the field, but it
is useful to trace what would happen if recent trends in
the number of students who elect to study and enter
each field continued through the mid-1980’s. Based on
past experience, it is likely that there will be wide
variation among occupations in the relation between
supply and demand. In the following section of this
chapter a supply-demand analysis is presented for
specific occupations where the data allow.
For specific occupations, prospective imbalances may
be intensified unnecessarily if short-run job situations
are allowed to outweigh the long-range employment
outlook in making educational and career decisions. In
engineering, for example, freshman enrollments dropped
11 percent between 1970 and 1971, according to data
from the Engineers Joint Council. Yet, manpower
requirements are expected to rise substantially in
engineering over the 1970-80 decade as a whole,
implying a repetition of the 1960’s scarcity of personnel
in the profession unless the downtrend in enrollments is
quickly ended.
By contrast, indications are that the softened demand
for Ph.D.’s which characterized the employment
situation in the last few years may not improve as the
decade progresses. Projections of the National Science
Foundation suggest that the oversupply of Ph.D.’s in the
sciences and engineering could range between 15,000
and 60,000 by 1980.^8 Other studies29 have indicated
that the country may produce more Ph.D.’s in all fields
than will be required. As with college graduates in
general, a greater number of Ph.D.’s than available jobs
traditionally requiring the degree may mean
underemployment or more job shifting. The result in
either case is likely to be job dissatisfaction, however,
rather than unemployment. However, this does not
mean employment problems will not exist. There is
some evidence that employers in private industry may
not want to employ scientists and engineers with Ph.D.’s
in jobs not requiring that level of education.30 They
may not want to hire workers who will be dissatisfied
and leave their jobs or who require too high a salary
compared to less highly trained workers who can
perform the same job.
The availability of more college-trained workers is
expected to have an adverse effect on many of the less
educated. It is likely to mean that, in the future, workers
with less than a college education will have less chance
of advancing to professional positions, as many could do
in the past, particularly in professions such as
engineering and accounting. They may also have less
opportunity for promotion to higher level positions in
sales, managerial, and some clerical and service
occupations. This is essentially a problem of credentials.
College graduates, however, will not be in a more
favorable position in all occupations. In the crafts,
workers in greatest demand will be those who have
vocational training rather than a college education; as in
the past, persons with college degrees will make little
inroads in the crafts. Similarly, employers seeking
operatives and laborers will be reluctant to hire college
281969 and 1980 Science and Engineering Doctorate Supply
and Utilization, NSF 71-20 (Washington, National Science
Foundation, 1971).
2^See, for example, Deal Wolfle and Charles V. Kidd, ‘The
Future Market for Ph.D.’s,” Science, August 17, 1971, pp.
784-93, and Allan M. Cartter, ‘‘Scientific Manpower for
1970-85,” Science, April 9, 1971, pp. 132-40.
Ph.D. Scientists and Engineers in Private Industry,
1968-80, Bulletin 1648 (Bureau of Labor Statistics, 1970).
graduates except for some part-time or temporary jobs
because of the obvious potential for job dissatisfaction.
Moreover, in another broad occupational area closely
related to professional work—paraprofessional and
technical work—college graduates are likely to face
stiffer competition. Community and junior colleges and
other post secondary schools have proven they can train
workers for many occupations in this category through
2-year programs or less, and the number of students
completing these career educational programs is
expected to increase even more rapidly than the number
of college graduates.
Another condition which may arise is that young
people in high school will become aware of the plight of
new college graduates who are not able to enter the field
of their choice and therefore change their aspirations for
a college education. Because current society esteems a
college degree and recognizes the benefits of a college
education for aspects of life other than work, such
changed aspirations are not anticipated in great numbers.
The complexity of the problem suggests the need for
growing emphasis on vocational guidance to provide
young people with the background needed to make a
satisfactory choice for education and career.
Industrial Production and Related Occupations
Foundry occupations
Patternmakers. A 5-year apprenticeship is the best way
to learn the patternmaking trade. Trade school courses
in patternmaking may be credited toward completion of
the apprenticeship. A high school education is generally
required.
Em ploym ent, 1972 ...............................................................
Projected 19 85 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ..................................
R e p la c e m e n ts ....................................................................
1 9 ,0 0 0
1 9 ,300
1.5
450
25
425
Available training data:
Apprenticeship c o m p le tio n s ........................................
275
Molders. Hand molders usually learn their trade through
a 4-year apprentice program. Some less skilled hand
molders acquire skills on the job. Apprenticeship
training is also preferred for some kinds of machine
molding. An eighth grade education is required for
apprentices, but many employers require additional
education.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 ....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ...................................................................
5 6 ,0 0 0
5 7 ,0 0 0
1.5
1,1 00
100
1,0 00
Em ploym ent, 1972 ..............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
2 3 ,0 0 0
2 3 ,3 0 0
1.5
475
25
450
Available training data:
M DTA:
O JT e n ro llm e n ts ................................
Machining occupations
All-round machinists. A 4-year apprenticeship program is
the usual way to learn the trade, but some companies
have training programs for single-purpose machinists that
require less than 4 years. Many machinists, however,
learn on the job. A typical 4-year apprenticeship
includes 8,000 hours of shop training and 570 hours of
classroom training. A high school or vocational school
education that includes courses in mathematics, physics,
and machine shop is desirable.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R ep lace m en ts....................................................................
3 2 0 ,0 0 0
4 0 0 ,0 0 0
24 .8
1 3 ,1 0 0
6 ,1 0 0
7 ,0 0 0
Available training data:
Available training data
.......................................................
M DTA:
Coremakers.
A 4-year apprenticeship
is the
recommended training for coremakers. Apprentices must
have at least an eighth grade education, but some
employers require graduation from high school. For less
skilled coremaking jobs, inexperienced workers may be
hired and trained on the job or other foundry workers
may be upgraded.
O JT e n ro llm e n ts ..........................................................
Institutional c o m p le tio n s ........................................
Apprenticeship c o m p le tio n s ................................... .
215
78
3 ,6 9 5
Instrument makers (mechanical). Most instrument
makers learn their trade through apprenticeships. Others
advance from the ranks of machinists or skilled machine
tool operators. A typical 4-year apprenticeship consists
of about 8,000 hours of shop training and 576 hours of
classroom instruction.
Employers generally prefer that apprentices have a
high school education, including courses in algebra,
geometry, science, and machine shop work.
Tool and die makers. Skills can be acquired through
formal 4-or 5-year apprenticeships or on the job. Most
employers prefer apprentices who have a high school or
trade school education. Many metal machine workers,
after years of experience, take classroom training to
become tool and die makers.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-85 .................................
G r o w t h ................................................................................
R ep lace m en ts....................................................................
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
5 ,0 0 0
6 ,0 0 0
2 0 .0
200
100
100
Available training data:
Available training data:
MDTA:
MDTA:
O JT e n ro llm e n ts .......................................................
1 7 2 ,0 0 0
1 8 3 ,0 0 0
6 .4
4 ,2 0 0
800
3 ,4 0 0
20
Machine tool operators. Most semiskilled operators learn
their trade on the job in a few months, but to become a
skilled operator often requires 1Vi to 2 years of
experience. Although there are no special educational
requirements, courses in mathematics and blueprint
reading are helpful.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent grow th, 1 9 72-8 5 .....................................................
Average annual openings, 19 72-8 5 ............................
5 4 6 ,0 0 0
6 7 0 ,0 0 0
2 2 .9
2 5 ,6 0 0
G r o w t h ................................................................................
R ep lace m en ts....................................................................
9 ,6 0 0
1 6 ,0 0 0
O JT e n ro llm e n ts ..........................................................
In stitutional c o m p le tio n s ........................................
Apprenticeship c o m p le tio n s ........................................
94
183
3,8 2 5
Printing (graphic arts) occupations
Bookbinders and related workers. A 4- or 5-year
apprenticeship that combines on-the-job training with
related classroom instruction generally is required to
qualify as a skilled bookbinder. Apprenticeship
applicants usually must have a high school education.
The less skilled bindery workers learn the trade
through informal on-the-job training that may last from
several months to 2 years.
Available training data:
M DTA:
O JT e n ro llm e n ts ..........................................................
In stitutional c o m p le tio n s ........................................
Job Corps c o m p le tio n s ..................................................
840
1,8 33
137
Setup men (machine tools). Setup men usually must
qualify as all-round machinists. They must have
thorough training in the operation of one or more kinds
of machine tools and be able to select the sequence of
operations so that metal parts will be made according to
specifications.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
4 3 ,0 0 0
5 9 ,0 0 0
37 .2
2 ,2 0 0
1,200
1,000
Available training data:
M DTA:
O JT e n ro llm e n ts ..........................................................
Institutional c o m p le tio n s ........................................
400
143
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
3 2 ,0 0 0
3 8 ,0 0 0
17.3
550
450
100
Available training data:
Job Corps c o m p le tio n s ..................................................
Apprenticeship c o m p le tio n s ........................................
27
231
Composing room occupations. Most compositors learn
their trade through apprenticeships that generally
require 6 years of progressively advanced training
supplemented by classroom instruction or correspond
ence courses. Some learn on the job by working as
helpers for several years; others combine trade school
and helper experience. Applicants for apprenticeships
usually must be high school graduates.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
170,UUU
16 6,00 0
—2.3
4 ,3 0 0
—3 0 0
4 ,6 0 0
Available training data:
M DTA:
O JT e n ro llm e n ts .........................................................
Apprenticeship c o m p le tio n s ........................................
34
844
Electrotypers and stereotypers. These workers usually
learn their trades through 5-to-6 year apprenticeships
that include training on the job and classes in related
technical subjects. Apprenticeship applicants usually
must have a high school education.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data
7 ,0 0 0
6 ,0 0 0
—14.8
100
— 100
200
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-85 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
1 4 2 ,0 0 0 *
1 8 3 ,0 0 0
2 8 .6
6 ,1 0 0
3 ,2 0 0
2 ,9 0 0
.......................................................
Lithographic occupations. A 4- or 5-year apprenticeship
usually is required to become a well-rounded litho
graphic craftsman. Apprenticeship programs may
emphasize a specific craft, such as platemaker or
pressman, although an attempt is made to make the
apprentice familiar with all lithographic operations.
Apprenticeship applicants generally must be high school
graduates.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
8 1 ,0 0 0
1 2 0 ,0 0 0
4 8 .4
5 ,1 0 0
3 ,0 0 0
2 ,1 0 0
Available training data:
M DTA:
Institutional c o m p le tio n s ........................................
Apprenticeship c o m p le tio n s ........................................
54
518
Photoengravers. Most photoengravers learn their skills
through a 5-year apprenticeship that includes at least
800 hours of classroom instruction. Apprenticeship
applicants usually must have a high school education,
preferably with courses in chemistry and physics.
E m ploym ent, 1972 ...............................................................
Projected 19 85 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ...................................................................
1 6 ,0 0 0
1 5 ,0 0 0
—9.2
200
— 100
300
Available training data:
MDTA:
In stitutio nal c o m p le tio n s ...............
Printing pressmen and assistants. The most common way
of learning the pressman’s trade is through apprentice
ship that combines on-the-job training and related
classroom or correspondence school work. The
apprenticeship period in commercial printing shops is 2
years for press assistants and 4 to 5 years for pressmen.
Some workers learn their skills on the job by working as
helpers or press assistants or through a combination of
work experience and training in vocational or technical
schools. High school education generally is required;
courses in physics and chemistry are recommended.
30
Available training data:
M DTA:
OJT e n ro llm e n ts ..........................................................
Institutional c o m p le tio n s ........................................
Job Corps c o m p le tio n s ..................................................
Apprenticeship c o m p le tio n s ........................................
9
14
204
635
Other industrial production and related occupations
Assemblers. Training varies according to the level of skill
required. Most inexperienced people can be trained in a
few days or weeks, but some training lasts much longer.
Although a high school diploma is usually not required,
many employers prefer high school graduates or workers
who have vocational school courses such as blueprint
reading, especially for the more highly skilled jobs.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
1 ,0 1 7 ,0 0 0
1 ,1 0 0 ,0 0 0
7.2
4 0 ,5 0 0
5 ,5 0 0
3 5 ,0 0 0
Available training data:
MDTA:
O JT e n ro llm e n ts ..........................................................
In stitutional c o m p le tio n s ........................................
Job C o r p s ...........................................................................
39 6
150
986
Automobile painters. Most automobile painters start as
helpers and acquire their skills informally by working for
3 to 4 years with experienced painters. A small number
learn through a 3-year apprenticeship. Applicants who
have a high school education are preferred.
E m ploym ent, 1972 ............................................................
2 5 ,0 0 0
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
2 9 ,0 0 0
16.1
800
300
500
jobs are high school graduates who have learned their
skills on the job. Although fewer than one-tenth of all
foremen are college graduates, a growing number of
employers are hiring foreman trainees with college
backgrounds.
Available training data:
MDTA:
OJT e n ro llm e n ts ..........................................................
Institutional c o m p le tio n s ........................................
1
30
Blacksmiths. Most beginners train on the job as helpers
in blacksmith shops. Others enter through formal
apprenticeship programs which generally last 3 or 4
years.
Em ploym ent, 1972 ......................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ....................................................................... . . .
R e p la c e m e n ts ...................................
Available training data
.......................................................
10,000
9 .4 0 0
—6 .4
350
—50
'4 0 0
—
Boilermaking occupations. Many boilermakers acquire
skills on the job, but most training authorities agree that
a 4-year apprenticeship is the best way to learn this
trade. Layout men and fitup men generally learn their
trades on the job by working as helpers for 2 or more
years. Employers prefer high school graduates.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 ................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
3 3 ,0 0 0
3 9 ,0 0 0
18.6
1,300
50 0
800
Available training data:
MDTA:
O JT e n ro llm e n ts ..........................................................
Apprenticeship c o m p le tio n s ........................................
58
504
Electroplaters. Most electroplaters learn the trade on the
job. A small percentage of electroplaters train through a
3- or 4-year apprenticeship program and a few take a 1or 2-year electroplating course in a junior college,
technical institute, or vocational high school.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
1 ,4 0 0 ,0 0 0
1 ,7 0 0 ,0 0 0
21.6
5 8 ,0 0 0
2 4 ,0 0 0
3 4 ,0 0 0
Available training data:
V ocational education completions:
S e c o n d a ry ......................................................................
Postsecondary...............................................................
434
1,176
Forge shop occupations. Most workers learn their trades
on the job. Some forge shops offer apprentice training
programs for skilled jobs, such as die sinker and heat
treater. High school graduates are preferred, especially
for the more skilled jobs.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 ............................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R ep lace m en ts....................................................................
Available training data
......................... .............................
6 3 ,0 0 0
6 6 ,0 0 0
4.1
1,300
200
1,1 00
—
Furniture upholsterers. The most common way to learn
this trade is to complete on-the-job training in an
upholstery shop. Other ways of acquiring training are by
working for furniture manufacturers in jobs closely
related to upholstering, or through vocational or high
school courses. A few people acquire the necessary skills
through formal apprenticeship programs that last from 3
to 4 years.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
3 5 ,0 0 0
3 9 ,0 0 0
12.6
1,4 00
300
1,100
Available training data:
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data
.......................................................
17 ,000
2 1 ,0 0 0
24 .0
900
300
600
—
Foremen. Most workers who are promoted to foreman
M DTA:
OJT e n ro llm e n ts ..........................................................
In stitutional c o m p le tio n s ........................................
Job Corps c o m p le tio n s ..................................................
15
144
142
Vocational education completions:
S e c o n d a ry ......................................................................
Postsecondary...............................................................
2,481
256
Inspectors. Inspectors are generally trained on the job.
Training may last from a few hours to several months
depending on the skill level. Requirements for the job
vary. Some employers hire applicants who do not have a
high school diploma but who have qualifying aptitudes
or related experience. Other employers prefer
experienced production workers.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
7 2 5 ,0 0 0
9 4 0 ,0 0 0
29 .7
4 4 ,7 0 0
1 6 ,600
2 8 ,1 0 0
Available training data:
V ocational education completions:
S e c o n d a ry ......................................................................
P ostsecondary..............................................................
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R ep lace m en ts....................................................................
3 8 ,0 0 0
5 2 ,0 0 0
3 6 .4
2 ,7 0 0
1 ,0 0 0
1,7 00
Available training data:
401
264
Millwrights. These workers generally acquire their skills
on the job or through 4-year apprenticeship programs
that combine shop training with classroom instruction.
Many companies require that apprentice applicants be
high school graduates.
High school courses in science, mathematics,
mechanical drawing, and machine shop are useful to the
prospective millwright.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R ep lace m en ts...................................................................
Photographic laboratory workers. Most darkroom tech
nicians learn their trade by 3 to 4 years of on-the-job
training; some helpers become specialists in a particular
activity, which usually requires less training time. A high
school education is preferred and college courses are
helpful for those interested in supervisory or managerial
jobs. On-the-job training for workers in semiskilled
photographic laboratory occupations may range from a
few weeks to several months.
8 3 ,0 0 0
10 3 ,0 0 0
2 4 .3
3 ,3 0 0
1,600
1,700
Available training data:
MDTA:
Institutional c o m p le tio n s ............................
14
V ocational education completions:
S e c o n d a ry ......................................................................
Postsecondary...............................................................
Junior college g ra d u a te s ................................................
1,370
1,216
577
Power truck operators. Most workers can be trained on
the job to operate a power truck in a few days. It may
take several weeks, however, to learn the physical layout
and operation of a plant and the most efficient way of
handling the materials to be moved.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R ep lace m en ts....................................................................
3 0 0 ,0 0 0
3 7 0 ,0 0 0
22.2
9 ,1 0 0
5 ,1 0 0
4 ,0 0 0
MDTA:
OJT e n ro llm e n ts .........................................................
Institutional c o m p le tio n s ........................................
Apprenticeship c o m p le tio n s ........................................
58
8
1,080
Motion picture projectionists. Most motion picture
theaters in urban areas are unionized and young people
who aspire to work as projectionists in these theaters
must complete a union apprenticeship program. In a
nonunion theater, a trainee may start as an usher or
helper and learn the trade by working with an
experienced projectionist. A high school education is
preferred by employers.
Em ploym ent, 1972 ......................
Projected 1985 requirements ..........................................
Percent growth, 1 9 7 2 -8 5 ....................................................
Average annual openings, 1972-8 5 .................................
G r o w t h ................................................................................
R ep lace m en ts...................................................................
Available training data
16 ,000
19 ,000
15.3
1,0 00
200
800
Available training data:
Job Corps c o m p le tio n s ..................................................
19
Production painters. New workers usually learn the job
by watching and helping experienced workers. Training
may vary from a few days to several months. A high
school diploma is generally not required.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R ep la c e m e n ts ...................................................................
1 8 0 ,0 0 0
19 7 ,0 0 0
9 .4
5 ,0 0 0
1 ,3 0 0
3 ,7 0 0
Available training data:
M DTA:
O JT e n ro llm e n ts ...............
5
Stationary engineers. Many stationary engineers start as
helpers or craftsmen in other trades and acquire their
skills informally on the job. Most training authorities,
however, recommend a 3- to 4-year apprenticeship as the
best way to learn this trade. High school or trade school
graduates with courses in mathematics, mechanical
drawing, machine shop practices, physics, and chemistry
are preferred. Some States and cities require stationary
engineers to be licensed.
Em ploym ent, 1972 ...............................................................
Projected 19 85 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
17 8,00 0
17 8,00 0
0.0
4 ,6 0 0
0
4 ,6 0 0
Available training data:
MDTA:
O JT e n ro llm e n ts ..........................................................
9 3 ,0 0 0
8 8 ,0 0 0
—5.0
2 ,1 0 0
—4 0 0
2 ,5 0 0
Available training data:
Vocational education completions:
S e c o n d a ry ......................................................................
P ostsecondary...............................................................
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
2 0 ,0 0 0
3 1 ,0 0 0
5 4 .0
1,200
800
400
Available training data:
M DTA:
O JT e n ro llm e n ts .........................................................
In stitutional c o m p le tio n s ........................................
509
37
V ocational education completions:
P ostsecondary...............................................................
234
22
Stationary firemen. Most learn their skills by working as
helpers in boiler rooms. Some large cities and a few
States require stationary firemen to be licensed.
Em ploym ent, 1972 .............................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-85 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
intelligence. A 2-year program leading to an associate
degree in wastewater technology is an excellent way to
bypass much of the on-the-job training and advance
more rapidly.
70
55
Waste water treatment plant operators (sewage plant
operators). Trainees usually start as helpers and learn
their skills on the job. Some States require, and
employers generally prefer, high school graduates. Some
positions, especially in larger cities and towns, are
covered by civil service regulations and applicants may
be required to pass examinations on elementary
mathematics, mechanical aptitude, and general
Welders and flame cutters. Generally, it takes several
years of training to become a skilled manual arc or gas
welder, and somewhat longer to become a combination
welder. Some of the less skilled jobs, however, can be
learned after a few months of on-the-job training.
Flamecutters usually can learn their work in a few
weeks. For entry to manual welding jobs, most
employers prefer applicants who have high school or
vocational school training in welding methods. Before
being assigned to work where the strength of the weld is
a highly critical factor, welders may be required to pass a
qualifying examination.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
5 5 4 ,0 0 0
7 7 0 ,0 0 0
3 9 .0
2 7 ,2 0 0
16 ,700
10 ,500
Available training data:
M DTA:
O JT e n ro llm e n ts ..........................................................
In stitutional c o m p le tio n s ........................................
Job Corps c o m p le tio n s ..................................................
349
6 ,4 4 2
1,916
Office Occupations
Clerical occupations
Bookkeeping workers. For bookkeeping jobs, most
employers prefer high school graduates who have taken
business arithmetic and bookkeeping courses. Some
prefer applicants who have completed business courses
at a junior college or business school. The ability to type
and operate various office machines also is preferred.
E m ploym ent, 1972 ............................................................ .. 1 ,5 8 4 ,0 0 0
Projected 1985 requirements ............................................ 1 ,9 0 0 ,0 0 0
Percent growth, 1 9 7 2 -8 5 ....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ...................................................................
R e p la c e m e n ts ....................................................................
19.5
1 1 8 ,0 0 0
2 4 ,0 0 0
9 4 ,0 0 0
M DTA:
O JT e n ro llm e n ts .........................................................
Available training data:
MDTA:
O JT e n ro llm e n ts ..........................................................
Institutional c o m p le tio n s ........................................
Job Corps c o m p le tio n s ..................................................
160
63
24
Cashiers. For cashier jobs, employers prefer people who
have completed high school. Courses in business
arithmetic, bookkeeping, typing, and other business
subjects are good preparation.
E m ploym ent, 1972 ...............................................................
Projected 19 85 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
9 9 8 ,0 0 0
1 ,3 6 0 ,0 0 0
36.1
9 6 ,0 0 0
2 8 ,0 0 0
6 8 ,0 0 0
Available training data:
8
Office machine operators. Graduation from high school
or business school is the usual requirement for office
machine operator jobs. Courses in typing and business
arithmetic are helpful. The amount of on-the-job
training required varies by type of machine used.
E m ploym ent, 1972 ..............................................................
Projected 1985 requirements ..........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
19 5 ,0 0 0
2 3 0 ,0 0 0
17.9
1 3 ,700
2 ,7 0 0
1 1 ,000
Available training data:
MDTA:
OJT e n ro llm e n ts ..........................................................
Institutional c o m p le tio n s ........................................
Job Corps c o m p le tio n s ..................................................
15
-1 0 9
56 5
Postal clerks. These workers must be at least 18 and pass
an examination that tests reading accuracy, the ability to
O JT e n ro llm e n ts ..........................................................
37
follow oral instructions, vocabulary, and simple
Institutional c o m p le tio n s ........................................
97
Applicants must also pass a physical
Job Corps c o m p le tio n s ...........................................................
113 arithmetic.
examination and may be asked to show that they can lift
and handle mail sacks weighing up to 70 pounds.
File clerks. Employers prefer high school graduates for
beginning file clerk jobs. Many seek applicants who can
Em ploym ent, 1972 ...............................................................
2 8 6 ,0 0 0
type and have some knowledge of office practices.
M DTA:
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ...................................................................
2 7 2 ,0 0 0
3 1 8 ,0 0 0
16.7
2 2 ,8 0 0
3 ,5 0 0
1 9 ,300
Available training data:
MDTA:
O JT e n ro llm e n ts ..........................................................
Institutional c o m p le tio n s ........................................
Job Corps c o m p le tio n s ..................................................
37
820
277
Hotel front office clerks. Although education beyond
high school generally is not required for these jobs, hotel
employers are attaching greater importance to college
training in selecting applicants who may later advance to
managerial positions.
Em ploym ent, 1972 ...............................................................
Projected 19 85 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
4 9 ,0 0 0
6 9 ,0 0 0
41 .2
4 ,8 0 0
1,6 00
3 ,2 0 0
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data
.......................................................
3 1 2 ,0 0 0
8 .8
10 ,500
1,9 00
8 ,6 0 0
—
Receptionists. Formal educational requirements rarely
are specified beyond a high school diploma.
Nevertheless, many receptionists have some college
training. Business courses, such as elementary
bookkeeping and business practices, are valuable for
applicants seeking beginning positions.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-85 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ...................................................................
4 3 6 ,0 0 0
6 5 0 ,0 0 0
5 0 .0
5 5 ,1 0 0
16 ,800
3 8 ,3 0 0
Available training data:
MDTA:
O JT e n ro llm e n ts ..........................................................
Job Corps c o m p le tio n s ..................................................
19
37
Shipping and receiving clerks. High school graduates are
preferred for beginning jobs in shipping and receiving
departments. Business arithmetic, typing, and other high
school business subjects are helpful, as is the ability to
write legibly. Post-high school training is important for
advancement to warehouse manager or other responsible
jobs.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-85 .................................
G r o w t h ..............................................................
R e p la c e m e n ts ....................................................................
4 5 1 ,0 0 0
4 9 0 ,0 0 0
9.1
13 ,800
3 ,2 0 0
10,600
applicants who have additional training at a college or
private business school. Generally employers have
minimum standards of typing and stenographic speed
and accuracy that must be met before an employee is
hired.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 7 2 -8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
3 ,0 7 4 ,0 0 0
4 ,9 5 0 ,0 0 0
6 0 .8
4 1 1 ,0 0 0
14 4 ,0 0 0
2 8 6 ,0 0 0
Available training data:
Available training'data:
M DTA:
MDTA:
O JT e n ro llm e n ts .......................................................
23
Statistical clerks. Most employers prefer statistical clerks
who are high school graduates. Those who have had
courses in business arithmetic, bookkeeping, and typing
are considered well prepared for this type of work.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data
2 9 9 ,0 0 0
3 7 5 ,0 0 0
2 5 .8
2 3 ,0 0 0
6 ,0 0 0
17 ,000
O JT e n ro llm e n ts ..........................................................
Institutional c o m p le tio n s ........................................
Job Corps c o m p le tio n s ..................................................
30 5
1,720
146
Vocational education completions:
S e c o n d a ry ......................................................................
P ostsecondary...............................................................
Bachelor's degrees in
secretarial s tu d ie s .................................
Junior college graduates in
secretarial te ch n o lo g ies...........................
10 7,36 8
2 4 ,3 2 8
1,323
16 ,5 3 4
.......................................................
Stock clerks. Although there are no specific educational
requirements for stock clerks, employers prefer high
school graduates. Many look for reading and writing
skills, a basic knowledge of mathematics, and typing and
filing abilities. Some stock clerks must meet bonding
standards.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
5 1 1 ,0 0 0
7 5 0 ,0 0 0
4 6 .2
3 4 ,8 0 0
1 8 ,200
16 ,600
Typists. Most employers require applicants to have a
high school diploma and to meet certain standards of
typing speed and accuracy. Good spelling, punctuation,
and grammar are essential. Most typists learn their skills
by attending day or evening classes in public or private
schools.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
1 ,0 2 1 ,0 0 0
1 ,4 0 0 ,0 0 0
38 .7
1 1 5 ,7 0 0
3 0 ,4 0 0
8 5 ,3 0 0
Available training data:
Available training data:
M DTA:
O JT e n ro llm e n ts ..........................................................
Institutional c o m p le tio n s ........................................
Job Corps c o m p le tio n s ..................................................
52
2 ,0 7 6
21 0
Stenographers and secretaries. Graduation from high
school is essential for practically all secretarial and
stenographic positions. Many employers prefer
MDTA:
O JT e n ro llm e n ts ..........................................................
Institutional c o m p le tio n s ........................................
Job Corps c o m p le tio n s ..................................................
151
1,252
1,2 58
V ocational education completions:
S e c o n d a ry ......................................................................
Postsecondary...............................................................
10 5 ,0 9 8
8 ,8 9 9
Computer and related occupations
Electronic computer operating personnel. In filling these
jobs, employers usually require at least a high school
education. For console operator positions, some college
training may be preferred.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 . . .........................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
4 8 0 ,0 0 0
5 3 1 ,0 0 0
10.6
2 7 ,0 0 0
4 ,0 0 0
2 3 ,0 0 0
represent degrees earned in systems analysis. Also
qualified for systems analysis jobs are many persons with
college training in data processing, programming, and
computer and information sciences.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 7 2 -8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data:
Bachelor's degrees............................................................
Master's degrees ...............................................................
Ph.D.'s ................................................................................
Available training data:
1 0 3 ,0 0 0
1 8 5 ,0 0 0
79 .6
8 ,3 0 0
6 ,3 0 0
2 ,0 0 0
* 88
88
6
MDTA:
Institutional c o m p le tio n s ........................................
Junior college g ra d u a te s ................................................
6 ,1 6 5
158
Programmers. Those programmers hired for scientific,
engineering, or related work usually must have a
bachelor’s degree with a major in the physical sciences,
mathematics, engineering, or computer science. Some
jobs require a graduate degree. For business pro
gramming, experience often is more important than a
college degree, although college courses in data
processing, accounting, and business administration are
helpful. Data presented below represent degrees earned
in programming. Also qualified for programming jobs are
many persons with college training in data processing
and computer and information sciences.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ..........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ...................................................................
1 8 6 ,0 0 0
2 9 0 ,0 0 0
5 5 .9
1 3 ,000
8 ,0 0 0
5 ,0 0 0
Available training data:
Bachelor's degrees............................................................
Master's degrees ...............................................................
Junior college g ra d u a te s ...............................................
32
5
2 ,1 4 9
M DTA:
In stitutional c o m p le tio n s ........................................
3
Systems analysts. Although there is no single acceptable
way of preparing for work as a systems analyst, most
employers prefer applicants who have college training
and experience in computer programming. Many
employers seek candidates who have a bachelor’s degree
in mathematics, science, engineering, or business; others
stress a graduate degree. Systems analyst trainees can
learn to use data processing equipment on the job or
through special courses offered by colleges and
computer manufacturers. Data presented below
Banking occupations
Bank clerks. High school graduation is adequate
preparation for beginning clerical jobs in banks. For
most jo*bs, courses in bookkeeping, typing, business
arithmetic, and office machine operation are desirable.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
4 7 3 ,0 0 0
6 6 5 ,0 0 0
4 0 .4
4 3 ,2 0 0
14 ,7 0 0
2 8 ,5 0 0
Available training data:
Job Corps c o m p le tio n s ..................................................
5
Bank officers. These positions may be filled by
management trainees or by promoting experienced
clerical workers. A business administration major in
finance or a liberal arts curriculum including accounting,
economics, commercial law, and statistics is excellent
preparation for trainee positions.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
2 1 9 ,0 0 0
3 0 8 ,0 0 0
4 0 .4
1 3 ,600
6 ,8 0 0
6 ,8 0 0
Available training data:
Degrees in banking and finance:
Bachelor's degrees.......................................................
Master's degrees ..........................................................
Ph.D.'s ...........................................................................
5 ,9 9 2
1,781
23
Tellers. Banks prefer high school graduates with
experience in related clerical work when filling teller
positions. Applicants also must meet bonding standards.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
2 4 8 ,0 0 0
3 5 0 ,0 0 0
4 0 .4
2 5 ,0 0 0
7 ,7 0 0
1 7 ,300
Available training data:
M DTA:
O JT e n ro llm e n ts ..........................................................
Institutional c o m p le tio n s ........................................
13
15
Insurance occupations
Actuaries. New entrants need a bachelor’s degree with a
major in mathematics, statistics, economics, or business
administration and a thorough foundation in calculus,
probability, and statistics to become an actuary. After
entering a beginning actuarial position, they are required
to pass a series of examinations which usually take
between 5 and 10 years.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements . ......................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
5 ,5 0 0
9 ,0 0 0
6 2 .0
500
300
200
Available training data:
See Statisticians p. 5 7 , fo r combined data.
Claims adjusters. A college degree is increasingly
required for beginning jobs as claim adjusters. For
college graduates, no specific field of study is
recommended. Many companies will hire those without
college training, particularly if they have specialized
experience. For example, a person experienced in
automobile repair may qualify as an auto adjuster. A
person with a business or accounting background may
specialize in losses from business interruption or damage
to merchandise. Those with college training in
engineering or law will find their education helpful in
adjusting bodily injury claims.
Most States require adjusters to be licensed.
Applicants usually must complete an approved course in
insurance or pass a written examination, be at least 20
years of age, and file a surety bond. Completion of
independent study courses usually is very helpful in
advancement to upper level jobs.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
12 8,00 0
15 2,00 0
19.0
5,8 0 0
1,900
3 ,9 0 0
Claim examiners. College graduates are preferred for
beginning claim examiner jobs. Although courses in
insurance, economics, or other business subjects are
helpful, a major in almost any college field is adequate
preparation. Some firms hire high school graduates if
they have related clerical experience or some college
work. All beginners receive on-the-job training under the
direction of an experienced claim manager.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data
.......................................................
3 1 ,0 0 0
2 8 ,5 0 0
—7.8
600
—2 0 0
800
—
Underwriters. Most insurance companies prefer college
graduates for beginning underwriting jobs. Applicants
with degrees in business administration or liberal arts are
preferred, but a major in almost any field provides an
adequate educational background. In some companies,
experienced underwriting clerks may be trained as
underwriters. Completion of independent study courses
often is required for advancement to senior underwriting
positions.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements . . . . : ...............................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G row th
................................................................................
R e p la c e m e n ts .........................................................................
Available training data
.......................................................
6 1 ,0 0 0
7 1 ,0 0 0
16.6
2 ,5 0 0
800
1,7 00
—
Administrative and related occupations
Accountants. Although junior college, business school,
or correspondence course training is acceptable for some
accounting jobs, most large public accounting and
business firms require the bachelor’s degree with a major
in accounting or a related, field and sometimes a master’s
degree in accounting. All States require “certified public
accountants” to be certified by the State board of
accountancy. In nearly all States at least 2 years of
public accounting experience is necessary before CPA
certification can be issued. About half of the States do
not require CPA candidates to be college graduates.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-85 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
7 1 4 ,0 0 0
9 3 5 ,0 0 0
3 1 .0
4 1 ,9 0 0
17,000
2 4 ,9 0 0
Junior college g ra d u a te s ...............................................
Bachelor's degrees............................................................
Master's degrees ...............................................................
Ph.D .'s ................................................................................
5,301
2 2 ,0 9 9
1,097
61
City managers. A bachelor’s degree, preferably with a
major in political science or public administration, is the
minimum educational background needed to become a
city manager. A master’s degree in public or municipal
administration is preferred.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ..........................................
R e p la c e m e n ts ...................................................................
Available training data
.......................................................
2 ,5 0 0
3 ,7 0 0
5 4 .0
150
100
50
—
Credit officials. A college degree is becoming
increasingly important for beginning jobs as credit
officials. Many employers seek persons who have
majored in business administration, economics, or
accounting, while others may hire graduates holding
liberal arts degrees. Some employers promote high
school graduates to credit official positions if they have
experience in credit collection or in processing credit
information.
Em ploym ent, 1972 ..............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
Replacements ....................................................................
Available training data
.......................................................
1 1 4 ,0 0 0
1 6 0 ,0 0 0
4 0 .9
7,5 0 0
3 ,6 0 0
3 ,9 0 0
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 ........................................ *...........
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
1 1 0 ,0 0 0
1 6 0 ,0 0 0
4 1 .2
7 ,5 0 0
3 ,6 0 0
3 ,9 0 0
Available training data:
Junior college g r a d u a te s ................................................
Bachelor's degrees in hotel
and restaurant management ...................................
Master's degrees in hotel
and restaurant management ...................................
916
616
18
Lawyers. Admission to the bar is a prerequisite for the
practice of law in all States. To qualify for the bar
examination, most States require 4 years of college
followed by 3 years of law school. Four years of
part-time study usually is required to complete a night
school curriculum.
Based on past relationships between law school
graduates, numbers taking and passing bar examinations,
and numbers actually entering the occupation, an
average of 18,695 law school graduates would be needed
annually over the 1972-85 period to meet projected
requirements of 16,500.
The number who received bachelor’s or first
professional degrees in 1972 was somewhat higher than
projected annual needs over the 1972-85 period. If this
trend in the number of graduates continues, those
seeking to enter the legal profession will outnumber the
available jobs.
—
Hotel managers and assistants. Although experience
generally is the most important consideration in
selecting managers,
employers
are increasingly
emphasizing a college education. Many prefer applicants
who have completed a 4-year college curriculum in hotel
and restaurant administration. Some large hotel
organizations have special management trainee programs
for both college graduates and persons promoted from
within.
Em ploym ent, 1972 ..............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ........................
3 0 3 ,0 0 0
3 8 0 ,0 0 0
2 5 .8
16 ,5 0 0
6 ,0 0 0
1 0 ,500
Available training data:
Bachelor's degrees............................................................
First professional d e g re e s .............................................
Master's degrees ...............................................................
Doctor's d e g re e s ...............................................................
54 5
17,421
955
20
Service Occupations
Cleaning and related occupations
Building custodians. There are no formal educational
requirements for most custodial jobs and custodians
usually acquire their skills on the job. However, entry
workers should be able to do simple arithmetic and
follow written instructions. High school courses may
help the worker perform the many handyman tasks that
are required.
E m ploym ent, 1972 ..............................................................
Projected 1 9 85 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
1 ,8 8 5 ,0 0 0
2 ,4 3 0 ,0 0 0
2 9 .0
13 6 ,0 0 0
4 2 ,0 0 0
9 4 ,0 0 0
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data:
M DTA:
O JT e n ro llm e n ts ..........................................................
In stitutional c o m p le tio n s ........................................
Job Corps c o m p le tio n s ..................................................
208
500
1,089
V ocational education:
S e c o n d a ry ......................................................................
Postsecondary...............................................................
1,951
522
Exterminators. Most exterminators can do routine work
after 2 or 3 months of on-the-job training. About 30
States require licenses. In most States, the license is only
for registration, but a growing number of these States
require applicants to pass a written examination. High
school graduates are preferred.
Em ploym ent, 1972 ....................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
2 5 ,0 0 0
3 4 ,0 0 0
38.1
1,300
800
500
M DTA:
7
1
Hotel housekeepers and assistants. Although no specific
educational requirements exist for housekeepers, most
employers prefer applicants who have at least a high
school diploma.
Em ploym ent, 19 72 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
1 7 ,0 0 0
2 4 ,0 0 0
41 .2
1,7 00
600
1,100
1,819
211
Food service occupations
Bartenders. Most bartenders learn their trade on the job.
Experience as a barboy, busboy, busgirl, waiter, or
waitress is good training. Some private schools offer
short courses in bartending.
Cooks and chefs. Most cooks—particularly those who
work in small eating places—acquire their skills on the
job. Less frequently, they are trained as apprentices
under trade union contracts or employee training
programs conducted by large hotels and restaurants.
Training offered by a number of schools and other
institutions is an advantage for applicants seeking jobs as
cooks or chefs in large restaurants and hotels.
Em ploym ent, 19 72 .............
Projected 19 85 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
8 6 6 ,0 0 0
1 ,0 0 0 ,0 0 0
14.2
5 2 ,0 0 0
1 0 ,000
4 2 ,0 0 0
Available training data:
M DTA:
101
1,6 0 4
2 ,1 2 6
229
Meatcutters. These workers acquire their skills either
informally on the job or through apprenticeship
programs. Those in apprenticeship programs generally
complete 2 to 3 years of supervised on-the-job training
which may be supplemented by some classroom work.
Employers generally prefer high school graduates.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-85 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
2 0 0 ,0 0 0
1 9 8 ,0 0 0
—1.4
4 ,4 0 0
—2 0 0
4 ,6 0 0
MDTA:
Vocational education completions:
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
—
Available training data:
Available training data:
S e c o n d a ry ......................................................................
P ostsecondary...............................................................
.......................................................
O JT e n ro llm e n ts ..........................................................
In stitutional c o m p le tio n s .........................
Job Corps c o m p le tio n s ..................................................
Apprenticeship c o m p le tio n s ........................................
Available training data:
O JT e n ro llm e n ts ..........................................................
In stitutional c o m p le tio n s ........................................
Available training data
8 ,8 0 0
2 ,6 0 0
6 ,2 0 0
2 0 0 ,0 0 0
2 3 5 ,0 0 0
16.8
O JT e n ro llm e n ts .......... ...............................................
In stitutional c o m p le tio n s ........................................
Job Corps c o m p le tio n s ..................................................
Apprenticeship c o m p le tio n s ........................................
7
67
151
997
Waiters and waitresses. Although most waiters and
waitresses pick up their skills on the job, some attend
special training courses offered by some public and
private schools and restaurant associations. Most
employers prefer applicants to have had at least 2 or 3
years of high school.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
1 ,1 2 4 ,0 0 0
1 ,3 0 0 ,0 0 0
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 ................................
G r o w t h .......................................................
R e p la c e m e n ts ....................................................................
16.6
8 6 ,0 0 0
1 4 ,000
7 2 ,0 0 0
Available training data:
MDTA:
O JT e n ro llm e n ts ..........................................................
In stitutional c o m p le tio n s ........................................
Job Corps c o m p le tio n s ..................................................
8
29
106
Barbers. All States require barbers to be licensed. To
obtain a license a person must have graduated from a
State-approved barber school, have completed the eighth
grade, meet certain health requirements, and be at least
16 (in some States 18). Nearly all States require a
beginner to take an examination for an apprentice
license, and then, after 1 or 2 years of work, take a
second examination for a license as a registered barber.
15 7 ,0 0 0
1 4 7 ,0 0 0
—6 .4
5 ,0 0 0
—8 0 0
5 ,8 0 0
Available training data:
M DTA:
Institutional c o m p le tio n s ........................................
Job Corps c o m p le tio n s ..................................
Vocational education completions:
S e c o n d a ry ....................................................................
P ostsecondary....................................................
26
7
304
581
Bellmen and bell captains. Although no specific
educational requirements exist for bellmen, graduation
from high school enhances opportunities for promotion
to front office clerk jobs.
E m ploym ent, 1972 ..............................................................
Projected 1985 requirements ..........................................
Percent growth, 1 9 7 2 -8 5 ....................................................
Average annual openings, 1972-85 ................................
G r o w t h ................................................................................
R e p la c e m e n ts ...................................................................
16 ,0 0 0
18 ,000
13.0
600
200
400
Available training data:
M DTA:
In stitutional c o m p le tio n s .....................................
5 0 0 ,0 0 0
6 7 0 ,0 0 0
3 5 .0
5 1 ,0 0 0
13 ,0 0 0
3 8 ,0 0 0
O JT e n ro llm e n ts ..........................................................
In stitutional c o m p le tio n s ........................................
Job Corps c o m p le tio n s ..................................................
4
50
27 7
V ocational education completions:
S e c o n d a ry ......................................................................
P ostsecondary...............................................................
8,631
4 ,3 1 3
Funeral directors and embalmers. All States require
embalmers to be licensed. While licensing standards vary
by State, an embalmer generally must be 21, have a high
school diploma or its equivalent, graduate from a
mortuary science school, serve an apprenticeship, and
pass a State board examination. One-half of the States
require a year or more of college in addition to training
in mortuary science.
Forty-four States require funeral directors to be
licensed. Qualifications are similar to those for
embalmers, but some States have special apprenticeship
training and board examinations for directors. Most
people obtain both licenses.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data
.......................................................
4 5 ,0 0 0
4 5 ,0 0 0
0.0
1,3 00
0
1,3 00
—
Private household service occupations
Private household workers. For most household worker
jobs, there are no formal educational requirements.
Instead, the ability to cook, sew, wash and iron, clean
house, and care for children is important. Many of the
necessary skills are learned in the home; more advanced
skills can be learned in home economics courses in
public and private schools.
50
Cosmetologists. All States require that cosmetologists be
licensed. Most States require applicants for licensing to
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
M DTA:
Personal service occupations
Em ploym ent, 19 72 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
Replacem ents......................................................................
be at least 16 years old and to have completed at least
the 10th grade. Successful completion of a Stateapproved cosmetology course is recognized as adequate
preparation for a State licensing examination; in some
States, a period of apprenticeship may be substituted.
Em ploym ent, 1 9 72 ............................................................
Projected 19 85 requirements ........................................
Percent growth, 19 72-8 5 ..................................................
Average annual openings, 1972-8 5 ..............................
1 ,4 3 7 ,0 0 0
1 ,0 0 0 ,0 0 0
. —30 .8
5 1 ,0 0 0
G r o w t h ..............................................................................
R e p la c e m e n ts .................................................................
—3 5 ,0 0 0
8 6 ,0 0 0
Available training data:
MDTA:
O JT e n ro llm e n ts ..........................................................
In stitutional c o m p le tio n s ........................................
Job Corps c o m p le tio n s ..................................................
21
17
6
applicants must have a high school education. A few
cities require some college training and some hire law
enforcement students as police interns. A few
departments accept persons who have less than a high
school education as recruits, particularly if they have
worked in a field related to law enforcement. Candidates
must be U.S. citizens, usually at least 21 years of age. In
small communities police officers often are trained on
the job; in large cities formal training that ranges from a
few weeks to months is provided.
Protective and related service occupations
Firefighters. In most communities, qualifying examina
tions are open to applicants who have a high school
education. The examinations test intelligence as well as
strength, stamina, and agility. Those who score the
highest on these examinations have the best chances for
appointment. Beginners in large fire departments
generally are trained for several weeks at the city’s fire
school before being assigned to local fire companies. Fire
departments frequently conduct training programs and
many colleges and universities offer courses related to
fire prevention.
Em ploym ent, 19 72 ...............................................................
Projected 1 9 85 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
2 0 0 ,0 0 0
3 1 5 ,0 0 0
57.2
1 1 ,6 0 0
8 ,8 0 0
2 ,8 0 0
Available training data:
Vocational education completions:
S e c o n d a ry ......................................................................
Postsecondary...............................................................
55
1,032
Guards and watchmen. Although there are no specific
educational requirements, most employers prefer guards
and watchmen who are high school graduates.
Applicants with less than a high school education usually
are tested for reading and writing skills and their
competence in following written and oral instructions.
Skills are generally learned on the job.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ...................................................................
R e p la c e m e n ts ....................................................................
2 5 0 ,0 0 0
3 2 0 ,0 0 0
2 9 .3
1 9 ,300
5 ,6 0 0
1 3 ,700
Available training data:
M DTA:
O JT e n ro llm e n ts ..........................................................
24
Police officers (municipal). In many police departments,
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
3 7 0 ,0 0 0
4 9 0 ,0 0 0
3 2 .3
14 ,300
9 ,3 0 0
5 ,0 0 0
Available training data:
M DTA:
In stitutional c o m p le tio n s ........................................
Job Corps c o m p le tio n s ..................................................
202
1
Vocational education completions:
S e c o n d a ry ......................................................................
P ostsecondary...............................................................
J
788
7,4 78
1 Municipal and State police officers com bined.
State police officers. All candidates must be citizens of
the United States. In addition, most States require
applicants to have a high school education or an
equivalent combination of education and experience and
be at least 21 years old. In all States, recruits enter a
formal training program of several months.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
4 4 ,0 0 0
6 6 ,0 0 0
5 0 .8
2 ,3 0 0
1,700
600
Available training data:
V ocational education completions:
S e c o n d a ry ......................................................................
1 78 8
Postsecondary...............................................................
17 ,4 7 8
Junior college g ra d u a te s ................................._____________ 6 ,8 7 3
1 Municipal and State police officers com bined.
Health and regulatory inspectors (government). Most
health and regulatory inspectors are required to have
several years of experience in a field related to the area
in which they will work. Often a bachelor’s degree or
several years of college with courses in applicable
subjects may be substituted for some or all of the
required years of experience. On-the-job training is
provided in many inspector jobs where specialized
knowledge is necessary. Applicants for Federal jobs are
often required to take the Professional and Administra
tive Career Examination (PACE).
Em ploym ent, 1972 ..............................................................
Projected 1985 requirements ...........................................
Percent growth, 1972-85 .....................................................
Average annual openings, 1972-85 ......................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
2 5 ,0 0 0
3 5 ,0 0 0
4 8 .4
1,700
900
800
Available training data:
V ocational education completions:
S e c o n d a ry ......................................................................
P ostsecondary..............................................................
Junior college graduates ................................................
600
557
145
Vocational education completions:
S e c o n d a ry ......................................................................
Postsecondary..............................................................
Other service occupations
Mail carriers. These workers must be at least 18 and pass
a written examination that tests reading ability, the
ability to follow oral instructions, general intelligence,
and the ability to do general arithmetic. If the job
involves driving, the applicant must have a driver’s
license and pass a road test. Applicants must also pass a *
physical examination and may be asked to show that
they can lift and handle mail sacks weighing up to 70
pounds.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G row th . . .*.........................................................................
R e p la c e m e n ts ....................................................................
Construction inspectors (government). Construction
inspectors receive most of their training on the job.
Applicants are generally required to have several years of
experience as a construction contractor, supervisor, or
craftworker. Federal, State, and most local governments
also require a high school diploma. Many employers
prefer inspectors to be graduates of an apprenticeship
program or have 2 years of college courses in
architecture, engineering, construction technology, and
blueprint reading.
Available training data
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
2 3 ,0 0 0
3 0 ,0 0 0
30 .3
1,500
50 0
1,000
600
557
2 6 3 ,0 0 0
3 0 0 ,0 0 0
14.1
7 ,9 0 0
2 ,9 0 0
5 ,0 0 0
.......................................................
Telephone operators. New operators receive on-the-job
training to become familiar with equipment, records,
and work activities. After about 1 to 3 weeks of
instruction they are assigned to regular operator jobs.
2 3 0 ,0 0 0
2 3 2 ,0 0 0
1.5
1 6 ,000
200
15 ,8 0 0
Available training data:
Job Corps completions
Available training data:
Education and Related Occupations
Teaching occupations
Kindergarten and elementary and secondary school
teachers. All States require teachers in public elementary
schools to be certified by the department of education
in the State in which they work. Some States also
require teachers in private and parochial schools to be
certified. A bachelor’s degree which includes student
teaching and a certain number and type of education
courses is the general minimum requirement for
certification. A master’s degree or equivalent is required
by some States within a certain period after initial
certification. Local school systems sometimes have
additional requirements for employment.
All secondary teachers in public schools, and in some
States those in private and parochial chools, must be
certified. A bachelor’s degree is the minimum
educational requirement for a certificate. Twelve States
require additional education, usually a fifth year of
study or a master’s degree, within a certain period after
beginning employment. The number and type of
education courses and subject specialty courses required
and the type of student teaching preferred vary among
the States and school systems.
To meet the projected need for about 2.8 million
elementary and secondary teachers (340,000 for growth,
2.4 million for replacement, 35,000 not meeting
certification requirements) between 1972 and 1985, an
annual average of about 215,000 persons must enter the
profession each year over the 13-year period.
New degree recipients, reentrants, and delayed
entrants are the primary sources of teacher supply.
Nearly 14.6 million bachelor’s degrees are expected to
be awarded between 1972 and 1985. In the recent past,
about one-fifth of all recipients of bachelor’s degrees
have met certification requirements for high school
teaching and 1 out of 8 has qualified for certification as
an elementary school teachej. In addition, in 1972,
40,000 people received master’s degrees and qualified
for certification. However, for many reasons, not all who
have certificates become teachers. Some are unable to
find teaching positions in a preferred locale, others find
higher salaries or better working conditions in another
field. Through most of the 1960’s, about 4 out of 5 new
graduates certified to teach in elementary schools
actually entered the field; about 2 out of 3 who met the
high school requirements taught in high school. In recent
years, however, these ratios have declined to 3 out of 4
and 3 out of 5, respectively-reflecting the deterioration
in the supply-demand situation for teachers.
In past years, other entrants—mostly reentrants—have
constituted an estimated one-third to two-fifths of all
entrants to teaching. If the number of reentries each
year through 1985 is governed by the number of
teachers who left the field 8 years previously (since the
average separation for teachers is believed to be about 8
years), about 800,000 reentering teachers would be
added to supply during this period. Altogether, the
number of persons seeking to enter elementary and
secondary teaching, if past patterns of entry were to
Total
Secondary
school
teachers
. . 2 ,2 9 7 ,0 0 0 1 ,2 7 4 ,0 0 0 1 ,0 2 3 ,0 0 0
. . 2 ,6 3 5 ,0 0 0 1 ,5 9 0 ,0 0 0
14.7
2 4 .9
o
o
o
Em ploym ent, 19 72 .............
Projected 1985
requirements ....................
Percent grow th, 19 72-8 5 . .
Average annual openings,
1972-8 5 ..............................
G r o w t h ............................
R ep lace m en ts...............
Kinder
garten
and
elemen
tary
school
teachers
..
1 4 5 ,0 0 0
2 5 ,6 0 0
1 1 9 ,4 0 0
1 0 5 ,0 0 0
2 4 ,0 0 0
18 1 ,0 0 0
4 0 ,0 0 0
1,6 00
2 3 8 ,4 0 0
Available training
data. ................................... . .
2 1 0 ,0 0 0
9 0 ,0 0 0
1 2 0 ,0 0 0
. .
2.1
College and university teachers. At least a master’s
degree is required for most beginning instructor
positions, although a Ph.D. is generally preferred in
universities. Specialization in some subject field is
necessary. Advancement to assistant professor, to
associate professor, and then to a full professorship
requires progressive amounts of teaching experience and
usually additional education. Currently, more than
one-half of the faculty in universities have doctoral
degrees compared with less than 10 percent of the
faculty in 2-year colleges.
Manpower needs for college teachers (instructors or
above) of degree credit courses are expected to average
about 24,000 annually between 1972 and 1985. To
meet this projected demand from Ph.D. recipients only,
colleges and universities would have to grant an average
of 48,000 each year during the 1972-85 period in order
to provide an adequate supply. (In the past, about
one-half of all Ph.D. recipients entered college teaching.)
The U.S. Office of Education projects that the number
of doctorate degrees will average about 48,600 over this
period. Thus, projected output of Ph.D.’s alone would
be adequate to meet the needs for college teachers. As a
result, individuals with master’s degrees may have
considerable difficulty in obtaining jobs as college and
university teachers.
E m ploym ent, 19 72 ...............................................................
Projected 1985 g r o w t h .......................................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-85 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................
Available training data
1 1n addition to 8 1 ,0 0 0 deaths and retirements a year, another
2 1 ,0 0 0 to replace those who shift to another profession each
year, and 2 ,2 0 0 a year to replace substandard teachers are
required.
2 In addition to deaths and retirements of 3 8 ,4 0 0 a year,
another 4 7 ,0 0 0 to replace those who shift to another profession
each year, and 5 0 0 a year to replace substandard teachers are
required.
R e p re s e n ts the number of bachelor's and master's degree
recipients who were prepared to teach and w ho actually entered
the profession in the fall of 1971.
continue, would be nearly 4.4 million, almost
three-fifths more than requirements.
The preceding analysis indicates that teacher training
could be curtailed sharply and manpower requirements
still be met. Because of the very large number of
individuals
involved,
educational planning for
elementary and especially secondary school teachers is
expected to be one of the major problems for
educational planners, particularly throughout the
remainder of the 1970’s.
5 2 5 ,0 0 0
6 3 0 ,0 0 0
20 .4
2 4 ,0 0 0
8 ,2 0 0
1 5 ,800
.......................................................
Library occupations
Librarians. Completion of a 1-year master’s degree
program in library science is usually required for
professional librarians in public, academic, and special
libraries. For librarians in school libraries, a bachelor’s
degree in education with specialization in librarianship
or audiovisual technology is the basic requirement,
although a master’s degree is preferred.
New graduates and reentrants are the primary sources
of librarians. To meet projected needs between 1972 and
1985, the number of persons entering the profession
must average 11,200 a year-a figure that is expected to
be equaled by bachelor’s and master’s degree recipients,
according to the U.S. Office of Education projections.
As a result, the number of openings available to persons
other than new graduates is likely to be sharply
curtailed.
E m p loym en t, 1 9 7 2 ...............................................................
1 2 0 ,0 0 0
Projected 19 85 requirements ...........................................
Percent grow th, 1 9 72-8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
Replacements......................................................................
1 6 2 ,0 0 0
3 5 .0
11 ,2 0 0
3 ,2 0 0
8 ,0 0 0
Available training data:
1970-71
Bachelor's degrees ...................................
Master's d e g re e s ........................................
Doctor's degrees........................................
1 ,0 1 3
7,001
39
Projected
1972-85
(annual
average)
1 ,4 1 9
1 0 ,2 5 9
55
Sales Occupations
Automobile parts countermen. Most countermen learn
their skills on the job. Up to 2 years’ working experience
may be necessary before an employee is fully qualified.
Employers prefer to hire high school graduates. High
school or vocational school courses in auto mechanics,
commercial arithmetic, salesmanship, and bookkeeping
are helpful. Experience gained through gasoline service
station work also is an asset to the prospective parts
counterman.
Em ploym ent, 1972 ..............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-85 .................................
G r o w t h ................................................................................
R ep lace m en ts...................................................................
7 2 ,0 0 0
9 5 ,0 0 0
3 2 .0
3 ,4 0 0
1,8 00
1,6 00
Available training data:
13 1 ,0 0 0
1 4 8 ,0 0 0
13.0
4 ,6 0 0
1,3 00
3 ,3 0 0
Available training data:
Em ploym ent, 1972 ...............................................................
Projected 19 85 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-85 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
2 1 ,0 0 0
2 8 ,0 0 0
3 2 .6
900
50 0
400
S e c o n d a ry ......................................................................
Postsecondary...............................................................
Junior college c o m p le tio n s ...........................................
3,2 07
296
9 ,2 3 7
Gasoline service station attendants. Applicants should
have a driver’s license, a general understanding of how an
automobile works, and some sales ability. A high school
education is usually not required except for service
station management training programs conducted by oil
companies. Most attendants are trained on the job.
Em ploym ent, 1972 ...............................................................
Projected 19 85 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
4 3 5 ,0 0 0
5 4 5 ,0 0 0
25 .2
1 5 ,4 0 0
8 .4 0 0
7 ,0 0 0
Available training data:
Vocational education completions:
S e c o n d a ry .....................................................................
Postsecondary............................................... ..... ... . .
Automobile service advisors. Trainees are usually
selected from the employees in the employer’s
organization. For example, a person may apply for a job
as service advisor trainee after gaining experience as
mechanic or parts counterman trainees. Service advisors
are trained on the job and usually can become qualified
after 1 to 2 years of experience.
V ocational education completions:
9
Automobile salesworkers. Most beginning salesworkers
are trained on the job, although large firms sometimes
provide formal classroom training. Many employers
require beginning automobile salesworkers to be at least
21 years old and high school graduates. Courses in public
speaking, commercial arithmetic, business law, and
salesmanship are useful. Previous sales experience or
work requiring contact with the public also is helpful.
Em ploym ent, 1972 ..............................................................
Projected 1985 requirements ..........................................
Percent growth, 1 9 7 2 -8 5 ....................................................
Average annual openings, 1972-85 ................................
G r o w t h ...............................................................................
R ep lace m en ts...................................................................
9 ,2 3 7
Available training data:
M DTA:
Institutional c o m p le tio n s ........................................
Junior college c o m p le tio n s ...........................................
MDTA:
3 ,2 0 7
296
In stitutional c o m p le tio n s ........................................
Job Corps c o m p le tio n s ..................................................
4
145
Insurance agents and brokers. Although generally not
required, a college education is helpful to an insurance
agent or broker. Courses in accounting, economics,
business law, and insurance are helpful. Some insurance
companies sponsor classes in sales and insurance
principles; other training is available from local
educational institutions or through correspondence
courses. All agents and most brokers must be licensed in
the State where they sell insurance. To receive a license,
most States require candidates to pass a written
examination in insurance fundamentals and State
insurance laws.
employers who hire real estate salesworkers. Most
salesworkers have some college training and many are
college graduates. Courses in real estate, psychology,
economics, finance, and business are helpful. Many firms
offer their own training programs for beginners and
experienced workers. Courses are available at local
colleges and universities.
All States and the District of Columbia require real
estate salesworkers and brokers to be licensed. Licensing
requires the passing of a written examination. In over
half the States, brokers also must have a specific amount
of selling experience or equivalent education.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-85 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
3 8 5 ,0 0 0
4 5 0 ,0 0 0
16.7
16 ,000
5 ,0 0 0
1 1 ,000
Available training data:
Available training data:
V ocational education completions:
S e c o n d a ry ......................................................................
P ostsecondary...............................................................
Junior college g ra d u a te s ........................
V ocational education completions:
364
132
9 ,2 3 7
Manufacturers' salesworkers. Increasingly, employers
prefer college graduates for positions as manufacturers’
salesworkers, although many persons succeed with little
or no post-high school training. Employer preferences
for college training in a specified field vary with the
nature of the product sold. Training at a college of
pharmacy usually is required of drug manufacturer
salesworkers; industrial salesworkers often need a
scientific or technical background. Beginners usually are
given specialized training before they start to work.
Some companies have formal training programs, which
may last from 1 to 2 years; other firms offer classroom
instruction followed by additional training on the job
under supervision of field managers.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-85 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
3 4 9 ,0 0 0
4 3 5 ,0 0 0
2 5 .4
2 5 ,0 0 0
7 ,0 0 0
18 ,000
4 2 3 ,0 0 0
5 4 5 ,0 0 0
2 8 .9
2 0 ,0 0 0
9 ,0 0 0
11 ,000
S e c o n d a ry ......................................................................
P ostsecondary...............................................................
Junior college g ra d u a te s ................................................
71 3
4 ,2 6 5
9 ,2 3 7
Retail trade salesworkers. Although not essential,
employers prefer to hire high school graduates for retail
sales positions. Salesmanship, home economics, and
commercial arithmetic are among the high school
subjects that are useful in a sales career. Most
salesworkers are trained on the job; but, part-time selling
experience gained while still in school may be helpful in
obtaining full-time sales employment. In larger stores,
applicants may spend a few days in formal training
sessions before beginning actual sales work.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
2 ,7 7 8 ,0 0 0
3 ,3 3 0 ,0 0 0
20 .0
19 0,00 0
4 0 ,0 0 0
15 0 ,0 0 0
Available training data:
M D T A :1
In stitutional c o m p le tio n s ........................................
Job Corps c o m p le tio n s ..................................................
7
175
Available training data:
1Includes training fo r wholesale trade.
V ocational education completions:
S e c o n d a ry ......................................................................
P ostsecondary...............................................................
828
1,031
Real estate salesworkers and brokers. A high school
diploma is the minimum education preferred by
Routemen. In most States, a routeman is required to
have a chauffeur’s license. Most employers require
routemen to be high school graduates and preferably
over 25 years of age. Most companies train new workers
on the job.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data
.......................................................
1 9 0 ,0 0 0
2 0 0 ,0 0 0
4.7
3 ,7 0 0
700
3 ,0 0 0
—
Securities salesworkers. A college education is in
creasingly necessary for beginners seeking to enter this
field. A degree in business administration, economics,
finance, or liberal arts is good preparation for securities
sales work; successful sales or managerial experience also
is very helpful. Almost all States require persons who sell
securities to be licensed. Personal bonds and written
examinations are required to obtain this license. In
addition, practically all salesworkers must be registered
as representatives of their firm according to the regula
tions of the securities exchanges through which they do
business, or the National Association of Securities
Dealers, Inc. Examinations and character investigations
are required for registration.
Most firms provide training for beginners, which may
vary from short informal programs to combined
classroom instruction and on-the-job experience lasting 6
months or more.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
2 2 0 ,0 0 0
2 9 0 ,0 0 0
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data
28 .0
1 1 ,900
4 ,8 0 0
7 ,1 0 0
.......................................................
—
Wholesale trade salesworkers. High school graduation is
the usual educational requirement for a wholesale
salesworker, although selling scientific or technical
equipment often requires training beyond high school.
In some cases, engineering degrees are necessary. A
beginner usually is trained on the job in several
nonselling positions before being assigned as a
salesworker. Generally 2 years or longer are required
before a trainee is ready for his or her own sales
territory.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
6 8 8 ,0 0 0
8 6 0 ,0 0 0
25 .2
3 1 ,0 0 0
13 ,0 0 0
18,Q00
Available training data:
V ocational education completions:
S e c o n d a ry ......................................................................
P ostsecondary...............................................................
Junior college g ra d u a te s ................................................
43,271
6 ,4 6 3
9 ,2 3 7
Construction Occupations
Asbestos and insulation workers. Most asbestos workers
learn their trade through a 4-year “improvership”
program where they learn to use the tools of the trade
and to work with insulating materials. Improvership
programs are similar to apprenticeships.
Em ploym ent, 1972 ..............................................................
Projected 1985 requirements ..........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ...................................................................
3 0 ,0 0 0
4 0 ,0 0 0
3 3 .3
1,200
800
400
Available training data:
33
282
1 "Im provership” and apprenticeship are interchangeable in
reference to asbestos and insulation workers.
Bricklayers. Completion of a 3-year apprenticeship
program is the recommended training for bricklayers. A
high school education or its equivalent is important for
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements . .......................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
1 8 0 ,0 0 0
2 2 5 ,0 0 0
2 5 .0
6 ,6 0 0
3 ,5 0 0
3 ,1 0 0
Available training data:
MDTA:
O JT e n ro llm e n ts .......................................................
Apprenticeship com pletions1........................................
entry to apprenticeship programs. Training may also be
obtained informally on the job. Some skills of the trade
may be obtained through vocational school courses.
During the 1960’s and early 1970’s apprenticeship
completions numbered slightly more than one-half of
openings resulting from growth and deaths and retire
ments.
MDTA:
O JT e n ro llm e n ts ..........................................................
Institutional c o m p le tio n s ........................................
Job Corps c o m p le tio n s ..................................................
Apprenticeship com pletions1 ......................................
217
137
771
1,998
1 Includes stonemasons, marble-setters, and tile setters.
Carpenters. A 4-year apprenticeship program, including
144 hours of classroom instruction, is recommended.
Training may also be acquired on the job. A high school
education or its equivalent is desirable. Some knowledge
of the trade may be obtained through vocational school
courses.
During the 1960’s and early 1970’s, apprenticeship
completions numbered about 15 percent of openings
resulting from growth and deaths and retirements.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-85 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
1 ,0 4 5 ,0 0 0
1 ,2 0 0 ,0 0 0
14.8
3 7 ,0 0 0
12 ,000
2 5 ,0 0 0
Available training data:
M D T A :*
O JT e n ro llm e n ts ..........................................................
In stitutional c o m p le tio n s ........................................
Job Corps c o m p le tio n s ..................................................
1,532
44 6
2 ,2 6 6
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
9 ,5 0 0
1 5 ,000
Available training data:
M DTA:
In stitutional c o m p le tio n s ........................................
Job Corps c o m p le tio n s ..................................................
223
21
Electricians (construction). A high school education is
required for electrician jobs. An apprenticeship program
lasting 4 years and including 144 hours of classroom
instruction each year is recommended. Training may also
be acquired on the job. Some skills of the trade may be
acquired through vocational school courses. Most cities
require electricians to pass licensing examinations.
During the 1960’s and early 1970’s, apprenticeship
completions numbered about 60 percent of openings
resulting from growth and deaths and retirements in the
construction industry, but many individuals who
completed electrician training went into other industries.
V ocational education completions:
Secondary .......................................................................
Postsecondary...............................................
Apprenticeship c o m p le tio n s ........................................
13,608
2 ,3 6 4
5 ,0 5 4
Cement masons. A 3-year apprenticeship program that
includes classroom instruction is recommended, but a
substantial number of workers learn the trade on the
job. Education above the grade school level is desirable.
During the 1960’s and early 1970’s, apprenticeship
completions numbered about 15 percent of openings
resulting from growth and deaths and retirements.
Em ploym ent, 1972 ...............................................................
Projected 19 85 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
7 5 ,0 0 0
1 1 0 ,0 0 0
4 6 .7
4 ,1 0 0
2 ,7 0 0
1,4 00
Em ploym ent, 1 9 7 2 ...............................................................
Projected 19 85 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
2 4 0 ,0 0 0
3 2 5 ,0 0 0
35 .4
11 ,1 0 0
6 ,5 0 0
4 ,6 0 0
Available training data:
M DTA:
O JT e n ro llm e n ts ..........................................................
Institutional c o m p le tio n s ........................................
Job Corps c o m p le tio n s ..................................................
33
404
523
Vocational education completions:
S e c o n d a ry ......................................................................
Postsecondary...............................................................
Apprenticeship com pletions1 ......................................
1,951
1,7 50
5,991
1 A ll electricians, including maintenance.
Available training data:
M DTA:
O JT e n ro llm e n ts ..........................................................
Job Corps c o m p le tio n s ..................................................
Apprenticeship c o m p le tio n s ........................................
260
432
825
Construction laborers. Little formal training is required
for work as a building or construction laborer.
Employers generally seek young men who are at least 18
years of age and in good physical condition.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
8 7 6 ,0 0 0
1 ,0 0 0 ,0 0 0
14.2
2 4 ,5 0 0
Elevator constructors. A high school education is
required. Training is obtained through employment as an
elevator constructor helper. At least 2 years of
continuous job experience including 6 months’ on-thejob training at the factory of a major elevator firm is
usually necessary. The helper-trainee generally attends
evening classes in vocational schools.
E m ploym ent, 19 72 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
A vailable training data
17 ,0 0 0
2 5 ,0 0 0
47.1
1,0 00
600
400
Floor covering installers. Employers prefer that floor
covering installers have a high school education.
Although many workers acquire their skills through
informal training, a 3- to 4-year apprenticeship program,
including related classroom instruction, is recommended.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
7 5 ,0 0 0
1 0 0 ,0 0 0
3 3 .3
3 ,2 0 0
1,9 00
1,3 00
MDTA:
30
11
256
Glaziers (construction). Although many glaziers learn
the trade informally on the job, a 3-year apprenticeship
is recommended. A high school diploma is required for
entry into apprenticeship programs.
During the 1960’s and early 1970’s, apprenticeship
completions numbered nearly 50 percent of openings
resulting from growth and deaths and retirements in the
construction industry, but some individuals who
completed glazier training went into other industries.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
O JT e n ro llm e n ts .....................................................
Apprenticeship c o m p le tio n s ........................................
1 2 ,0 0 0
18 ,0 0 0
5 0 .0
700
50 0
200
2
276
Operating engineers. A 3-year apprenticeship program is
the recommended training. A high school education is
required for these programs. Training may also be
obtained informally on the job by oilers (operating
engineers’ assistants) and helpers to heavy equipment
repairmen.
E m ploym ent, 19 72 ...............................................................
Projected 19 85 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
A vailable training data:
O JT e n ro llm e n ts ..........................................................
In stitutio nal c o m p le tio n s ........................................
A pprenticeship c o m p le tio n s ........................................
M DTA:
4 3 5 ,0 0 0
5 7 0 ,0 0 0
3 1 .0
1 8 ,500
1 0 ,500
8 ,0 0 0
Available training data:
M DTA:
O JT e n ro llm e n ts ..........................................................
In stitutional c o m p le tio n s ........................................
Job Corps c o m p le tio n s ..................................................
A pprenticeship c o m p le tio n s ........................................
388
70
1,146
1,035
Painters and paperhangers. A high school education is
preferred but not essential for painter and paperhanger
employment. Although a 3-year formal apprenticeship
program including related classroom instruction is
recommended, training may also be obtained informally,
on the job. Some skills of the trade may be acquired
through vocational school courses.
During the 1960’s and early 1970’s, apprenticeship
completions numbered less than 10 percent of openings
resulting from growth and deaths and retirements.
Available training data:
MDTA:
O JT e n ro llm e n ts ..........................................................
A pprenticeship c o m p le tio n s ...................................
8
335
Lathers. Although many lathers acquire their skills
informally on the job, a 2-year apprenticeship is
recommended. Employers prefer high school graduates.
During the 1960’s and early 1970’s, apprenticeship
completions numbered slightly more than 35 percent of
openings resulting from growth and deaths and
retirements.
E m ploym ent, 19 72 ...............................................................
Projected 19 8 5 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training d a ta :
3 0 ,0 0 0
4 0 ,0 0 0
3 3 .3
1,100
800
300
Em ploym ent, 19 72 ...............................................................
Projected 19 85 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
4 2 0 ,0 0 0
4 6 0 ,0 0 0
9 .5
1 4 ,7 0 0
3 ,1 0 0
1 1 ,6 0 0
Available training data:
MDTA:
O JT e n ro llm e n ts ..........................................................
In stitutional c o m p le tio n s ........................................
Job Corps c o m p le tio n s ..................................................
A pprenticeship c o m p le tio n s ........................................
238
12
658
983
Plasterers. A 3- to 4-year apprenticeship including
classroom instruction is recommended, but many learn
the trade on the job by working as plasterers’ helpers or
laborers.
E m p loym en t, 1 9 7 2 ................................................................
Projected 1 9 8 5 requirements ...........................................
3 0 ,0 0 0
3 2 ,0 0 0
Percent grow th, 1972-8 5 ..................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ........................................................................................
R e p la c e m e n ts ............................................................................
6.6
900
Sheet-metal workers. A 4-year apprenticeship program
including classroom instruction is recommended for
200
7 0 0 sheet-metal workers. A high school education is required
for entry to apprenticeship programs. Many workers in
Available training data:
this trade acquire their skill informally on the job. Skills
M DTA:
of the trade may also be acquired through vocational
courses.
O JT e n ro llm e n ts ..........................................................
17
Job Corps c o m p le tio n s ..................................................
75
During the 1960’s and early 1970’s, the number of
Apprenticeship c o m p le tio n s ........................................
24 5
apprenticeship completions was greater than openings
for sheet-metal workers in the construction industry, but
Plumbers and pipefitters. A 5-year apprenticeship
many
individuals completing sheet-metal training went
including related classroom instruction is recommended
into
other
industries.
but many learn the trade informally on the job.
Employers prefer high school graduates. Some skills may
be acquired through vocational school courses. Some
localities require workers to pass a licensing
examination.
Em ploym ent, 1 9 7 2 ...............................................................
Projected 1 9 85 r e q u ire m e n ts ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual o p en ings.....................................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
4 0 0 ,0 0 0
5 0 0 ,0 0 0
25 .0
1 6 ,3 0 0
7 ,7 0 0
8 ,6 0 0
E m p lo y m e n t, 19 72 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data:
M DTA:
O JT e n ro llm e n ts ..........................................................
In stitutio nal c o m p le tio n s ......................
Job Corps c o m p le tio n s ..................................................
Apprenticeship c o m p le tio n s ........................................
A vailable training data:
MDTA:
Institutio nal c o m p le tio n s ........................................
Job Corps c o m p le tio n s ..................................................
A pprenticeship com pletions1 ......................................
S e c o n d a ry ......................................................................
P ostsecondary...............................................................
112
165
5 ,6 6 3
1,3 39
464
1 Includes sprinkler-fitters.
Roofers. A 3-year apprenticeship including related
classroom instruction is recommended for roofing work.
Training also may be acquired informally on the job. A
high school education is desirable for roofers.
Em ploym ent, 1 9 7 2 ...............................................................
Projected 19 85 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
8 0 ,0 0 0
1 1 0 ,0 0 0
37 .5
3 ,4 0 0
2 ,3 0 0
1,1 00
6 5 ,0 0 0
8 0 ,0 0 0
23.1
2 ,3 0 0
1,2 00
1,100
15
113
211
2 ,7 6 8
Structural, ornamental, and reinforcing ironworkers,
riggers, and machine movers. A 3-year apprenticeship
program including related classroom instruction is
recommended for these jobs. A high school education is
desirable.
During the 1960’s and early 1970’s, apprenticeship
completions numbered about 30 percent of openings
resulting from growth and deaths and retirements.
E m ploym ent, 1972 ...............................................................
Projected 1985 requ irem ents.............................................
Percent growth, 19 72-8 5 .....................................................
Average annual openings, 1 9 7 2 -8 5 ....................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
9 5 ,0 0 0
1 2 0 ,0 0 0
2 6 .3
3 ,4 0 0
1,9 00
1,5 00
Available training data:
Available training data:
M DTA:
M DTA:
O JT e n ro llm e n ts ..........................................................
Apprenticeship c o m p le tio n s ........................................
5
383
O JT e n ro llm e n ts ...........................
In stitutional c o m p le tio n s .........................................
Apprenticeship c o m p le tio n s ........................................
227
209
2 ,0 9 8
Occupations in Transportation Activities
Air transportation occupations
Air traffic controllers. Trainees are selected through the
competitive Federal Civil Service System. Applicants
must have 3 years of progressively responsible work
experience that demonstrates their potential and/or a
college degree. Successful applicants receive both
on-the-job and formal training. It usually takes 2 to 3
years of on-the-job training and experience to become a
fully qualified controller.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-85 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data
.......................................................
1 9 ,500
2 6 ,0 0 0
3 3 .8
800
50 0
300
—
Aircraft mechanics. High school graduates are preferred.
Mechanics may prepare for the trade by working as
trainees, apprentices, or helpers to experienced
mechanics. The larger airlines train apprentices in a
carefully planned 3- or 4-year program of instruction
and work experience. Other mechanics prepare for their
trade by graduating from a mechanics school approved
by the Federal Aviation Administration (FAA). Most of
these schools have an 18- to 24-month program. To
complete inspections required by the FAA, a mechanic
must be licensed by the FAA as an airframe mechanic, a
powerplant mechanic, or both.
Em ploym ent, 1972 ...............................................................
Projected 1985 requ irem ents.............................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
1 2 3 ,0 0 0
1 9 0 ,0 0 0
5 3 .0
7 ,0 0 0
5 ,0 0 0
2 ,0 0 0
Available training data:
Apprenticeship c o m p le tio n s ........................................
65
Airline dispatchers. A Federal Aviation Administration
certificate is required for airline dispatcher jobs. To
qualify for this certificate, an applicant (1) must spend
at least a year in dispatching and work under the
supervision of a certified dispatcher; or (2) complete an
FAA-approved dispatcher’s course at a school or airline
training center; or (3) spend 2 of the 3 previous years as
an air traffic controller, dispatch clerk, assistant
dispatcher, or radio operator, or in similar work in
military service. Although assistant dispatchers may not
need certification, 2 years of college or an equivalent
amount of time working in some phase of air
transportation is required.
E m ploym ent, 1972 ...............................................................
Projected 1 9 85 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 7 2 -8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data
.......................................................
800
800
0 .0
20
0
20
—
Flight attendants. Applicants must be high school
graduates, and those who have 2 years of college, nurses’
training, or experience in dealing with the public are
preferred. Most large airlines train their own flight
attendants; those that do not operate schools generally
send trainees to another airline’s school.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data
.......................................................
3 9 ,0 0 0
7 6 ,0 0 0
9 2 .4
8 ,0 0 0
2 ,5 0 0
5 ,5 0 0
—
Flight engineers. Applicants generally are required to
have a commercial pilot’s license and usually a flight
engineer’s license as well, although some airlines may
train those who have only a pilot’s license. Applicants
can qualify for a flight engineer’s license if they have had
3 years of experience in repairing or overhauling aircraft
and engines or experience as a pilot or flight engineer in
the Armed Forces. Completing a ground and flight
instruction course approved by the Federal Aviation
Administration is the most common method of
qualifying for a license.
E m ploym ent, 19 72 ...............................................................
Projected 19 85 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data
.......................................................
7 ,0 0 0
9 ,5 0 0
35 .7
300
200
100
—
Ground radio operators and teletypists. At least a
third-class radio-telephone or radio-telegraph operator’s
permit issued by the Federal Communications
Commission is required. A second-class operator’s permit
is preferred. A high school education, a good speaking
voice, the ability to type at least 40 words a minute, and
a knowledge of standard codes and symbols used in
communications are important qualifications for this
work. Radio operators and teletypists first serve
probationary periods during which they receive on-thejob training.
E m ploym ent, 1972 ..........................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data
........................................
..........
5 ,7 0 0
5 ,0 0 0
—13.0
100
—100
200
—
Pilots and copilots. All commercial pilots and copilots
must be licensed by the Federal Aviation Administration
and have a commercial pilot’s license, a rating for the
class of plane they fly, and an instrument rating. Flight
training in the military services or in civilian flying
schools satisfies the flight experience requirements for
licensing. Most airlines also require 500 to 1,000 hours
of flight time. Applicants hired by a scheduled airline
usually start as flight engineers, although they may begin
as copilots.
E m ploym ent, 19 72 ...............................................................
Projected 1985 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
5 4 ,0 0 0
7 8 ,0 0 0
4 3 .8
2 ,0 0 0
1,500
500
tion for a job. While most training programs are designed
to help upgrade experienced workers, the Seafarers’
International Union of North America operates a school
that trains inexperienced young people in general
seamanship.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
4 2 ,0 0 0
3 5 ,0 0 0
—16.7
100
—5 0 0
600
Available training data:
M DTA:
Available training data:
Institutional c o m p le tio n s ..........
16
V ocational education completions:
S e c o n d a ry ......................................................................
Postsecondary...............................................................
76
83 6
Traffic agents and clerks (civil aviation). Employers
require a high school education and usually prefer
applicants with some college training.
E m ploym ent, 1972 ...............................................................
Projected 19 85 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R ep la c e m e n ts ....................................................................
Available training data
.......................................................
5 9 ,0 0 0
11 0 ,0 0 0
88 .7
7 ,0 0 0
4 ,0 0 0
3 ,0 0 0
Railroad occupations
Brakemen. Brakemen learn their skills on the job. It
usually takes a year or so to thoroughly learn the job.
Employers prefer applicants with a high school
education.
Em ploym ent, 1972 ...............................................................
Projected 19 85 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
—
Available training data
Merchant marine occupations
Merchant marine officers. Candidates must have at least
3 years of appropriate sea experience or be a graduate of
an approved training program. Training may be obtained
at either the U.S. Merchant Marine Academy, one of five
State merchant marine academies, or in a trade union
training program. Officer candidates also must pass a
Coast Guard examination in a specific area of seaman
ship. While there are no educational requirements,
formal training usually is needed to pass the examination
for an officer’s license.
Em ploym ent, 1972 ..............................................................
Projected 1985 requirements ..........................................
Percent growth, 1 9 7 2 -8 5 ....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R ep lace m en ts...................................................................
Available training data
.......................................................
15 ,000
1 4 ,000
—9 .8
200
—100
300
—
.......................................................
—
Bridge and building workers (railroad). New employees
usually work as helpers and receive their training on the
job.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data
.......................................................
1 0 ,500
9 ,9 0 0
—5.6
200
—50
250
—
Clerks (railroad). A high school education is generally
required. Railroads prefer workers who have training or
some experience in working with figures.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-85 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data
Merchant seamen. Although not required, previous sea
experience in the Coast Guard or Navy is helpful. In
addition, applicants must obtain seaman’s papers from
the Coast Guard which qualify a person for considera
7 3 ,0 0 0
6 4 ,0 0 0
—12.5
400
—700
1,1 00
.......................................................
8 2 ,6 0 0
6 4 ,0 0 0
—22 .5
2 ,7 0 0
—1,400
4 ,1 0 0
—
Conductors (railroad) Qualified brakemen are promoted
to conductors on a seniority basis. To qualify, a man
usually must have several years’ experience as a
brakeman and pass examinations covering signals, air
brakes, timetables, operating rules, and related subjects.
Em ploym ent, 1972 ...............................................................
Projected 19 85 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
A vailable training data
.......................................................
3 8 ,0 0 0
3 3 ,0 0 0
—12.6
700
—3 0 0
1,0 00
—
Locomotive engineers. Openings in engineer jobs are
usually filled by training and promoting locomotive
firemen according to seniority rules. Firemen qualify for
promotion by proving their ability to operate locomo
tives and by passing a comprehensive exam on such
subjects as mechanical and electrical equipment and
train orders. A few railroads train brakemen and
inexperienced workers for engineer jobs.
Em ploym ent, 1972 ...............................................................
Projected 19 85 requirements ..........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
3 5 ,0 0 0
3 3 ,5 0 0
—4 .8
1 ,0 0 0
—100
1,1 0 0
Available training data .......................................................
—
Locomotive firemen. Railroads prefer applicants who
have a high school education. Firemen are trained on the
job and in orientation sessions. After training, firemen
are required to pass qualifying examinations.
Em ploym ent, 1 9 7 2 ...............................................................
Projected 1 9 85 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 ..............................
Average annual openings, 19 7 2 -8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data
.......................................................
1 4 ,9 0 0
9 ,0 0 0
—3 8 .4
—3 0 0
—5 0 0
200
—
Shop trades (railroad). Apprenticeship training is a
common way of entering the railroad shop trades,
although many workers learn on the job and are
upgraded from jobs as helpers and laborers.
Em ploym ent, 1972 ...............................................................
Projected 19 85 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 7 2 -8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data
.......................................................
7 8 ,0 0 0
6 7 ,0 0 0
—14.2
900
—8 0 0
1,7 00
Em ploym ent, 19 72 ...............................................................
Projected 19 8 5 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 7 2 -8 5 .........................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data
.......................................................
1 1 ,2 0 0
^ ,5 0 0
—14.9
—100
-2 0 0
10 0
—
Station agents. Station agents rise from the ranks of
other railroad occupations. Experienced telegraphers,
telephoners, towermen and clerks may advance to jobs
as agents in small stations or assistants in larger ones.
E m ploym ent, 19 72 ...............................................................
Projected 19 85 re q u ire m e n ts ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 7 2 -8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data
.......................................................
8 ,7 0 0
6 ,5 0 0
—2 5 .2
100
—150
250
—
Telegraphers, telephoners, and towermen. New workers
receive on-the-job training that covers operating rules,
train orders, and station operations. Most railroads
require trainees to pass examinations on train operating
rules and demonstrate ability to use the equipment
before they can qualify. Most railroads prefer high
school graduates.
Em ploym ent, 1972 ...............................................................
Projected 1 9 85 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 7 2 -8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data
.......................................................
1 1 ,2 0 0
7 ,5 0 0
—3 3 .2
—2 0 0
—3 0 0
100
—
Track workers (railroad). Most learn their skills through
on-the-job training that lasts about 2 years. Most
railroads seek applicants between 21 and 45 who are
able to read, write, and perform heavy work.
Machine-operating jobs are assigned to qualified
trackmen by seniority.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts .........................
Available training data
.......................................................
5 4 ,0 0 0
4 7 ,0 0 0
—13 .0
900
—3 0 0
1,2 0 0
—
—
Driving occupations
Signal department workers. New employees are assigned
as helpers to experienced workers. After about 60 to 90
days of training they may advance to assistants, and
after another 2 to 4 years qualified assistants may be
promoted to signalmen and signal maintained. Railroads
prefer applicants who are high school graduates.
Busdrivers, intercity. Most companies prefer applicants
who have a high school education. Some States require
the applicant to have a chauffeur’s license. All drivers
must be 21 and meet minimum health and experience
qualifications established by the U.S. Department of
set by the U.S. Department of Transportation. Drivers
must be 21, in good physical condition, have a good
driving record, and pass a road test in the type of vehicle
they will drive. In addition, they must pass an
examination on the Motor Carrier Safety Regulations of
the U.S. Department of Transportation. In most States,
drivers must have a chauffeur’s license. High school
driver training courses or a program in a private driving
school is good preparation.
Transportation. Applicants must have 1 year’s driving
experience and a good driving record. On-the-job
training usually lasts for 2 to 6 weeks but can extend to
3 months.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data
.......................................................
2 5 ,0 0 0
2 4 ,5 0 0
-2 .1
500
0
500
—
Busdrivers, local transit. Many employers prefer
applicants who have a high school education. Generally,
a motor vehicle operator’s permit and 1 or 2 years of
driving experience are basic requirements. Most States
require a chauffeur’s license. Most companies train new
workers on the job.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
6 8 ,0 0 0
7 1 ,5 0 0
5.5
1,600
300
1,300
Available training data:
MDTA:
O JT e n ro llm e n ts ..........................................................
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
5 7 0 ,0 0 0
6 7 0 ,0 0 0
17.6
16 ,6 0 0
7 ,7 0 0
8 ,9 0 0
Available training data:
MDTA:
O JT co m p letio n s..........................................................
In stitutional c o m p le tio n s ........................................
42
290
Parking attendants. Although there are no specific
educational requirements for parking attendants,
employers prefer high school graduates. Clerical and
arithmetic skills are helpful for attendants who keep
records of claim tickets, compute parking charges, and
make change. Also, a valid driver’s license is required.
Little or no specific training is required.
64
Local truckdrivers. Qualifications vary considerably,
depending on the type of truck and nature of the
business. Some employers prefer applicants with at least
2 years of high school and experience in driving a truck.
All applicants must have a chauffeur’s license. Most local
truck drivers are trained on the job.
E m ploym ent, 1 9 7 2 ...............................................................
Projected 19 85 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
'
1 ,6 0 0 ,0 0 0
1 ,8 0 0 ,0 0 0
17.6
4 6 ,0 0 0
2 1 ,0 0 0
2 5 ,0 0 0
Available training data:
Em ploym ent, 1 9 7 2 ................................................
Projected 1985 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h .................................................................................
R e p la c e m e n ts ....................................................................
Available training data ....................................................
3 3 ,0 0 0
3 8 ,0 0 0
14.0
1,6 0 0
400
1,2 0 0
—
Taxi drivers. In most cities taxi drivers must have a
State-issued chauffeur’s license, as well as a special
operator’s license issued by the local police, safety
department, or public utilities commission. Some
companies teach the applicant taxicab regulations and
the location of streets. Although formal education
seldom is required, many companies prefer applicants
who have at least an eighth grade education.
M DTA:
O JT e n ro llm e n ts ..........................................................
Institutional c o m p le tio n s ........................................
Job Corps com pletions1 ................................................
11
30
14
1May include over-the-road drivers.
Long-distance truckdrivers. Minimum qualifications are
Em ploym ent, 19 72 ...............................................................
Projected 19 85 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ...............................................
R e p la c e m e n ts ....................................................................
A vailable training data
9 2 ,0 0 0
8 5 ,0 0 0
—7.6
1,6 00
—5 0 0
2 ,1 0 0
Scientific and Technical Occupations
Conservation occupations
Foresters. A bachelor’s degree with a major in forestry is
generally required to become a forester. Teaching and
doing research generally require advanced degrees.
Training in forestry consists of courses ranging from
forest ecology to forest administration and, in most
colleges, includes field camp experience.
The number of graduates in forestry in 1971 was
more than twice the number of expected annual
openings in this occupation during the 1972-85 period.
Competition for positions in forestry is intensified by
entrants from other disciplines, forestry technicians, and
forestry aides.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
’Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
2 2 ,0 0 0
2 8 ,0 0 0
26 .0
900
500
400
Available training data:
Bachelor's degrees............................................................
Master's degrees ...............................................................
Doctor's d e g re e s ...............................................................
1,826
291
92
Forestry aides and technicians. Completion of
specialized 1- or 2-year postsecondary school
curriculums, government-sponsored training programs,
or experience in forest work such as planting trees or
fighting fires will qualify technicians for beginning jobs.
Postsecondary training can be obtained in technical
institutes, junior or community colleges, and some
universities. Specialized postsecondary courses include
land surveying, tree identification, and aerial photograph
interpretation. Students can gain experience in forestry
by working in a forest or in a camp operated by their
school. Forestry technician training is sponsored under
Federal manpower programs.
E m ploym ent, 19 72 . . . . .....................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 ................................
G r o w t h ................................................................................
R e p la c e m e n ts ...................................................................
1 4 ,5 0 0
2 1 ,5 0 0
4 8 .3
800
500
300
Available training data:
MDTA:
Institutional c o m p le tio n s ........................................
Job Corps c o m p le tio n s ..................................................
Junior college g ra d u a te s ................................................
28
77
1,087
Range managers. The field of range management
generally requires a bachelor’s degree with a major in
range management, range conservation, or a closely
related field. Graduates who want to teach or do
research generally need an advanced degree. Curriculums
in range management usually include botany, animal
husbandry, soils, mathematics, and other specialized
courses. Many college students obtain experience
through summer jobs with such Federal Government
agencies as the Forest Service or Bureau of Land
Management.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
4 ,0 0 0
4 ,5 0 0
12.5
150
50
100
Available training data:
Bachelor's degrees............................................................
Master's degrees ...............................................................
Doctor's degrees ...............................................................
136
27
15
Engineers
A bachelor’s degree in engineering generally is
required for most entry positions. However, workers in
occupations closely related to engineering can become
engineers after extensive experience plus some collegelevel training. Engineers in teaching and research posi
tions should have a graduate degree. For some special
ties, such as nuclear engineering, graduate school training
is required. Engineers whose work affects life, health, or
property, or those who offer their services to the public
must be licensed in all 50 States and the District of
Columbia.
N ew
graduates
w ith
engineering
majors
are the
primary source of engineers. However, limited data on
past patterns of entry into the occupation indicate large
numbers enter from other sources: workers who shift
occupations (including technicians who are upgraded);
persons not in the labor force (including those in the
Armed Forces); immigrants; and college graduates with
majors in fields other than engineering.3 1 If past
31 Data on past patterns of entry are available from Two
Years After the College Degree-Work and Further Study
Patterns (National Science Foundation, 1963), and the Postcensal Study o f Professional and Technical Personnel, a followup
study of persons who were reported in professional and technical
occupations in the 1960 Census. Selected data from the study
are presented in Technician Manpower: Requirements, Re
sources, and Training Needs, Bulletin 1512 (Bureau of Labor
Statistics, 1966). Data on scientists and engineers from abroad
have been published by the National Science Foundation based
on special tabulations prepared by the Immigration and Naturali
zation Service of the Department of Justice. Also see: “Projec
tions of Manpower Supply in a Specific Occupation,” by Neal H.
Rosenthal, Monthly Labor Review, November 1966.
patterns continue, about 27,300 engineers annually
would enter the field from these sources over the
1972-85 period. Under these assumptions, about 46,000
new engineering graduates would have to enter the field
annually to meet requirements. Followup studies of new
college graduates indicate that about 85 percent of all
new bachelor’s degree recipients in engineering eventu
ally enter the profession. Therefore, about 54,000
engineering graduates would be needed annually to
obtain the required number of new entrants.
U.S. Office of Education projections of engineering
degrees indicate that, for the 1972-85 period, the
number of bachelor’s degrees in engineering each year
will average about 10 percent below the 54,000 needed
to meet projected requirements.
Em ploym ent, 1 9 7 2 ............................................................... 1 ,1 0 0 ,0 0 0
Projected 1985 requirements
. .. .................................... 1 ,5 0 0 ,0 0 0
Percent grow th, 1 9 72-8 5 .....................................................
4 1 .5
7 3 ,5 0 0
Average annual openings, 19 72-8 5 ...................................
G r o w t h ................................................................................
3 4 ,0 0 0
R e p la c e m e n ts ....................................................................
13 9 ,5 0 0
graduates, significant numbers probably will continue to
enter. If past patterns of entry from other sources
continue, about 700 geology graduates would enter the
occupation each year. Historically, only about one-third
of all graduates have entered the profession each year.
Therefore, if past trends continue, an average of over
2,000 bachelor’s degree graduates in geology would be
needed annually to meet projected requirements.
Although projections of the U.S. Office of Education,
based on past trends, show that the number of recipients
of bachelor’s degrees in geology will decline below the
1971 level of almost 2,400 each year over the 1972-85
period, this number of degrees would be in balance with
requirements.
Em ploym ent, 1972 ...............................................................
Projected 19 85 requirements ...........................................
Percent grow th, 19 72-8 5 .....................................................
Average annual openings, 1972-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data:
Available training data:
1970-71
Bachelor's degrees ...................................
Master's d e g re e s ........................................
D octor's d e grees........................................
1970-71
Projected
1972-85
(annual
average)
5 0 ,0 4 6
1 6 ,4 4 3
3 ,6 3 8
4 8 ,6 6 9
1 6 ,815
4 ,7 5 5
1 1ncludes an estimated 2 0 ,6 0 0 replacements fo r those who
transferred to other occupations.
Environmental scientists
Geologists. A bachelor’s degree in geology is adequate
training for most entry jobs, but geologists with some
training in geophysical exploration techniques face less
competition for jobs. Beginning positions in research and
teaching usually require a master’s degree. Those doing
high level research or assuming administrative posts
should have a Ph.D.
New college graduates with a major in geology are the
major sources of supply. However, limited data on past
patterns of entry into the occupation indicate that a
significant number of workers have entered geology
from other sources: new college graduates not majoring
in geology, immigrants, persons not in the labor force,
and persons employed in other occupations.3 2 Although
a variety of factors affect the number of these other
entrants, including the relative availability of geology
3 2See footnote 31, p. 54.
2 3 ,0 0 0
3 2 ,0 0 0
3 7 .5
1,7 00
700
1 1,0 00
Bachelor's degrees ...................................
Master's d e g re e s ................................
D octor's degrees........................................
1 1ncludes an estimated 6 0 0
transfer to other occupations.
2 ,3 5 9
606
289
Projected
1972-85
(annual
average)
2 ,0 2 7
742
33 7
replacements fo r those who
Geophysicists. Beginning jobs in geophysical exploration
require a bachelor’s degree in geophysics or a
geophysical specialty, or a bachelor’s degree in a related
field of science or engineering with courses in
geophysics, physics, geology, mathematics, chemistry,
and engineering. Geophysicists doing research or
supervising exploration activities should have graduate
training in geophysics or a related science. Those
planning to teach in colleges or do basic research should
acquire a Ph.D. degree in geophysics or a related science
with advanced courses in geophysics.
The projected number of openings for geophysicists,
including transfers, is much greater than the projections
of the annual average number of degrees to be granted in
geophysics.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
8 ,0 0 0
1 1 ,000
3 8 .3
600
20 0
*4 0 0
1 Includes an estimated 2 0 0 replacements fo r those who trans
fer to other occupations.
Available training data:
Available training data:
Degrees in geophysics and seismology:
Bachelor's degrees.......................................................
Master's degrees ..........................................................
D octor's d e g re e s ..........................................................
48
40
31
Bachelor's degrees............................................................
Master's degrees ...............................................................
D octor's d e g re e s ...............................................................
228
152
52
Life science occupations
Meteorologists. Beginning jobs in meteorology require
bachelor’s degrees in meteorology or in a related
science—usually physics, mathematics, or engineering,
with courses in meteorology. For research jobs, teaching
in colleges or universities, or management positions, an
advanced degree is helpful.
Although the demand for entrants into this
occupation each year is small, the number of new
graduates who want to enter also is small. Projections of
the U.S. Office of Education indicate a decline in the
number of bachelor’s degrees granted in meteorology
during the 1972-85 period. Master’s degrees are
projected to increase slightly from 1971 levels andPh.D.
degrees are expected to remain approximately the same
over the period.
E m ploym ent, 19 72 ...............................................................
Projected 19 85 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 7 2 -8 5 .................................
G r o w t h ................................................................................
R ep la c e m e n ts ....................................................................
5 ,0 0 0
6 ,0 0 0
29 .2
200
100
100
Available training data:
Projected
1972-85
(annual
1970-71 average)
Degrees in atmospheric sciences
and meteorology:
Bachelor's degrees .......................
Master's d e g re e s ............................
Doctor's degrees............................
249
153
61
192
189
60
Oceanographers. Professional positions in oceanography
such as research and college teaching require an
advanced degree, preferably the Ph.D. A bachelor’s
degree in oceanography is sufficient for beginning jobs as
research or laboratory assistants.
The number of new job openings each year due to
growth of the occupation and replacement needs is
roughly equal to the number of advanced degrees
granted in 1971.
Em ploym ent, 1972 ............................................
Projected 19 85 requirements .......................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R ep la c e m e n ts ...................................................................
4 ,5 0 0
6 ,3 0 0
3 3 .0
200
100
100
Life scientists. Entrants into life science occupations
should have a bachelor’s degree with a major in one of
the natural sciences. Graduates seeking jobs in research
and college teaching are generally required to have a
master’s degree. Persons in higher level college teaching,
doing independent research, or administering research
programs generally need a Ph.D.
New graduates with a major in one of the life sciences
are the primary source of supply of life scientists.
However, limited data on patterns of entry into the
occupation indicate that a significant number of workers
have entered from other sources: immigration,
reentrants to the labor force; graduates with majors
other than in the life sciences; and workers who transfer
from other occupations.3 3 Although a variety of factors,
including the relative availability of life science gradu
ates, affect the number of other entrants, significant
numbers probably will continue to enter the occupation.
If past patterns of entry from these sources continue,
about 9,200 life science graduates would enter each
year. Since less than one-third of those who receive
bachelor’s degrees in the life sciences in the past actually
have entered the field, an average of 32,200 bachelor’s
degree graduates in the life sciences would be needed
annually to meet projected requirements.
In 1971, over 48,400 bachelor’s degrees were granted
in the life sciences.34 U.S. Office of Education, projec
tions show the average annual number of bachelor’s
degrees granted increasing by almost 30 percent above
1971 levels over the 1972-85 period. Thus, the rapid
expansion of training in the life sciences could be
sharply curtailed and manpower requirements could still
be met.
E m ploym ent, 19 72 ...............................................................
Projected 1 9 8 5 requirements ...........................................
Percent grow th, 1 9 7 2 - 8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h .............................................................................
R e p la c e m e n ts ....................................................................
1 8 0 ,0 0 0
2 3 5 ,0 0 0
29.1
1 4 ,6 0 0
4 ,1 0 0
1 1 0 ,5 0 0
1 1ncludes an estimated 5,400 replacements for those who
transfer to other occupations.
3 3 See footnote 31, p . 54.
3 4 Includes only degrees awarded in agriculture and natural
resources and biological sciences.
Available training data:
1970-71
Bachelor's degrees .................. ...............
Master's d e g re e s ....................... ...............
Doctor's degrees....................... ...............
Projected
19 7 2-8 5
(annual
average)
4 8 ,4 1 5
8 ,1 8 5
4,7 31
6 2 ,7 2 2
1 0 ,5 8 2
6 ,5 5 2
Mathematics occupations
Mathematicians. Beginning mathematicians need a
bachelor’s degree in mathematics or an applied field such
as physics or engineering with a minor in mathematics.
Mathematicians doing research or working in some areas
of applied mathematics need an advanced degree. Those
seeking full faculty status at most colleges and universi
ties should have a Ph.D.
The major source of mathematicians is new college
graduates with degrees in mathematics. However, limited
data on patterns of entry into the occupation indicate
that in the past a significant number of workers enter
mathematics from other sources such as persons entering
from other occupations; reentrants into the labor force;
immigrants; and new college graduates not majoring in
mathematics.3 s Although a variety of factors, including
the availability of mathematics graduates, affect the
number o f these other entrants, significant numbers
probably will continue to enter the occupation. If past
patterns of entry from these sources continue, about
5,300 mathematics graduates would enter each year.
Fewer than one-fourth of those who receive bachelor’s
degrees in mathematics actually enter the field. There
fore, if past trends continue, about 23,700 bachelor’s
degree graduates in mathematics would be needed
annually to meet projected requirements.
Projections of the U.S. Office of Education based on
past trends of college studies show the average annual
number of bachelor’s degrees in mathematics increasing
over 32 percent above the annual number required to
meet expected needs. Thus, the rapid growth of training
in mathematics could be curtailed and manpower
requirements could still be met.
E m p loym en t, 19 72 ................................................
Projected 1 9 85 requirements ...........................................
Percent grow th, 1 9 7 2 - 8 5 .....................................................
Average annual openings, 1 9 7 2 -8 5 .................................
G r o w t h .................................................. . . . . ....................
R e p la c e m e n ts ....................................................................
Available training data:
Bachelor's degrees ...................................
Master's d e g re e s ........................................
Doctor's d e grees........................................
7 6 ,0 0 0
1 0 7 ,0 0 0
4 0 .8
8 ,1 0 0
2 ,4 0 0
15 ,7 0 0
1970-71
Projected
1 972-85
(annual
average)
24,801
5,191
1 ,1 9 9
3 1 ,3 1 8
6 ,4 2 5
1,7 3 4
1 1ncludes an estimated 3,900 replacements for those who
transfer to other occupations.
3 5 See footnote 31, p. 54.
Statisticians. Beginning statisticians generally need a
bachelor’s degree with a major in statistics or mathe
matics to enter the occupation. For some statistical jobs,
however, a bachelor’s degree in economics or another
applied field and a minor in statistics is preferable. Those
seeking faculty positions at colleges and universities need
an advanced degree.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
2 3 ,0 0 0
3 2 ,0 0 0
3 9 .6
1,7 00
700
1,0 00
A vailable training data:
M DTA:
O JT e n ro llm e n ts ............................
V ocational education completions:
S e c o n d a ry ......................................................................
Postsecondary...............................................................
B achelor's degrees.............................................................
Master's degrees ...............................................................
D octor's d e g re e s ...............................................................
364
132
214
495
185
Physical scientists
Chemists. A bachelor’s degree with a major in chemistry
is usually the minimum requirement for entry positions
in analysis and testing, quality control, technical service
and sales, or jobs as assistants to senior chemists in
research and development laboratories. Graduate train
ing is essential for many positions, particularly in
research and college teaching, and is helpful for advance
ment in all. types of work. Chemists with the master’s
degree often qualify for applied research positions in
government or private industry. Those with the Ph.D.
degree generally teach or do research in a college or
university.
The major source of supply of chemists is from new
graduates majoring in chemistry. However, limited data
on past patterns of entry into the occupation indicate
that a significant number o f workers have entered
chemistry from other sources such as immigration;
persons reentering the labor force; graduates who did
not major in chemistry; and persons entering from other
occupations.36 Although a variety of factors affect the
number of other entrants, including the relative avail
ability of chemistry graduates, significant numbers
probably will continue to enter the occupation. If past
patterns of entry from other sources continue, about
5,100 chemistry graduates would enter each year. Fewer
3 6 See footnote 31, p. 54.
than half of those who received bachelor’s degrees in
chemistry entered the field in the past. Therefore, if past
trends continue, an average of more than 10,300
bachelor’s degree graduates in chemistry would be
needed annually to meet projected requirements.
U.S. Office of Education projections indicate that the
number of bachelor’s degrees awarded in chemistry
annually will average 11 percent below the number
needed to meet requirements during the 1972-85 period.
Therefore, although bachelor’s degrees in chemistry can
decline below the 1971 level of 11,000, projections
indicate they are declining too rapidly to meet require
ments.
E m ploym ent, 1972
Projected 1 9 85 requirements ........................................
Percent grow th, 19 72-8 5 ..................................................
Average annual openings, 1972-8 5 ..............................
G r o w t h ..............................................................................
Replacements .................................................................
13 4 ,0 0 0
18 4 ,0 0 0
3 8 .0
1 0 ,500
3 ,9 0 0
16 ,6 0 0
Available training data:
1970-71
Bachelor's degrees .................. ...............
Master's d e g re e s ....................... ...............
Doctor's degrees....................... ...............
11 ,037
2,1 9 7
1,952
Projected
1972-85
(annual
average)
9 ,2 2 2
2 ,2 9 6
1,641
1 1ncludes an estimated 3 ,7 0 0 replacements fo r those who
transfer to other occupations.
Food scientists. Beginning food scientists need at least a
bachelor’s degree with a major in food science or one of
the physical or life sciences such as chemistry and
biology. Those planning to do applied research and
development or college teaching should have a master’s
degree, and a Ph.D. is necessary for basic research and
some management jobs in industry.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percefit growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 ................................
G r o w t h ................................................................................
R e p la c e m e n ts ...................................................................
7 ,5 0 0
9 ,5 0 0
29 .7
300
200
100
Degrees in food science
and technology:
333
188
119
Physicists. New graduates with bachelor’s degrees in
physics are qualified for many applied research and
development (R&D) jobs in private industry or the
Federal Government. A master’s degree qualifies appli
Em ploym ent, 1 9 72 ...............................................................
Projected 19 85 requirements ...........................................
Percent grow th, 19 72-8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ...................................................................
4 9 ,0 0 0
6 1 ,0 0 0
24.1
2 ,8 0 0
900
1 1,9 0 0
Available training data:
1970-71
Bachelor's degrees ...................................
Master's d e g re e s ........................................
D octor's degrees........................................
5 ,0 4 6
2 ,7 1 4
1,4 49
Projected
197 2-8 5
(annual
average)
4 ,1 3 8
1,9 32
1,4 1 6
1 1ncludes an estimated 1,300 replacements fo r those who
transfer to other occupations.
Technician occupations
Available training data:
Bachelor's degrees..................................................
Master's degrees ....................................................
D octor's d e g re e s ....................................................
cants for many research jobs and teaching positions in
colleges and universities. A doctor’s degree usually is
required for full faculty status at colleges and univer
sities and to administer R&D programs.
College graduates with a major in physics are the
major source of supply of new physicists. However,
limited data on past patterns of entry into the occupa
tion indicate that in the past a significant number of
workers have entered physics from other sources such as
immigration; college graduates with nonphysics majors;
persons reentering the labor force; and persons entering
from other occupations.3 7 Although a variety of factors,
including the availability of physics graduates, affect the
number of other entrants, significant numbers probably
will continue to enter the occupation. If past patterns of
entry from these sources continue, only about 1,600
physics graduates would enter each year. Fewer than
half of those who receive bachelor’s degrees in physics
actually enter the field. Therefore, if past trends
continue, 3,400 physics graduates would be needed
annually to meet projected requirements.
Projections of the U.S. Office of Education based on
past trends of college studies show that, although the
average annual number of bachelor’s degrees in physics is
declining, degrees will be 22 percent above the annual
number required to meet projected needs.
Broadcast technicians. Technicians must obtain a RadioTelephone First Class Operator license from the Federal
Communications Commission. To obtain the license,
applicants must pass a series of written tests covering
such subjects as the construction and operation of
transmission and receiving equipment. Courses in mathe
matics, science, and electronics and special courses
designed to prepare students for the FCC’s license test
3 7See footnote 31, p. 54.
are good preparation. Technical school or college train
ing is an advantage for those wanting to advance to
supervisory positions or to more specialized jobs in large
stations and in the networks.
E m p loym en t, 1972 ............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
7 0 7 ,0 0 0
1 ,0 5 0 ,0 0 0
4 8 .9
3 9 ,6 0 0
2 6 ,6 0 0
13 ,000
Em ploym ent, 1972 ...............................................................
2 3 ,0 0 0
Available training data:
Projected 19 85 requirements ...........................................
2 6 ,0 0 0
Percent growth, 1 9 7 2 -8 5 .............................................................
12.0
Average annual openings, 1 9 72-8 5 .................................
70 0M DTA:
G r o w t h ........................................................................................
200
O JT e n ro llm e n ts ..........................................................
R e p la c e m e n ts ....................................................................
500
In stitutional c o m p le tio n s ........................................
Apprenticeship c o m p le tio n s ........................................
Junior college g ra d u a te s ................................................
Available training data ........................................
5
18
400
3 8 ,4 2 0
Draftsmen. Post-high school training in technical
institutes, junior and community colleges, extension
divisions of universities, and vocational and technical
high schools generally provides adequate training for
beginning draftsmen. Necessary skills may also be
obtained on the job combined with part-time schooling
or through 3- or 4-year apprenticeship programs.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 7 2 -8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
3 2 7 ,0 0 0
4 8 5 ,0 0 0
4 8 .0
1 7 ,9 0 0
12 ,2 0 0
5 ,7 0 0
Available training data:
MDTA:
O JT e n ro llm e n ts ..........................................................
Institutional c o m p le tio n s ........................................
Job Corps c o m p le tio n s ..................................................
23
146
72
17 ,3 3 4
6 ,0 0 6
453
Engineering and science technicians. Persons can qualify
as engineering and science technicians through many
combinations of education and work experience. Posthigh school technical training may consist of 1 to 4 years
of full-time study at a technical institute, junior and
community college, extension division of a college and
university, or vocational-technical high school. Training
also may be acquired on the job or through courses
taken part time in postsecondary schools or in cor
respondence schools. Some qualify through experience
in technical jobs in the Armed Forces. Training for such
occupations as tool designer and electronics technician is
available through formal 2- to 4-year apprenticeship
programs.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 7 2 -8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
4 ,5 0 0
5 ,5 0 0
24 .0
200
100
100
Available training data:
Junior college g r a d u a te s ............................
V ocational education completions:
S e c o n d a ry ......................................................................
P ostsecondary...............................................................
Apprenticeship c o m p le tio n s ........................................
Food processing technicians. Food processing tech
nicians should have post-high school technical training.
Formal training programs are offered in postsecondary
schools such as technical institutes, junior and com
munity colleges, and technical divisions of 4-year uni
versities. Many 2-year schools require work experience in
some phase of the industry between the first and second
years. Persons also can qualify for jobs by completing
on-the-job training programs, or through work experi
ence and formal courses taken on a part-time basis.
Dairy technicians must be licensed in most States.
693
Surveyors. Persons can become surveyors by taking
post-high school courses in surveying and having exten
sive on-the-job training. Programs in surveying at junior
colleges, technical institutes, and vocational schools vary
from 1 to 3 years. Many States require 4 to 5 years of
experience in surveying and successful completion of an
examination for licensing.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual op en in g s.....................................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
5 8 ,0 0 0
8 1 ,0 0 0
4 0 .0
2 ,7 0 0
1,800
900
Available training data:
Junior college g ra d u a te s ......................
1,637
Mechanics and Repairman
Telephone craft occupations
Central office craft occupations. Trainee jobs are filled
by employees already with the company such as
telephone operators, and by workers from outside the
company. While there are no formal educational require
ments, a basic knowledge of electricity and electronics
and/or telephone training in the Armed Forces are
helpful. New workers receive classroom instruction and
on-the-job training.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
A vailable training data
.......................................................
1 0 5 ,0 0 0
1 1 9 ,0 0 0
11.3
2 ,0 0 0
1,000
1,000
—
Central office equipment installers. Applicants usually
must pass aptitude tests and a physical examination, but
there are no educational requirements. New workers
receive on-the-job training and classroom instruction.
Em ploym ent, 1972 ...............................................................
Projected 19 85 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data
.......................................................
3 0 ,0 0 0
3 5 ,6 0 0
18.6
1,2 00
500
70 0
—
Linemen and cable splicers. Companies hire inexperi
enced workers as trainees. While there are no formal
education requirements, knowledge of the basic prin
ciples of electricity and/or telephone training in the
Armed Forces are helpful Applicants usually must pass
aptitude and physical exams. Telephone companies have
training programs that include classroom instruction and
on-the-job training.
E m ploym ent, 19 72 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
A vailable training data
.......................................................
5 0 ,0 0 0
5 4 ,0 0 0
10.7
70 0
300
400
—
Telephone servicemen. Applicants are selected from
telephone company employees and inexperienced people
from outside the company who have passed an aptitude
test. Training includes both on-the-job and classroom
instruction. There are no formal educational require
ments.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data
.......................................................
1 0 8 ,0 0 0
1 2 0 ,0 0 0
11.1
2 ,0 0 0
900
1 ,1 0 0
—
' Other mechanics and repairmen
Air-conditioning, refrigeration, and heating mechanics.
Most air-conditioning, refrigeration, and heating
mechanics start as helpers and learn their skills on the
job. Employers prefer on-the-job trainees to be high
school graduates who have had courses in mathematics,
physics, and blueprint reading. Many high schools and
vocational schools offer courses to prepare students for
entry jobs.
E m ploym ent, 1972 ...............................................................
Projected 19 85 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual o p en in g s.....................................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
1 3 5 ,0 0 0
2 6 5 ,0 0 0
9 6 .3
1 3 ,1 0 0
10 ,0 0 0
3 ,1 0 0
Available training data:
M DTA:
O JT e n ro llm e n ts ..........................................................
In stitutional c o m p le tio n s ........................................
Job Corps c o m p le tio n s ..................................................
11
1,1 87
230
V ocational educational completions:
S e c o n d a ry ......................................................................
P ostsecondary...............................................................
4 ,4 7 5
3 ,3 8 5
Appliance servicemen. Appliance servicemen usually are
hired as helpers and acquire their skills on the job.
Employees prefer applicants who are high school or
trade school graduates. Servicemen need up to 3 years’
experience to become fully qualified.
E m ploym ent, 1 9 7 2 ...............................................................
Projected 1 9 85 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual op en ings.....................................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
1 3 0 ,0 0 0
1 7 5 ,0 0 0
3 5 .0
6 ,1 0 0
3 ,5 0 0
2 ,6 0 0
Available training data:
M DTA:
O JT e n ro llm e n ts ..........................................................
Institutional c o m p le tio n s ........................................
Job Corps c o m p le tio n s ...................................................
14
225
216
V ocational education completions:
S e c o n d a ry ......................................................................
Postsecondary...............................................................
1,9 73
1,0 78
Automobile body repairmen. Generally, 3 to 4 years of
on-the-job training are necessary to become fully quali
fied. Most training authorities recommend the comple
tion of a 3- or 4-year apprenticeship program which
includes on-the-job and related classroom instruction.
Although high school graduation is not required for an
entry job, most employers consider this an asset.
Em ploym ent, 19 72 ...............................................................
Projected 1985 requirements . . . ; ...................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts .............• .....................................................
16 1,00 0
18 7 ,0 0 0
16.1
4 ,1 0 0
2 ,0 0 0
2 ,1 0 0
Available training data:
M DTA:
O JT e n ro llm e n ts ..........................................................
In stitutional c o m p le tio n s ........................................
Job Corps c o m p le tio n s ..................................................
63
998
604
Vocational education completions:
S e c o n d a ry ......................................................................
P ostsecondary...............................................................
A pprenticeship c o m p le tio n s ........................................
9 ,0 3 7
2,851
30 8
Automobile mechanics. Most automobile mechanics
learn the trade through 3 to 4 years of on-the-job
experience. Most training authorities recommend com
pletion of a 3- or 4-year apprenticeship program as the
best way to learn this trade. Work experience as a
gasoline service station attendant, training in the Armed
Forces, and courses offered at high schools, vocational
schools, or private trade schools are helpful.
E m ploym ent, 19 72 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
7 2 7 ,0 0 0
8 6 0 ,0 0 0
18.4
2 2 ,3 0 0
10 ,200
12 ,1 0 0
Available training data:
M DTA:
O JT e n ro llm e n ts ..........................................................
Institutional c o m p le tio n s ........................................
Job Corps c o m p le tio n s ..................................................
140
3 ,5 0 9
2,171
on-the-job training are necessary to become skilled in
repairing both outboard and inboard gasoline motors.
Employers sometimes send trainees to factory-sponsored
courses for 1 or 2 weeks to learn the fundamentals of
motor repair. A high school diploma is preferred but not
required.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth^ 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h .........................................................
R e p la c e m e n ts ....................................................................
1 0 ,300
13 ,7 0 0
3 3 .3
500
300
200
Available training data:
M DTA:
O JT e n ro llm e n ts ..........................................................
Institutio nal c o m p le tio n s ........................................
1
43
Bowling-pin-machine mechanics. Mechanics leam their
skills at schools maintained by bowling-machine manu
facturers or on the job. To become a trainee at a factory
school, candidates usually must be 16 years old and take
written tests of mechanical ability and personality traits.
After attending factory schools, trainees need several
months of on-the-job experience. Employers prefer to
hire persons who are high school graduates.
Em ploym ent, 1972 .......................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .............
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data
.......................................................
6 ,0 0 0
6 ,6 0 0
10.8
200
100
100
—
Business machine servicemen. Most business machine
servicemen acquire their skills through on-the-job train
ing and work experience following instruction in manu
facturers’ or dealers’ training schools. Employers desire
applicants who are at least high school graduates, and
like to hire veterans who have had electronics training in
the Armed Forces. A servicemen usually needs 1 to 3
years of practical experience and on-the-job training
following a formal training program before he is con
sidered fully qualified.
E m ploym ent, 1 9 7 2 ...............................................................
Projected 19 85 requirements ...........................................
Percent change, 1 9 72-8 5 ...................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
6 9 ,0 0 0
9 7 ,0 0 0
4 1 .2
3 ,0 0 0
2 ,1 0 0
900
Vocational education completions:
S e c o n d a ry ......................................................................
Postsecondary...............................................................
Apprenticeship c o m p le tio n s ........................................
4 4 ,1 3 5
8 ,5 9 7
1,269
Available training data:
MDTA:
Boat motor mechanics. Generally, 2 to 3 years of
O JT e n ro llm e n ts .......................................................
11
In stitutio nal c o m p le tio n s ................................................
Job Corps c o m p le tio n s ..................................................
149
98
R e p la c e m e n ts ..........................................................
Available training data
.......................................................
1,0 0 0
—
V ocational education completions:
S e c o n d a ry ......................................................................
P ostsecondary.......................................................................
529
462
Computer service technicians. Employers usually require
applicants to have 1 to 2 years of post-high school
training in basic electronics or electrical engineering
from a computer school, a technical institute, a junior
college, or a college. Electronics training in the Armed
Forces is also excellent preparation for trainees.
Em ploym ent, 1972 ..............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
Replacements . . . . .........................................................
4 5 ,0 0 0
9 3 ,0 0 0
10 7.0
4 ,1 0 0
3 ,7 0 0
400
Electric sign servicemen. Most electric sign servicemen
are trained on the job; generally, 3 years of on-the-job
training are required to become fully qualified. Some
qualify through electricians’ apprenticeship programs
that last 3 to 5 years. Employers prefer to hire high
school graduates. Many cities require servicemen to
obtain a license by passing a comprehensive examination
in electrical theory and its application.
Em ploym ent, 1 9 7 2 ...............................................................
Projected 19 85 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data
Available training data:
Junior college c o m p le tio n s ...........................................
431
Diesel mechanics. Generally, mechanics need 3 to 4
years of on-the-job training or formal apprenticeship to
become fully qualified. Employers prefer to hire high
school graduates. Trade and technical school courses in
diesel engine maintenance and experience in repairing
gasoline engines are helpful.
Em ploym ent, 1972 ..............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 7 2 -8 5 .................................
G r o w t h ................................................................................
R ep lace m en ts...................................................................
9 2 ,0 0 0
1 2 5 ,0 0 0
3 6 .8
4 ,5 0 0
2 ,6 0 0
1,9 00
.......................................................
8 ,0 0 0
1 1 ,7 0 0
4 6 .3
500
300
200
—
Farm equipment mechanics. Most farm equipment
mechanics begin as helpers and learn their skills on the
job. Employers prefer high school graduates who have a
farm background. Generally, at least 3 years of on-thejob training are necessary before a person can become a
qualified mechanic. Some mechanics qualify by complet
ing a 3- to 4-year apprenticeship program.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 7 2 -8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
4 7 ,0 0 0
5 2 ,0 0 0
10.6
1,4 0 0
400
1,0 00
Available training data:
Available training data:
MDTA:
MDTA:
O JT e n ro llm e n ts .........................................................
Institutional c o m p le tio n s ........................................
Job Corps c o m p le tio n s ..................................................
6
176
45
Vocational education completions:
S eco n d ary......................................................................
Postsecondary..............................................................
948
1,875
Dispensing opticians and optical mechanics. Most
trainees learn their skills on the job, but the preferred
training method is a 3- to 4-year formal apprenticeship
program. Institutional training, leading to an associate
degree, is becoming more common, and some vocational
schools offer a 9-month optical mechanic course.
Em ploym ent, 1972 ..............................................................
Projected 1985 requirements ..........................................
Percent growth, 1 9 7 2 -8 5 ....................................................
3 0 ,0 0 0
4 6 ,0 0 0
5 2 .0
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
2,000
1,0 0 0
O JT e n ro llm e n ts ..........................................................
Institutional c o m p le tio n s ........................................
Job Corps c o m p le tio n s ..................................................
1
126
105
Industrial machinery repairmen. Most workers who
become industrial machinery repairmen begin as helpers
and acquire their skills through several years’ experience
on the job. Others leam their trade through 4-year
formal apprenticeship programs consisting of on-the-job
training and related classroom instruction.
E m ploym ent, 19 72 ...............................................................
Projected 1985 requirements .........................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data:
M DTA:
4 3 0 ,0 0 0
8 5 0 ,0 0 0
9 8 .6
4 4 ,0 0 0
3 2 ,7 0 0
1 1 ,3 0 0
O JT e n ro llm e n ts ..........................................................
Institutional c o m p le tio n s ........................................
Job Corps c o m p le tio n s ..................................................
Apprenticeship c o m p le tio n s ........................................
94
577
22 8
1,846
Instrument repairmen. Instrument repairmen may learn
their trade on the job or through formal apprenticeship
programs. Apprenticeships generally last 4 years and
combine classroom instruction with work experience.
Some train for instrument repair work in technical
institutes or junior colleges. These schools offer pro
grams that usually last 2 years and emphasize basic
engineering courses, science, and mathematics. Armed
Forces technical schools also offer training. Trainees or
apprentices generally must be high school graduates.
E m ploym ent, 1972 ...............................................................
Projected 1985 r e q u ire m e n ts ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data
.......................................................
1 0 0 ,0 0 0
1 4 0 ,0 0 0
3 8 .5
4 ,8 0 0
3 ,0 0 0
1,800
—
Jewelers. These workers generally learn the jewelry trade
either by serving a 3- to 4-year formal apprenticeship or
through informal on-the-job training while working for
an experienced jeweler. A few trade schools offer
courses in jewelry repair.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements . . . . ’ ..................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
1 8 ,0 0 0
19 ,0 0 0
4.0
800
100
700
Available training data:
M DTA:
O JT e n ro llm e n ts .......................................................
5
Locksmiths. About 4 years of on-the-job training are
needed to qualify as a locksmith. Additional training is
needed to service electronic security systems. High
school graduates are preferred but not required. Some
cities require locksmiths to be licensed.
ticeship programs. Apprenticeships usually last 4 years
and combine on-the-job training with classroom instruc
tion in related technical subjects. It usually takes more
than 4 years to learn the trade informally on the job. A
growing number of cities and counties require elec
tricians to pass a comprehensive examination and get a
license.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data:
Apprenticeship c o m p le tio n s ........................................
Available training data
.......................................................
9 ,2 0 0
1 2 ,600
3 6 .4
500
300
200
—
Maintenance electricians. A high school education
usually is required for electrician jobs. The skills of the
trade are learned on the job or through formal appren
1,691
Motorcycle mechanics. Trainees generally learn the trade
on the job in 2 to 3 years. Employers sometimes send
mechanics and experienced trainees to special training
courses conducted by motorcycle manufacturers and
importers. Employers prefer high school graduates and
also cycling enthusiasts who have gained experience by
repairing their own motorcycles.
E m ploym ent, 1 9 7 2 ...............................................................
Projected 19 85 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data
.......................................................
9 ,6 0 0
1 9 ,0 0 0
9 7 .9
800
700
100
—
Piano and organ servicemen. Trainees generally learn the
trade on the job. It usually takes 3 to 4 years of
experience to become a qualified serviceman. Electronic
organ technician applicants usually need formal training
in electronics available from technical schools, junior
colleges, and some technical-vocational high schools.
E m ploym ent, 1 9 72 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data
Em ploym ent, 1972 ...............................................................
Projected 19 85 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
2 6 0 ,0 0 0
3 2 5 ,0 0 0
2 5 .0
9 ,8 0 0
5 ,0 0 0
4 ,8 0 0
.......................................................
7 ,0 0 0
7 ,0 0 0
0.0
320
0
320
—
Shoe repairmen. Most shoe repairmen are hired as
helpers and receive on-the-job training in large shoe
repair shops. It usually takes about 2 years of experience
to become fully qualified. Some shoe repairmen learn
this trade in vocational schools and a few enter the
occupation through apprenticeship training programs.
Average annual openings, 19 72-8 5 .................................
G r o w t h ......................................................
R e p la c e m e n ts ....................................................................
1,2 00
—3 0 0
1,5 00
Available training data:
M DTA:
Institutional c o m p le tio n s ........................................
5
Television and radio service technicians. Formal training
in electronics—in technical, vocational, or high schools
or in the military—combined with 2 to 4 years of
on-the-job training is required to become a qualified
technician. Those who have no previous training may be
hired as helpers if they show aptitude for the work or
have a hobby in electronics.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ..............................................................
1 4 4 ,0 0 0
1 7 0 ,0 0 0
18.1
4 ,4 0 0
2 ,0 0 0
2 ,4 0 0
Em ploym ent, 1972 ......................................................
Projected 19 85 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-8 5 .............................. .
G r o w t h .................
R e p la c e m e n ts ....................................................................
13 0 ,0 0 0
16 5,00 0
2 7 .5
5 ,1 0 0
2 ,8 0 0
2 ,3 0 0
Available training data .......................................................
—
Vending machine mechanics. Although not required,
many beginning vending machine mechanics are high
school graduates. High school or vocational school
courses in electricity and machine repair are helpful.
About 1-1/2 to 2 years of on-the-job training are needed
to qualify as a skilled mechanic. On-the-job training is
sometimes supplemented with manufacturer-sponsored
training sessions. A commercial driver’s license and a
good driving record usually are required.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent grow th 19 72-8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
-
2 9 ,0 0 0
3 9 ,0 0 0
32 .5
1,5 00
800
700
Available training data:
Available training data:
M DTA:
M DTA:
O JT e n ro llm e n ts ..........................................................
In stitutional c o m p le tio n s ................................
Job Corps c o m p le tio n s ..................................................
16
490
146
Truck mechanics and bus mechanics. Most truck or bus
mechanics learn their skills on the job. Generally, 3 to 4
years’ experience is necessary to qualify as an all-round
mechanic. A formal 4-year apprenticeship is the recom
mended way to learn these trades. Typical apprentice
ships consist of about 8,000 hours of shop training and
576 "hours of related classroom instruction. For entry
jobs, employers usually seek high school graduates who
are at least 18. High school or vocational school courses
in automobile repair and mathematics are useful. For
some jobs that require driving, the mechanic must have a
State chauffeur’s license or meet qualifications for
drivers established by the U.S. Department of Trans
portation.
Institutional c o m p le tio n s ........................................
12
Watch repairmen. Many persons prepare for this trade
through courses given in private watch repair schools or
public vocational high schools. Some are trained
informally on the job or through formal apprenticeship.
Although not required, students in most watch repair
schools are high school graduates. A few States require
watch repairmen to pass a qualifying examination and
obtain a license.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-85 .................................
G r o w t h ........................................................................... .. .
R e p la c e m e n ts ...................................................................
16 ,0 0 0
1 7 ,0 0 0
4 .0
700
100
600
Available training data
Health Occupations
Dental occupations
Dentists. All States require dentists to have a license to
practice. To qualify for a license, a candidate must
graduate from an approved dental school and pass a
State board examination. In 13 States a dentist cannot
be licensed as a “specialist” without 2 or 3 years of
graduate education and passing a special State examina
tion. Dental colleges require from 2 to 3 years of
predental college education. However, about three out
of four students entering dental school have a bachelor’s
or master’s degree. Dental school generally lasts 4
academic years although some schools condense this into
3 calendar years.
To meet projected needs between 1972 and 1985, the
average annual number of dental school graduates will
have to increase by about 25 percent over current levels.
Federally assisted construction of additional training
facilities has helped produce an increase in dental school
enrollments in recent years. U.S. Public Health Service
projections indicate that, as a result of this factor, the
number of graduates is expected to approach the
number needed.
Em ploym ent, 19 72 ...............................................................
Projected 1985 requirements ...........................................
Percent grow th, 1 9 7 2 - 8 5 .....................................................
Average annual openings, 1972-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
1 0 5 ,0 0 0
1 4 0 ,0 0 0
3 2 .0
5 ,3 0 0
2 ,6 0 0
2 ,7 0 0
Available train in g data:
D .D .S . or D .M .D .
degrees ............
1972
Projected
1 9 72-85
(annual
average)
13 ,9 3 0
5 ,1 3 9
1 Calendar year.
Dental assistants. Most dental assistants leam their skills
on the job. An increasing number, however, are trained
in formal post-high school programs. Most of these
programs, available in vocational and technical schools,
last 1 year, and lead to a certificate or a diploma.
Graduates of 2-year programs offered in junior and
community colleges receive an associate degree after
completing specialized training and liberal arts courses.
Em ploym ent, 1972 ...............................................................
Projected 19 85 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
1 1 5 ,0 0 0
1 5 5 ,0 0 0
3 5 .0
1 3 ,000
3 ,0 0 0
10 ,0 0 0
Available training data:
Job Corps com pletions
73
Vocational education completions:
S e c o n d a ry ......................................................................
P ostsecondary...............................................................
Junior college g ra d u a te s ................................................
2 ,3 2 4
3 ,3 4 3
2,191
Dental hygienists. Dental hygienists must be licensed and
in all States, except Alabama, only graduates of
accredited dental hygiene schools are eligible for
licensing. To get a license they must pass both a written
and a clinical examination. Most of the accredited
school programs last 2 years and lead to a certificate or
an associate degree. Some schools have 4-year bachelor’s
degree programs in dental hygiene and others offer both
2-year and 4-year programs. Generally the 2-year
programs are sufficient for those who want to work in a
private dental office. A bachelor’s degree is usually
required for research, teaching, and work in public or
school health programs.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .......................................
G r o w t h ................................................................................
R e p la c e m e n ts ..........................................................................
1 7 ,0 0 0
5 0 ,0 0 0
191.0
4 ,8 0 0
2 ,5 0 0
2 ,3 0 0
Available training data:
V ocational education completions:
S e c o n d a ry ......................................................................
P ostsecondary...............................................................
Junior college g ra d u a te s ................................................
Bachelor's degrees............................................................
Master's degrees ............
43
1,602
2 ,5 0 6
531
24
Medical practitioners
Chiropractors. Most States regulate the practice of
chiropractic and grant licenses to chiropractors who
meet certain educational requirements and pass a State
board examination. The type of practice permitted and
the educational requirements vary considerably from
one State to another. Most States require graduation
from a 4-year chiropractic course following high school.
About three-quarters of the States also require 2 years of
college work in addition to chiropractic training. Many
States also demand that chiropractors pass a basic
science examination.
To meet projected needs for chiropractors between
1972 and 1985, schools would have to provide an
average of 1,000 graduates each year, about 60 percent
above current levels. Enrollments and applications to
chiropractic schools have increased dramatically in
recent years, however, and if this expansion continues,
supply is likely to be in line with projected
requirements.
Em ploym ent, 1972 ...............................................................
Projected 19 85 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 7 2 -8 5 .................................
G r o w t h .................................................................................
R e p la c e m e n ts ....................................................................
16 ,0 0 0
19 ,5 0 0
2 0 .9
1,0 00
300
700
Available training data:
D octor of Chiropractic d e g rees...................................
16 2 3
^Academic year 19 71-7 2 graduates reported by chiropractic
schools.
Optometrists. All States require that optometrists be
licensed. Applicants for a license must graduate from an
accredited school of optometry and pass an examination
given by the State in which they plan to practice. The
Doctor of Optometry degree requires a minimum of 6
years of education after high school consisting of 4 years
of optometry school preceded by at least 2 years of
preoptometric study at an approved university, college,
or junior college. In 1972, 12 optometric schools were
accredited by the American Optometric Association.
To meet projected annual needs for optometrists, the
annual number of graduates must increase by more than
two-thirds above current levels. First-year classes in
optometry schools have increased in size in recent years,
however, and if this expansion is maintained the need
for additional graduates would be in rough balance with
requirements.
Em ploym ent, 1972 ...............................................................
Projected 19 85 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
1 8 ,700
2 3 ,3 0 0
24.7
900
400
500
Available training data:
D octor o f O p to m etry (O .D .) degrees ....................
531
Physicians and osteopathic physicians. A license to
practice medicine is required in all States. To qualify for
a license it is necessary to graduate from an approved
medical school or school of osteopathy, pass a State
board examination, and in many States, serve a 1-year
hospital internship. Most students who enter medical
school or a school of osteopathy have earned a
bachelor’s degree, although many schools accept
students with just 3 years of college. While some medical
schools have 3-year curriculums, most medical schools
and schools of osteopathy take 4 years to complete.
Those who wish to become specialists must have 2 to 5
years of additional hospital training followed by 2 years
of supervised practice in the specialty.
If, over the 1973-85 period, the influx of foreign
medical graduates continues in line with past trends
(about 5,000 net additions a year), medical schools will
graduate 14,000 or nearly 50 percent more physicians
than in 1971 to meet projected needs. The large gap
between supply and requirements is beginning to narrow
as a result of recent expansions in the size of first-year
medical classes.
U.S. Public Health Service projections indicate that
over the 1972-85 period the number of M.D. and D.O.
degrees each year will closely approximate the number
needed to meet requirements.
Em ploym ent, 19 72 ...............................................................
Projected 19 85 requirements ...........................................
Percent grow th, 1 9 72-8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
3 3 0 ,0 0 0
4 8 5 ,0 0 0
4 7 .2
1 9 ,0 0 0
1 2 ,0 0 0
R e p la c e m e n ts ..............................................................
7 ,0 0 0
.
Available training data:
1970-71
M .D . degrees...........................................
D .O . d e g rees...........................................
18 ,9 7 4
3 475
Projected
1 9 72-85
(annual
average)
2 1 3 ,7 4 6
1 American Medical Association.
3 U.S. Public Health Service estimates (M .D .
combined).
o
Am erican Osteopathic Association, 1971 data.
and
D.O
Podiatrists. All States require a license for the practice of
podiatry. To qualify for a license it is necessary to
graduate from an accredited 4-year program in a college
of podiatric medicine and pass a State board
examination. At least 2 years of college are required for
admission, to any of the five colleges of podiatric
medicine.
Em ploym ent, 19 72 ...............................................................
Projected 19 85 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
7 ,3 0 0
8 ,4 0 0
15.0
400
100
300
Available training data:
D octor o f Podiatric Medicine (D .P .M .)
or D octor o f Podiatry
(D .P .) d e g re e s ..........................................................
240
Veterinarians. A license is required to practice veterinary
medicine in all States and the District of Columbia. To
be licensed a candidate must earn the Doctor of
Veterinary Medicine (D.V.M.), pass a State board
examination, and in some States have some practical
experience under supervision.
Minimum requirements for the D.V.M. degree are 2
years of preveterinary college work followed by 4 years
of professional study in a college of veterinary medicine.
Two schools now offer the D.V.M. curriculum in 3
calendar years; however, the programs run continuously,
without summer recess.
To meet projected needs for veterinarians between
1972 and 1985, veterinary colleges will have to graduate
an average of 1,400 students annually. Anticipated
enrollments over the next 13 years indicate this number
of graduates is likely to be reached.
E m ploym ent, 1972 ...............................................................
Projected 19 85 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
2 6 ,0 0 0
3 7 ,0 0 0
41.1
1 ,4 0 0
800
600
D octor of V eterin ary Medicine (D .V .M .)
...............
1,252
Medical technician, technologist, and assistant
occupations
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts .........................................................................
13 ,000
3 ,0 0 0
10 ,0 0 0
Available training data:
MDTA:
Electrocardiograph (EKG) technicians. EKG technicians
are generally trained on the job. Training, which may
last as long as 3 months, is usually conducted by a senior
EKG technician or a cardiologist. High school graduation
is generally required for entry into the occupation.
E m ploym ent, 19 72 ...............................................................
Projected 1985 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n t.................
10 ,0 0 0
15 ,0 0 0
5 0 .0
900
400
500
Available training data:
Job Corps c o m p le tio n s ..................................................
8
Junior college graduates . . . ........................................................... 22
Electroencephalograph (EEG) technicians. Most EEG
technicians are trained on the job by experienced EEG
personnel. However, with advances in medical
technology, electroencephalograph equipment has
become increasingly more complex and requires
technicians with more training. A few training programs
lasting 6 months to 1 year are available in some colleges
and medical schools.
E m ploym ent, 1 9 72 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
3 ,5 0 0
5 ,5 0 0
57.1
400
200
200
S e c o n d a ry ......................................................................
P ostsecondary...............................................................
Junior college g ra d u a te s ................................................
Bachelor's degrees............................................................
Master's degrees ...............................................................
D octor's d e g re e s ...............................................................
1,973
1,078
1,335
3,0 9 7
45
4
Medical record technicians and clerks. Most employers
prefer to hire medical record technicians who have
graduated from an accredited college or hospital-based
program. These programs range from 10 months for a
certificate to 2 years for an associate degree. High school
graduates with basic secretarial skills can enter the
medical record field as clerks. About one month of
on-the-job training will prepare them for routine tasks.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 ...............
Average annual openings, 19 72-8 5 .................................
G r o w t h ..........................................
R e p la c e m e n ts ....................................................................
4 7 ,0 0 0
11 8 ,0 0 0
152.0
1 0 ,500
5 ,5 0 0
5 ,0 0 0
Available training data:
M DTA:
343
374
22
Medical laboratory workers. The minimum educational
requirement for a beginning job as a medical
technologist usually is 4 years of college including
completion of a specialized training program in medical
technology. Medical laboratory technicians generally
have 1 year or more of post-high school training in a
junior college or vocational school. Some are trained in
the Armed Forces. Most medical laboratory assistants
are trained on the job. In recent years, however, an
increasing number have studied in 1-year training
programs conducted by hospitals, junior colleges, and
vocational schools.
22
17
Vocational education completions:
In stitutional c o m p le tio n s ........................................
Junior college graduates ........................................
Available training data:
Junior college g ra d u a te s ................................................
Institutional c o m p le tio n s ........................................
Job Corps c o m p le tio n s ..................................................
Optometric assistants. Most optometric assistants are
trained on the job. Training also can be acquired in
1-year academic courses or in 2-year courses leading to
an associate degree. High school graduation or its
equivalent, including knowledge of mathematics and
office procedures, is preferred for both on-the-job and
formal training.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
1 1 ,000
2 0 ,0 0 0
78 .8
1,7 00
70 0
1,000
Available training data:
Junior college g ra d u a te s ..............................
81
Radiologic technologists. The requirement for entry into
this field is completion of a formal training program in
X-ray technology. These programs, which usually take
24 months, are offered in hospitals, medical schools,
colleges, community colleges, vocational schools, and
the military services. A few schools conduct 3- or 4-year
programs and some award a bachelor’s degree in X-ray
technology. High school graduation is required for
admission to all programs.
Em ploym ent, 1972 ...............................................................
Projected 19 85 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
5 5 ,0 0 0
8 7 ,0 0 0
5 8 .0
6 ,5 0 0
2 ,5 0 0
4 ,0 0 0
Available training data:
Job Corps c o m p le tio n s ...................................
86
1,1 54
1,139
48
32
10
Respiratory therapists. Although a few therapists are
trained on the job, formal training is now stressed. High
school graduation is required for entry to the more than
100 institutions offering educational programs in
respiratory therapy. Courses last from 18 months to 4
years and include both theory and clinical work. A
bachelor’s degree is awarded for completing the 4-year
program.
Em ploym ent, 1972 ..............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 ....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R ep lace m en ts...................................................................
Em ploym ent, 19 72 ...............................................................
Projected 19 85 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts .............................................
7 4 8 ,0 0 0
1 ,0 5 0 ,0 0 0
4 0 .0
7 5 ,0 0 0
2 4 ,0 0 0
5 1 ,0 0 0
Available training data:
M DTA:
6
V ocational education completions:
S e c o n d a ry ......................................................................
Postsecondary...............................................................
Junior college g r a d u a te s ................................................
Bachelor's degrees............................................................
Master's degrees ..............................................................
Doctor's d e g re e s ..............................................................
examination. All nursing schools require a high school
diploma for entry. Their programs vary in length from 2
to 5 years. Nurses completing 2-year courses earn
associate degrees; those in 3-year courses earn a diploma;
and bachelor’s degrees are awarded to graduates of 4and 5-year courses. Education at the master’s degree
level and above is required for positions in research,
consultation, teaching, and clinical specialization.
17,00U
3 0 ,0 0 0
7 7 .0
2 ,0 0 0
1,0 00
1,0 00
Associate degrees .......................................................
D ip lo m a s .......................................................... ..........
Bachelor's degrees.......................................................
Master's degrees ..........................................................
Doctor's d e g re e s ..........................................................
Institutional c o m p le tio n s ........................................
1 1 4 ,4 7 4
12 2 ,3 3 4
19 ,9 1 3
1 ,5 3 0
7
237
1 Am erican Nurses Association, 1970-71 data.
Licensed practical nurses. All States regulate the
preparation and licensing of practical nurses. To be
licensed, students must complete an approved course in
practical nursing and pass a licensing examination.
Educational
requirements
for
enrollment
in
State-approved training programs range from completion
of eighth or ninth grade to high school graduation. The
required course generally lasts 1 year, and is given in
junior colleges, local hospitals, health agencies, and
public schools.
E m ploym ent, 1 9 7 2 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 7 2 -8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
4 2 5 ,0 0 0
8 3 5 ,0 0 0
9 6 .0
7 0 ,0 0 0
3 0 ,0 0 0
4 0 ,0 0 0
Available training data:
Available training data:
Job Corps c o m p le tio n s ...........................................
2
M DTA:
Vocational education completions:
S eco n d ary......................................................................
Postsecondary..............................................................
Junior college g ra d u a te s ................................................
221
978
570
O JT e n ro llm e n ts ..........................................................
Institutional c o m p le tio n s ...........................
Job Corps c o m p le tio n s ..................................................
5
505
66
V ocational education completions:
Nursing occupations
Registered nurses. A license is required to practice
professional nursing in all States. Getting a license
requires graduating from a school approved by the State
board of nursing and passing the State board
S e c o n d a ry ......................................................................
Postsecondary...............................................................
Junior college g ra d u a te s ................................................
4 ,3 8 8
2 4 ,9 9 5
7 ,7 0 6
Nursing aides, orderlies, and attendants. Although some
employers prefer high school graduates, many hire
nongraduates. Training is usually acquired on the job,
often in combination with classroom instruction.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
9 0 0 ,0 0 0
1 ,3 6 0 ,0 0 0
5 1 .0
1 0 0 ,0 0 0
3 6 ,0 0 0
6 4 ,0 0 0
MDTA:
342
1,2 53
2,471
Vocational education completions:
S e c o n d a ry ......................................................................
P ostsecondary...............................................................
12,643
6 ,1 9 9
160.9
1,200
700
500
Available training data:
V ocational education completions:
S e c o n d a ry ......................................................................
P ostsecondary...............................................................
Available training data:
O JT e n ro llm e n ts ..........................................................
In stitutio nal c o m p le tio n s ........................................
Job Corps c o m p le tio n s ..................................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
19
326
Physical therapists. All States require a license to
practice physical therapy. Applicants for a license must
have a bachelor’s degree in physical therapy and pass a
State board examination. For those with bachelor’s
degrees in other fields, 12- to 16-month certificate
programs and 2-year master’s degree programs are
available. A graduate degree combined with clinical
experience increases advancement
opportunities,
especially in teaching, research, and administration.
Therapy and rehabilitation occupations
Occupational therapists. A bachelor’s degree in
occupational therapy is required to enter this profession.
Some schools, however, offer programs leading to a
certificate or a master’s degree in occupational therapy
for students who have a bachelor’s degree in another
field. After graduation and a 6- to 9-month clinical
practice period, they are eligible to take the American
Occupational Therapy Association examination to
become registered occupational therapists (OTR).
E m ploym ent, 1972 ...............................................................
Projected 19 85 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
7 ,5 0 0
1 5 ,000
100.0
1,1 00
600
500
Available training data:
Junior college g ra d u a te s ........................................
Bachelor's and master's degrees...................................
243
19 3 7
1 American Medical Association estimate fo r calendar year
1972.
Occupational therapy assistants. Most occupational
therapy assistants are trained on-the-job in hospitals and
other health care facilities. Some learn their skills in
vocational, technical, and adult education programs.
Other assistants graduate from 1- or 2-year junior college
programs or have completed an approved military
occupational therapy assistant program. Applicants for
training programs must be high school graduates or the
equivalent.
E m ploym ent, 1972 ...............................................................
Projected 19 85 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ..............................................................
R e p la c e m e n ts ....................................................................
1 8 ,0 0 0
3 2 ,0 0 0
7 6 .3
2 ,2 0 0
1,0 0 0
1,2 0 0
Available training data:
Junior college graduates ................................................
Bachelor's degrees............................................................
Master's degrees ...............................................................
239
1,2 52
73
Physical therapist assistants and aides. Some States now
license physical therapist assistants. Completion of an
approved 2-year associate degree program is required for
a license. Many of these States, however, also license
experienced physical therapist assistants who learned
their skills in vocational, technical, or adult education
programs, or from on-the-job training before associate
degree programs were available. Physical therapist aides
qualify for their occupation through on-the-job training
in hospitals and other health care facilities.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent grow th, 1 9 72-8 5 ....................................................
Average annual openings, 1972-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
1 0 ,5 0 0
2 5 ,0 0 0
14 1.7
2 ,0 0 0
1,1 00
900
Available training data:
Job Corps c o m p le tio n s ...........................................
24
Vocational education completions:
S e c o n d a ry ......................................................................
Postsecondary.................................................. . . . .
128
199
Speech pathologists and audiologists. Most States prefer
and some require a master’s degree or its equivalent in
speech pathology or audiology for beginning jobs in
public schools. A teacher’s certificate often is required
also and some States demand that workers dealing with
handicapped children have special training. Speech
pathologists and audiologists who supervise Federal
programs, such as Medicare and Medicaid, need a
master’s degree.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
2 7 ,0 0 0
3 4 ,0 0 0
26 .9
2 ,2 0 0
600
1,6 00
Available training data:
Bachelor's degrees............................................................
Master's degrees ...............................................................
D octor's d e g re e s ...............................................................
1,427
823
70
Other health occupations
Dietitians. A bachelor’s degree, preferably with a major
in foods and nutrition or institution management,
usually available in departments of home economics, is
the basic educational requirement for dietitians. To
qualify for professional recognition, the American
Dietetic Association recommends the completion after
graduation of an approved dietetic intership, or 2 years
of experience. Some new programs combine a bachelor’s
degree and internship in a 4-year program.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 7 2 -8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data
.......................................................
3 3 ,0 0 0
4 4 ,0 0 0
3 2 .0
3 ,1 0 0
800
2 ,3 0 0
—
Hospital administrators. Educational requirements for
•hospital administrators vary. A master’s degree in health
and hospital administration is generally the minimum
level of education accepted. However, some employers
prefer formal training in social or behavioral sciences,industrial engineering, or business administration along
with extensive experience in the health field. A few
require their administrators to be physicians or
registered nurses.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 7 2 -8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
1 7 ,000
2 6 ,6 0 0
56.4
1,6 00
700
900
Bachelor's degrees............................................................
Master's degrees ...............................................................
Doctor's d e g re e s ...............................................................
60
496
14
Medical record administrators. A bachelor’s degree in
medical record administration is required for work in
this occupation. One-year certificate programs are
available, however, for those who already have a
bachelor’s degree in another field which includes
required courses in liberal arts and biological sciences.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ...................................................................
1 1 ,6 0 0
1 8 ,400
5 9 .0
1,4 00
500
900
Available training data:
Bachelor's degrees............................................................
148
Pharmacists. A license to practice pharmacy is required
in all States. To obtain a license one must graduate from
an accredited pharmacy college, pass a State board
examination, and usually also have a specified amount of
practical experience under the supervision of a registered
pharmacist. At least 5 years of study beyond high school
are required to graduate from one of the 73 accredited
colleges of pharmacy and receive a Bachelor of Science
degree. Most of these colleges provide 3 or 4 years of
professional instruction and require all entrants to have
completed their prepharmacy education in an accredited
junior college, college, or university.
To meet annual projected needs for pharmacists
between 1972 and 1985, the annual number of
graduates must increase by more than two-thirds above
current levels.
Em ploym ent, 1972 ...............................................................
Projected 19 85 requirements ...........................................
Percent growth, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1972-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ...................................................................
13 1 ,0 0 0
1 6 3 ,0 0 0
24.5
7 ,7 0 0
2 ,5 0 0
5 ,2 0 0
Available training data:
Bachelor's degrees............................................................
Master's degrees ...............................................................
Doctor's d e g re e s ...............................................................
4 ,5 4 9
194
94
Sanitarians. The minimum educational requirement for
sanitarians is usually a bachelor’s degree, preferably in
environmental health, although a major in any
environmental, life, or physical science generally is
acceptable. A graduate degree in some aspect of public
health is usually required for administrative, teaching,
and research jobs. Laws in 35 States provided for the
registration of sanitarians in 1972; in some States,
registration is mandatory.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
1 7 ,0 0 0
3 0 ,0 0 0
Percent grow th, 19 72-8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h .................
R e p la c e m e n ts ....................................................................
76 .8
1,6 00
1,0 00
600
Available training data
Social Scientists
Anthropologists. A Ph.D. degree is necessary to become
a professional anthropologist. Temporary jobs and
assistantships are often available in graduate schools for
college graduates working on advanced degrees in
anthropology. A master’s degree, plus field experience, is
sufficient for many beginning professional jobs-but
promotion to top positions is generally limited to those
with a Ph.D.- degree. Anthropologists in many colleges*
and most universities need a Ph.D. degree to get
permanent teaching jobs.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent change, 1972-8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
3 ,6 0 0
6 ,0 0 0
6 6 .4
400
200
200
Available training data:
Bachelor's degrees............................................................
Master's degrees ...............................................................
D octor's d e g re e s ...............................................................
4 ,3 8 4
766
241
Economists. A bachelor’s degree in economics is
sufficient for many beginning research jobs in
government and private industry. People employed in
these jobs, however, usually are not regarded as
professional economists. Graduate training is very
important in this field. A master’s degree generally is
required to get a job as a college instructor and for more
responsible research positions in government or private
industry. A Ph.D. degree is required for a professorship
in a high-ranking college or university and is an asset for
good positions in government, business, or private
research organizations.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent change, 1972-8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
3 6 ,0 0 0
4 6 ,0 0 0
2 9 .5
1,500
70 0
800
Available training data:
Bachelor's degrees............................................................
Master's degrees ...............................................................
D octor's d e g re e s ...............................................................
15,758
1,995
721
Geographers. The educational requirement for beginning
positions in geography is usually a bachelor’s degree with
a major in the field. For research and teaching jobs, and
for advancement, graduate training usually is required. A
Ph.D. is preferred.
E m ploym ent, 19 72 ...............................................................
Projected 19 8 5 requirements ...........................................
Percent change, 1 9 72-8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
7 ,5 0 0
9 ,2 0 0
2 2 .6
450
150
300
Available training data:
Bachelor's degrees............................................................
Master's degrees ...............................................................
Doctor's d e g re e s ...............................................................
4 ,1 5 5
649
164
Historians. Graduate education usually is necessary for
employment as a historian. A master’s degree is the
minimum requirement for college instructors. In many
colleges and universities, however, a Ph.D. degree is
essential for high-level teaching, research, and
administrative positions. Most historians in the Federal
Government and in nonprofit organizations have Ph.D.
degrees or their equivalent. Although a bachelor’s degree
with a major in history is sufficient training for some
beginning jobs in government, people in such jobs are
not regarded as professional historians.
Em ploym ent, 1972 ...............................................................
Projected 19 85 requirements ...........................................
Percent grow th, 1 9 72-8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
2 4 ,0 0 0
3 0 ,0 0 0
2 5 .3
1,5 00
500
1,0 00
Available training data:
Bachelor's degrees............................................................
Master's degrees ...............................................................
Doctor's d e g re e s ...............................................................
4 4 ,6 6 3
5,1 5 7
991
Political scientists. Graduate training generally is
required for employment as a political scientist. A Ph.D.
is required for professors at colleges and universities and
is helpful for advancement in nonacademic areas. Those
with a master’s degree qualify for various administrative
and research jobs in government and in nonprofit
research or civic organizations. Trainees in public
relations, research, budget analysis, or personnel fields
may have a bachelor’s degree in political science.
Em ploym ent, 1972 ...............................................................
Projected 19 85 requirements ...........................................
Percent grow th, 19 72-8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ...................................................................
1 0 ,0 0 0
12 ,2 0 0
2 2 .0
500
200
300
needed for directors of major research projects, some
administrative jobs, or for consultants. Outstanding
graduate students often get teaching or research
assistantships which provide both financial aid and
valuable experience.
2 7 ,4 8 2
2 ,3 1 8
700
E m ploym ent, 1972 ...............................................................
Projected 19 85 requirements ...........................................
Percent grow th, 19 72-8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data:
Bachelor's degrees......................................................
Master's degrees ...............................................................
Doctor's d e g re e s ...............................................................
Sociologists. A master’s degree in sociology is generally
the minimum requirement for employment as a
sociologist. A Ph.D. is essential for becoming a professor
at most colleges and universities. It also commonly is
1 5 ,0 0 0
2 3 ,0 0 0
53.1
1,2 00
600
600
"Available training data:
Bachelor's de g rees............................................................
Master's degrees ...............................................................
Doctor's d e g re e s ...............................................................
3 3 ,2 6 3
1,808
57 4
Social Service Occupations
G row th
.........................................................................
R e p la c e m e n ts ....................................................................
Counseling occupations
School counselors. Most States require school counselors
to have counseling and teaching certificates. Depending
on the State, graduate work and from 1 to 5 years of
teaching experience usually are required for a counseling
certificate. In the few States where teaching experience
is not required, it is possible to major in a liberal arts
undergraduate program. Most college students interested
in becoming school counselors usually take the regular
program of teacher education with additional courses in
psychology and sociology.
Em ploym ent, 1972 ...............................................................
Projected 19 85 requirements ...........................................
Percent grow th, 1972-85 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data
.......................................................
4 3 ,0 0 0
5 9 ,0 0 0
3 6 .9
2 ,9 0 0
1,2 00
1,7 00
—
Employment counselors. State employment service
offices require employment counselors to have 30 hours
of graduate courses in a counseling field. One year of
counseling-related experience may be substituted for 15
graduate hours. For higher level jobs and work in private
and community agencies, a master’s degree in vocational
counseling or in a related field such as psychology,
personnel administration, or guidance education is
preferred and sometimes required. All States require
counselors in their public employment offices to meet
State civil service requirements that include minimum
education and experience standards.
Em ploym ent, 1972 ...............................................................
Projected 1 9 8 5 requirements ...........................................
Percent grow th, 1 9 72-8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
8 ,5 0 0
14 ,0 0 0
66 .2
800
Available training data
.......................................................
400
400
—
Rehabilitation counselors. The minimum educational
requirement for rehabilitation counselors is a bachelor’s
degree with courses in counseling, psychology, and
related fields. Increasing emphasis is being placed,
however, on a master’s degree in vocational counseling
or rehabilitation counseling or in related subjects such as
psychology, education, and social work. Work
experience in fields such as vocational counseling and
placement, psychology, education, and social work is an
asset in being hired as a rehabilitation counselor.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...................................
Percent grow th, 19 72-8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data
.......................................................
1 6 ,000
2 6 ,0 0 0
5 9 .8
1,7 00
700
1,0 00
—
College career planning and placement counselors. A
bachelor’s degree is generally the minimum requirement
for career planning and placement work and a master’s
degree is being increasingly stressed. An undergraduate
major in a behavioral science such as psychology or
sociology and courses in counseling, personnel
administration, and related business administration
subjects are preferred for entry in the field.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent grow th, 1972-85 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data
3 ,8 0 0
5 ,0 0 0
3 2 .5
200
100
100
See Protestant ministers.
Protestant ministers. Educational requirements for entry
into the Protestant ministry vary greatly. Some
denominations have no formal educational requirements,
and others ordain people having varying amounts and
types of training in Bible colleges, Bible institutes, or
liberal arts colleges. Many denominations require 3 years
of study in a theological school or seminary following
college graduation. In general each large denomination
has its own seminary or school of theology that reflects
its particular doctrine, interests, and needs.
E m p loym en t, 19 7 2 ...............................................................
Projected 19 85 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts .......... *.......................................................
3 2 5 ,0 0 0
3 6 0 ,0 0 0
10.9
1 3 ,0 0 0
2 ,7 0 0
1 0 ,3 0 0
Other social service occupations
Home economists. A bachelor’s degree in home
economics is usually required although some do enter
the field with degrees in other subjects. A master’s or a
doctor’s degree is required for college teaching, for some
research and supervisory positions, and some jobs in the
nutrition field.
E m ploym ent, 19 72 ...............................................................
Projected 19 85 requirements ............
Percent change, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
1 2 0 ,0 0 0
1 4 0 ,0 0 0
14.0
9 ,2 0 0
1,3 00
7 ,9 0 0
Available training data:
Available training d a ta:1
Bachelor's degrees............. ..................
First professional degrees .............................................
Master's degrees ...............................................................
Doctor's d e g re e s ...............................................................
3 ,7 4 4
5 ,0 5 5
2 ,7 1 0
312
1 Includes all degrees granted in theology. Data on those
trained fo r specific denom inations are not available.
Rabbis. Requirements vary but almost all seminaries
require a bachelor’s degree plus prior preparation in
Jewish studies for admission. The Rabbinic course in a
Jewish theological seminary generally takes 3 to 5 years.
Some seminaries grant advanced academic degrees in
fields such as Biblical or Talmudic studies.
E m ploym ent, 19 72 ...............................................................
Projected 1 9 85 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
5 ,8 0 0
6 ,4 0 0
11.0
300
100
200
Available training data:
Bachelor's d e g rees............................................................
Master's degrees ...............................................................
Doctor's d e g re e s ...............................................................
1 1 ,167
1,452
123
Psychologists. A master’s degree in psychology is
generally required for employment as a psychologist. A
Ph.D. degree, considered to be the full professional level,
is needed for many entrance positions and is becoming
increasingly important for advancement. Psychologists
who want to enter independent practice must meet
certification or licensing requirements in most States.
E m ploym ent, 19 72 ......................
Projected 19 85 requirements ...........................................
Percent grow th, 1 9 72-8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R ep lace m en ts....................................................................
5 7 ,0 0 0
9 0 ,0 0 0
5 5 .5
4 ,3 0 0
2 ,4 0 0
1,9 0 0
Available training data:
Bachelor's degrees............................................................
Master's degrees ...............................................................
Doctor's d e g re e s ...............................................................
3 7 ,8 8 0
4,431
1,782
See Protestant ministers.
Roman Catholic priests. Preparation for the priesthood
requires 8 years or more of study beyond high school.
Study may begin in the first year of high school, at the
college level, or in a theological seminary after college
graduation. Diocesan (secular) and religious priests
attend different major seminaries, where slight variations
in the training reflect the differences in the type of work
expected of them as priests.
E m ploym ent, 19 72 ...............................................................
Projected 19 85 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
5 8 ,5 0 0
6 3 ,0 0 0
7 .9
2 ,2 0 0
400
1,8 0 0
Recreation workers. A high school education is generally
the minimum requirement for recreation leader and
camp counselor jobs. However, an associate degree from
a community or junior college is preferred for
year-round employment. Activity specialists should have
an associate or bachelor’s degree in recreation or in one
of the arts. Many who concentrate in subjects such as
drama, art, or dance have graduate degrees. Generally,
recreation directors must have a bachelor’s degree with a
major in recreation, social science, or physical education
as well as part-time or seasonal experience.
Em ploym ent, 19 72 ...............................................................
Projected 1985 requirements ...........................................
Percent grow th, 1 9 72-8 5 .....................................................
Average annual openings, 1972-85 .................................
5 5 ,0 0 0
9 0 ,0 0 0
6 3 .0
5 ,5 0 0
G r o w t h ................................................................................
R e p la c e m e n ts ...................................................................
2 ,7 0 0
2 ,8 0 0
R e p la c e m e n ts ...............................................................
6 ,0 0 0
Available training data:
Available training data:
Junior college graduates ................................................
Degrees in park and
recreation management:
Bachelor's d e grees..................................................
Master's degrees .....................................................
Doctor's d e g re e s .....................................................
1,621
218
2
Social service aides. Graduation from high school
generally is not required for social service aide jobs.
Employers do not always look for the most highly
skilled applicants. A person’s need for work, as well as
his potential for upgrading his skills, are often
considered.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent grow th, 19 72-8 5 .....................................................
Average annual openings, 1972-8 5 .................................
G r o w t h ................................................................................
1 0 0 ,0 0 0
1 5 0 ,0 0 0
5 0 .0
10 ,000
4 ,0 0 0
1,1 46
Social workers. A bachelor’s degree, preferably in social
welfare or social work, generally is the minimum
educational requirement for beginning jobs in social
work. A graduate degree is necessary for teaching and
research positions.
E m ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent grow th, 1 9 72-8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
1 8 5 ,0 0 0
2 7 5 ,0 0 0
4 8 .6
17 ,5 0 0
7 ,0 0 0
10 ,500
Available training data:
Bachelor's degrees............................................
Master's degrees ...............................................................
Doctor's d e g re e s ...............................................................
4 ,6 0 8
6 ,0 1 9
126
Art, Design, and Communications-Related Occupations
Design occupations
Architects. Architects must obtain a license to practice
in every State and the District of Columbia. To qualify
for a license, applicants must take a 2-day written
examination. Architects must have a bachelor’s degree in
architecture and three years of experience working in an
architect’s office. Those with a master’s degree need two
years of experience. In most States, 12 years of practical
experience as an architect may be substituted for formal
training.
Based on past relationships between the number who
graduate each year with degrees in architecture and
those licensed as architects, approximately 5,500
graduates would be needed annually to meet projected
requirements of 3,300 a year. In 1971, about 3,500
persons earned a bachelor’s or first professional degree in
architecture. Therefore, to meet requirements over the
1972-85 period, degrees granted will have to be about 57
percent above 1971 levels. U.S. Office of Education
projections show that the average number of bachelor’s
degrees in architecture will be increasing, but will still be
below the level required to meet projected needs.
Bachelor's degrees............................................................
Master's degrees ...............................................................
D octor's d e g re e s ...............................................................
3 ,4 5 9
62 5
6
Commercial artists. Artistic ability and good taste are
the most important qualifications for success in
commercial art. However, these qualities must be
developed by specialized training in the techniques of
commercial and applied art. The course of study, which
may include some academic work, generally takes 2 or 3
years, and a certificate is awarded on graduation. A
growing number of art schools, particularly those in or
connected with universities, require 4 years or more of
study and confer a bachelor’s degree. Limited training in
commercial art also may be obtained through public
vocational high schools and on-the-job experience but
supplemental
training is usually needed for
advancement.
Em ploym ent, 1972 ...............................................................
Projected 1985 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h .....................................................................
R e p la c e m e n ts ....................................................................
6 0 ,0 0 0
7 6 ,0 0 0
26 .7
3 ,4 0 0
1,2 0 0
2 ,2 0 0
Available training data:
Em ploym ent, 1972 ..............................................................
Projected 1985 requirements ...........................................
Percent growth, 1972-85 ....................................................
3 7 ,0 0 0
6 5 ,0 0 0
7 6 .0
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R ep lace m en ts...................................................................
3 ,3 0 0
2 ,2 0 0
1,1 00
Available training data:
M DTA:
O JT e n ro llm e n ts ..........................................................
Job Corps c o m p le tio n s ..................................................
4
44
Vocational education completions:
S e c o n d a ry ......................................................................
Postsecondary...............................................................
2,841
1,9 79
Displaymen (retail trade). Most displaymen learn their
trade on the job in 2 or 3 years. Employers require high
school graduates and some prefer applicants who have
completed such college courses as interior decorating,
fashion design, and art.
E m ploym ent, 19 72 ...............................................................
Projected 19 8 5 requirements ...........................................
Percent grow th, 1 9 72-8 5 ........................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
3 3 ,0 0 0
3 8 ,0 0 0
16 .4
2 ,0 0 0
400
1,6 0 0
degree in interior design and decoration. In most cases, 1
to 5 years of on-the-job training are also required.
Em ploym ent, 19 72 ...............................................................
Projected 1 9 85 requirements ...........................................
Percent grow th, 1 9 72-8 5 .....................................................
Average annual openings, 1 9 7 2 -8 5 .................................
G row th . . . .........................................................................
R ep lace m en ts....................................................................
1 8 ,000
2 3 ,0 0 0
2 9 .0
1,0 00
400
600
Available training data:
Bachelor's d e grees............................................................
Master's degrees ...............................................................
314
6
Available training data:
Job Corps c o m p le tio n s ..................................................
2
Floral designers. Trainees are hired as helpers and learn
on the job. Two years of work experience usually are
required to become a fully qualified designer. Some
designers take courses in floral arrangement in public or
private schools or in junior colleges. These courses,
however, are not considered a substitute for on-the-job
training.
E m ploym ent, 19 72 ...............................................................
Projected 1985 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
3 0 ,0 0 0
4 3 ,0 0 0
4 4 .7
2 ,5 0 0
1 ,0 0 0
1,5 00
Landscape architects. A bachelor’s degree in landscape
architecture that takes 4 to 5 years of study is the usual
requirement for employment. About half of all States
require a license which requires 6 to 8 years’ experience
as a landscape architect or a degree from an accredited
school plus 2 to 4 years’ experience.
Em ploym ent, 19 7 2 ...............................................................
Projected 19 85 requirements ...........................................
Percent grow th, 1 9 72-8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
12 ,0 0 0
2 1 ,0 0 0
7 6 .0
1,1 00
700
400
Available training data:
Bachelor's d e g rees............................................................
Master's degrees ...............................................................
D octor's d e g re e s ......................
505
107
1
Available training data:
M DTA:
O JT e n ro llm e n ts .......................................................
2
Vocational education completions:
S e c o n d a ry ......................................................................
Postsecondary...............................................................
766
76
Industrial designers. Persons usually enter this field by
completing an industrial design curriculum in an art
school, an art department of a university, or a technical
college. Entrants from other fields such as engineering,
architecture, and fine arts may qualify as industrial
designers if they have the appropriate experience and
artistic talent.
Em ploym ent, 1972 ...............................................................
Projected 19 85 requirements ...........................................
Percent grow th, 1 9 72-8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data
1 0 ,0 0 0
1 4 ,0 0 0
4 0 .0
400
100
300
.......................................................
Interior designers. Interior designers usually are required
to complete either a 2- or 3-year course at a recognized
art school or institute specializing in interior decorating
and design or a college or university program leading to a
Photographers. There is no standard preparation for
work in photography. Many persons work in a
commercial studio for 2 or 3 years and receive
on-the-job training. Others take a 4-year curriculum at a
college or university leading to a bachelor’s degree with a
major in photography. A few institutions offer a 2-year
curriculum. Some specialized photographic work, such
as scientific or engineering research, requires some
technical expertise.
Em ploym ent, 1 9 72 ...............................................................
Projected 1985 requirements ...........................................
Percent grow th, 19 72-8 5 .....................................................
Average annual openings, 1 9 7 2 -8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
7 7 ,0 0 0
8 8 ,0 0 0
14.3
2 ,7 5 0
850
1,9 00
Available training data:
O JT e n ro llm e n ts ...............................................................
Bachelor's d e grees............................................................
Master's degrees ...............................................................
4
477
57
Urban planners. For some jobs, a bachelor’s degree in
urban planning or a related field is acceptable; for most
others, however, the master’s degree in urban planning is
required.
Although recently the number of graduates has been
rising, the current shortage of well-qualified planners is
expected to continue over the next few years. Trends in
the number of planning graduates should be watched
carefully, however, since continued growth may create
keen competition for the available jobs toward the end
of the 1972-85 period.
E m p loym en t, 19 72 ...............................................................
Projected 1985 requirements ...........................................
Percent grow th, 1 9 7 2 -8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
12 ,0 0 0
1 8 ,500
5 4 .2
800
500
300
Available training data:
Bachelor's degrees............................................................
Master's degrees ...............................................................
Doctor's d e g re e s ...............................................................
229
810
23
Communications-related occupations
Newspaper reporters. Most large newspapers will
consider only applicants with a college education in
journalism or liberal arts. However, some jobs are
available for talented writers without college training on
rural, small-town, or suburban papers. Graduate work is
becoming increasingly important.
Em ploym ent, 1 9 72 ...............................................................
Projected 1985 requirements ...........................................
Percent change, 1 9 72-8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
3 9 ,0 0 0
5 0 ,0 0 0
2 8 .0
2 ,6 0 0
900
1,7 0 0
Available training data:
M DTA:
O JT e n ro llm e n ts ..................................................
2
Degrees in journalism:
Bachelor's degrees.......................................................
Master's degrees ..........................................................
Doctor's d e g re e s ..........................................................
5 ,1 1 4
853
15
Radio and television announcers. Vocational school
training in announcing or college courses in broadcasting
or liberal arts provide an excellent background for an
announcer. Most announcers start out in small stations
where they may be required to obtain Federal
Communications Commission Radiotelephone First
Class Operator licenses to operate transmitters; more
often announcers only operate a control board for which
only a third class license is needed.
E m ploym ent, 19 72 ...............................................................
Projected 19 85 requirements ...........................................
Percent grow th, 1 9 7 2 - 8 5 .....................................................
Average annual openings, 1 9 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data
.......................................................
2 1 ,0 0 0
2 4 ,5 0 0
2 1 .4
500
300
200
—
Technical writers. A bachelor’s degree is generally
required to begin work in technical writing. Technical
writers can qualify with a degree in engineering or
science and courses in writing or a degree in English or
journalism and courses in scientific and technical
subjects. Sometimes, experienced writers with less
academic training but some knowledge of technical
fields can qualify.
Em ploym ent, 19 72 ...............................................................
Projected 19 85 requirements ...........................................
Percent grow th, 1 9 7 2 - 8 5 .....................................................
Average annual openings, 19 72-8 5 .................................
G r o w t h ................................................................................
R e p la c e m e n ts ....................................................................
Available training data
2 0 ,0 0 0
2 6 ,0 0 0
2 9 .9
1 ,1 0 0
500
600
Appendix A.
Methods and Assumptions for
Projections of Manpower Requirements
The Bureau of Labor Statistics has developed
projections that encompass a number of interrelated
components and permit a comprehensive view of
tomorrow’s economy and its manpower needs. These
projections cover labor force, hours of employment,
output per man-hour, potential demand, gross national
product or GNP, the composition of demand, output,
and productivity for detailed industry groups and
detailed occupations.1 The methods and assumptions
used to develop the projected 1985 manpower
requirements presented in this bulletin are the same as
those used in other Bureau of Labor Statistics studies of
future occupational needs. These are briefly summarized
in the following sections.
Projection methods
The first step in making industry and occupational
projections is to use statistics developed by the Bureau
of the Census of total population in the target year, and
its composition by age, sex, and color. As a second step,
the Bureau of Labor Statistics develops projections of
the labor force by age, sex, and color on the basis of
changing labor force participation rates for each of these
groups. These changes reflect a variety of factors,
including changing educational standards, retirement
practices, and size of families.
Labor force projections are then translated into the
level of gross national product (GNP) that can be
produced by a fully employed labor force.2 GNP is
derived by subtracting unemployment from the labor
force and multiplying the result by an estimate of
output per worker in the target year of the projection.
Allowances must be made for average growth in
productivity and expected changes in hour of work.
The next step is to distribute this potential growth in
real GNP among the major components of GNP:
consum er
expenditures,
business
investment,
government expenditures-Federal, State, and local-and
net foreign demand.
After calculating and distributing potential GNP
growth among its major categories, projections are
summary report of the Bureau’s 1980 and 1985
projections with a more detailed statement on methodology will
be published by the Bureau as The Structure o f the U.S.
Economy in 1980 and 1985, Bulletin 1831 (in process).
developed for each of the major demand categories, such
as the amount spent by consumers for food, clothing,
rent, automobiles, drugs, cosmetics, trips abroad,
medical expenses, and other goods and services. For each
of the major GNP demand categories, a different
procedure is followed in allocating demand to the
producing industry.
Once estimates are developed for the product or
service to be purchased, the production load is allocated
not only to the various industries which make the final
product but also to the intermediate and basic industries
which
provide
raw
materials,
components,
transportation, electric power, and other goods and
services required in making final products. For this
purpose, the Department of Commerce has developed an
input-output table for the economy of the United
States. This table shows transactions among industries;
effects of such transactions can be traced among
industries.
Estimates of production in each industry are then
translated into employment requirements by projecting
changes in output per man-hour in each industry and
dividing this figure into output. Changes in output per
man-hour are developed through studies of productivity
and technological trends in all industries. These studies
provide inputs to assess such things as potential
competition among products, potential employment and
economic effects of new technologies and inventions,
and the effect of technological change on the
occupational structure of industries.
As an independent check and to develop more
detailed industry employment projections than allowed
for by input-output tables, a regression analysis is
conducted relating production and employment in
various industries to the levels of final demand and other
key variables. Also, detailed in-depth studies are
conducted for several industries which result in
projections of requirements based on a regression
analysis of a variety of economic variables. Results of
the regression analysis and input-output model are
evaluated along with detailed industry analyses to
develop final industry employment projections.
Projections of industry manpower requirements are
then translated into occupational requirements. This
'j
A 4-percent unemployment rate was assumed in the BLS
projections.
calculation is made through the use of occupational
composition patterns for all industries in the United
S ta te s,
w hich
are
summarized
in
an
industry-occupational matrix. This matrix, which is
divided into 120 industry sectors, shows the
composition of employment according to 160
occupations.3 These patterns are applied to current
employment and to projected requirements by industry
to
estimate
current employment and future
requirements by occupation. In making these
projections, allowance is made for changing occupational
structures based on studies of the way each industry has
changed in the past and is likely to change in the future.
To arrive at a total for the economy, future employment
requirements for «ach occupation are aggregated across
all industries.
For many occupations, requirements are projected on
the basis of relationships to certain independent
variables rather than on proportional representation in
each industry. For example, employment requirements
for automobile mechanics are projected on the basis of
the expected stock of motor vehicles and their
maintenance requirements, and elementary school
teachers on trends in pupil-teacher ratios applied to
projected school attendance. Projections developed
independently are meshed with other occupational data
in the matrix.
After estimating the requirements of each
occupation, projections are prepared of the number of
workers who will be needed as replacements. These
separations from the labor force resulting from all cuases
including occupational transfers constitute a very
significant portion of total annual training needs.
Tables of working life have been developed based on
actuarial experience for deaths and general patterns of
labor force participation of each age.4 Withdrawals from
the labor force can be projected for men and women
separately in each occupation for which age and sex are
known. The net effects of interoccupational transfers,
however, are not known in any systematic fashion and
can only be estimated in projecting manpower training
3 See the Industry-Occupational Matrix, appendix C, in
Occupational Employment Patterns for 1960 and 1975, Bulletin
1599 (Bureau of Labor Statistics, 1968). Work is underway that
will allow for the matrix to be expanded to over 400
occupations and 200 industries.
needs. Some work to develop such estimates, however, is
currently being conducted by the BLS using data
collected in the 1970 Decennial Census.
Assumptions
The BLS projections to 1985 presented in this
bulletin are based on the following general assumptions:
Fiscal and monetary and manpower training and
educational programs will achieve a satisfactory balance
between relatively low unemployment and relative price
stability, permitting achievement of the long-term
economic growth rate. The projections assume a 4
percent unemployment rate (of the civilian labor force)
and a 3 percent annual increase in the implicit price
deflator for gross national product.
The institutional framework of the American
economy will not change radically.
Economic, social, technological, and scientific trends
will continue, including values placed on work,
education, income, and leisure.
Efforts to solve major domestic problems such as
those of air and water pollution, solid waste disposal,
urban congestion, inadequate industrial safety, and
energy shortages may consume more productive
resources but will not have more than a marginal effect
on long-term growth.
Projected U.S. energy requirements will be roughly in
line with those projected by the U.S. Department of the
Interior in U.S. Energy Through the Year 2000,
December 1972. This means major reliance on oil
imports to close the energy supply-demand gap. During
the last quarter of 1973, curtailment of oil supplies from
the Mideast raised questions regarding use of imports to
close the supply-demand energy gap over the next few
years. It remains to be seen whether this restriction on
oil imports will continue over the long run and what
implications this may have for the long-term growth rate
and structural changes in the economy resulting from
the effort to develop domestic alternatives to oil
imports.
^For detailed information see Tomorrow’s Manpower Needs,
Vol. II, Bulletin 1606 (Bureau of Labor Statistics, 1969).
Appendix B.
Detailed Occupational Projections
This appendix presents employment estimates,
projected requirements, and annual job openings in
tabular form for 240 occupations, the most complete
detail published by the Bureau of Labor Statistics. These
data are classified into the 13 occupational clusters used
to group occupations in the 1974-75 edition of the
Occupational Outlook Handbook: Industrial production
and related occupations, office occupations, service
occupations, education and related occupations, sales
occupations, construction occupations, occupations in
transportation activities, scientific and technical
occupations,
mechanics and repairmen, health
occupations, social scientists, social service occupations,
and art, design, and communications related
occupations. The descriptions of occupational training in
chapter 4 are classified by the same 13 clusters as arc the
training data in appendix C. Within each of the 13 major
occupational clusters, data are subclassified into related
fields; nursing, clerical workers, counseling occupations,
etc.
When applicable, table B-l includes the program
codes for related instructional programs for both
vocational and higher education (Vocational Education
Codes and Higher Education General Information
Survey (HEGIS) Codes). This coding helps to bridge the
gap between education and manpower data.
In the table, absolute figures are rounded and
percentages are shown to one decimal place. Hence,
totals and percentages calculated on the basis of
unrounded figures do not always correspond exactly
with rounded data in the table.
Table B-1. Estimated 1972 employment, projected 1985 requirements, and average annual openings, by
occupation, 1972-85
Occupation
Vocational
Estimated
Percent
Projected
H E G IS
education
em ploym ent requirements change
code^
code^
1972-85
1972
1985
Annual average openings
19 72-8 5
Total
E m ploym ent Replacement
change
needs^
Industrial production and
related occupations:
Foundry occupations:
Patternmakers ................................. 1 7 .2 3 0 9
Molders ............................................. 17.2301
Coremakers ...................................... 17.2301
Machining occupations:
A ll-round nmchinists ....................
Instrum ent makers
(m e c h a n ic a l).................................
Machine tool o p e ra to rs ..................
Setup men
(machine tools) .........................
To ol and die m a k e rs .......................
Printing o c cup ations............................
Bookbinders and
related w o rk e rs ............................
Composing room
occupations .................................
Electrotypers and
s te re o ty p e rs .................................
Lithographic
occupations .................................
Photoengravers.................................
Printing pressmen
and as sistants..............................
Other industrial production
and related occupations:
A ssem b lers...................................
19 ,0 0 0
5 6 ,0 0 0
2 3 ,0 0 0
1 9 ,3 0 0
5 7 ,0 0 0
2 3 ,3 0 0
1.5
1.5
1.5
450
1,1 00
475
25
100
25
425
1,0 00
450
17 .230 2
3 2 0 ,0 0 0
4 0 0 ,0 0 0
2 4 .8
1 3 ,1 0 0
6 ,1 0 0
7 ,0 0 0
17 .2 3 0 2
1 7 .2 3 0 3
5 ,0 0 0
5 4 6 ,0 0 0
6 ,0 0 0
6 7 0 ,0 0 0
2 0 .0
2 2 .9
200
2 5 ,6 0 0
100
9 ,6 0 0
100
1 6 ,0 0 0
17 .2 3 0 2
1 7 .230 7
4 3 ,0 0 0
1 7 2 ,0 0 0
5 9 ,0 0 0
1 8 3 ,0 0 0
37 .2
6 .4
2 ,2 0 0
4 ,2 0 0
1,200
800
1,0 0 0
3 ,4 0 0
1 7 .1 9 0 6
3 2 ,0 0 0
3 8 ,0 0 0
17.3
550
450
100
17.1901
17 0 ,0 0 0
16 6 ,0 0 0
-2 .3
4 ,3 0 0
-3 0 0
4 ,6 0 0
1 7 .1 9 0 3
7 ,0 0 0
6 ,0 0 0
-1 4 .8
100
-1 0 0
200
17 .1 9 0 2
17 .1 9 0 4
8 1 ,0 0 0
16 ,000
1 2 0 ,0 0 0
1 5 ,000
4 8 .4
-9 .2
5 ,1 0 0
20 0
3 ,0 0 0
-1 0 0
2 ,1 0 0
300
1 7 .1 9 0 2
142,00 0
1 8 3 ,0 0 0
2 8 .6
6 ,1 0 0
3 ,2 0 0
2 ,9 0 0
1 ,0 1 7 ,0 0 0
1 ,1 0 0 ,0 0 0
7.2
4 0 ,5 0 0
5 ,5 0 0
3 5 ,0 0 0
17 .1 9 0 0
5 0 09
See footnotes at end of table.
79
Occupation
O th er industrial production
and related occupations: —
Continued
A utom obile
painters ......................................
Blacksmiths ...................................
Boilerm aking
o c c u p a tio n s ..............................
Electroplaters .................................
Forem en ...........................................
Forge shop
o c c u p a tio n s ..............................
Furniture
u p h o ls te re rs ..............................
In s p e c to rs ........................................
M illw rights ......................................
M otion picture
p ro je c tio n is ts ............................
Photographic laborato ry workers ............................
Power truck
o p e r a to r s ...................................
Production painters ....................
Stationary
engineers ...................................
Stationary firem en .......................
Waste w ater treatm ent
plant operators .......................
Welders and
flam ecutters ............................
O ffice Occupations:
Clerical occupations..............................
Bookkeeping workers ..................
Cashiers ...........................................
File c le r k s ........................................
Hotel fro n t office
c le r k s ...........................................
O ffice machine
o p e r a to r s ...................................
Postal clerks ...................................
Receptionists .................................
Shipping and
receiving clerks .......................
Statistical clerks ............................
Stock clerks ...................................
Stenographers and
secretaries .................................
Typists .............................................
Com puter and related o c c u p a tio n s ..
Percent
Vocational
Estimated
Projected
H E G IS
education
sm ploym ent requirements change
code^
code^
19 72
1985
1972-85
Total
E m p loym en t Replacement
change
needs'^
17.0301
1 7 .2 3 9 9
2 5 ,0 0 0
10 ,000
2 9 ,0 0 0
9 ,4 0 0
16.1
-6 .4
800
350
30 0
-5 0
500
400
1 7 .1 0 9 9
1 7 .2 3 9 9
17 .1 7 0 0
3 3 ,0 0 0
17 ,000
1 ,4 0 0 ,0 0 0
3 9 ,0 0 0
2 1 ,0 0 0
1 ,7 0 0 ,0 0 0
18.6
2 4 .0
21 .6
1,3 0 0
900
5 8 ,0 0 0
500
300
2 4 ,0 0 0
800
600
3 4 ,0 0 0
17 .239 9
6 3 ,0 0 0
6 6 ,0 0 0
4.1
1,3 0 0
200
1,1 00
1 7 .3 5 0 0
17 .2 4 0 0
17 .109 9
3 5 ,0 0 0
7 2 5 ,0 0 0
8 3 ,0 0 0
3 9 ,0 0 0
9 4 0 ,0 0 0
1 0 3 ,0 0 0
12.6
'2 9 .7
2 4 .3
1,4 00
4 4 ,7 0 0
3 ,3 0 0
300
16 ,6 0 0
1,600
1,1 0 0
2 8 ,1 0 0
1,7 00
1 6 ,000
19 ,0 0 0
15.3
1,0 00
200
800
3 8 ,0 0 0
5 2 ,0 0 0
3 6 .4
2 ,7 0 0
1,000
1,7 00
1 7 .1 0 0 3 0 2
3 0 0 ,0 0 0
1 8 0 ,0 0 0
3 7 0 ,0 0 0
1 9 7 ,0 0 0
22.2
9 .4
9 ,1 0 0
5 ,0 0 0
5 ,1 0 0
1,300
4 ,0 0 0
3 ,7 0 0
1 7 .3 2 0 0
17 .3 2 0 0
17 8 ,0 0 0
9 3 ,0 0 0
1 7 8 ,0 0 0
8 8 ,0 0 0
0.0
-5 .0
4 ,6 0 0
2 ,1 0 0
0
-4 0 0
4 ,6 0 0
2 ,5 0 0
16 .990 2
2 0 ,0 0 0
3 1 ,0 0 0
5 4 .0
1,2 00
800
400
17 .2 3 0 6
5 5 4 ,0 0 0
7 7 0 ,0 0 0
39.0
2 7 ,2 0 0
1 6 ,7 0 0
1 0 ,5 0 0
1 ,5 8 4 ,0 0 0
9 9 8 ,0 0 0
2 7 2 ,0 0 0
1 ,9 0 0 ,0 0 0
1 ,3 6 0 ,0 0 0
3 1 8 ,0 0 0
19.5
36.1
16.7
1 1 8 ,0 0 0
9 6 ,0 0 0
2 2 ,8 0 0
2 4 ,0 0 0
2 8 ,0 0 0
3 ,5 0 0
9 4 ,0 0 0
1 4 .0 1 0 3
1 4 .030 2
1 4 .1 1 0 0
4 9 ,0 0 0
6 9 ,0 0 0
41 .2
4 ,8 0 0
1,6 00
3 ,2 0 0
19 5 ,0 0 0
2 8 6 ,0 0 0
4 3 6 ,0 0 0
2 3 0 ,0 0 0
3 1 2 ,0 0 0
6 5 0 ,0 0 0
17.9
8.8
5 0 .0
13 ,7 0 0
10 ,5 0 0
5 5 ,1 0 0
2 ,7 0 0
1,9 00
1 6 ,800
11 ,0 0 0
8 ,6 0 0
3 8 ,3 0 0
4 5 1 ,0 0 0
2 9 9 ,0 0 0
5 1 1 ,0 0 0
4 9 0 ,0 0 0
3 7 5 ,0 0 0
7 5 0 ,0 0 0
9.1
25 .8
46 .2
1 3 ,8 0 0
2 3 ,0 0 0
3 4 ,8 0 0
3 ,2 0 0
6 ,0 0 0
1 8 ,2 0 0
1 0 ,6 0 0
1 7 ,0 0 0
16 ,6 0 0
3 ,0 7 4 ,0 0 0
1 ,0 2 1 ,0 0 0
4 ,9 5 0 ,0 0 0
1 ,4 0 0 ,0 0 0
6 0 .8
38 .7
4 1 1 ,0 0 0
1 1 5 ,7 0 0
1 4 4 ,0 0 0
3 0 ,4 0 0
2 8 6 ,0 0 0
8 5 ,3 0 0
4 8 0 ,0 0 0
5 3 1 ,0 0 0
10.6
2 7 ,0 0 0
4 ,0 0 0
2 3 ,0 0 0
1 8 6 ,0 0 0
2 9 0 ,0 0 0
55.9
1 3 ,000
8 ,0 0 0
5 ,0 0 0
1 0 3 ,0 0 0
1 8 5 ,0 0 0
79 .6
8 ,3 0 0
6 ,3 0 0
2 ,0 0 0
4 7 3 ,0 0 0
219^000
6 6 5 ,0 0 0
3 0 8 ,0 0 0
4 0 .4
4 0 .4
4 3 ,2 0 0
13 ,600
1 4 ,700
6 ,8 0 0
2 8 ,5 0 0
6 ,8 0 0
17 .0 9 0 0
5007
1 4 .0 0
14 .010 2
1 4 .0 1 0 4
1 4 .0 4 0 3
14 .040 6
5005
14 .0 5 0 3
14 .0 3 0 3
1 4 .0 5 0 4
1 4 .0 7 0 0
1 4 .0 9 0 0
1 4 .0 2 0 0
Electronic computer
operating personnel ...............
14.0201
.02 02
.020201
P ro g ram m ers................................... 14 .0 2 0 3
Systems analysts ...........................
1 4 .0 2 0 4
Banking occupations:
Bank clerks .....................................
Bank officers ................................
04 0400
04 0400
Annual average openings
1972-85
50 05
5 0 05
5102;
5104;
5105
0704;
5103
0705
0 5 04;
50 03
6 8 ,0 0 0
1 9 ,3 0 0
Vocational
Estimated
Projected
Percent
H E G IS
education
em ploym ent requirements change
code^
code1
1972
1985
19 72-8 5
Occupation
Banking occupations: —
Continued
T e lle r s ...........................................
Insurance o c c u p a tio n s .........................
Actuaries ...................................
Claim adjusters .........................
Claim examiners .......................
U n d e r w rite r s ..............................
Lawyers ......................................
Personnel w o r k e r s ....................
Public relations
workers .................................
Service occupations:
Cleaning and related
occupations:
Building custodians . . . . . . .
E x te rm in a to r s ............................
Hotel housekeepers
and as sistan ts.......................
Food service occupations ..................
Bartenders .................................
Cooks and chefs .................... ..
M e a tc u tte rs .................................
Waiters and w a itre s s e s .............
Personal service occupations:
Barbers ........................................
Bellmen and bell
c a p ta in s .................................
Cosmetologists .........................
Funeral directors and
embalmers ............................
Private household w o r k e r s ..................
Protective and related
service occupations:
Firefighters .................................
Guards and watchm en ..........
Police officers ............................
State police officers
...............
Health and regulatory
inspectors (Governm ent)
.
Construction inspectors
(Governm ent) ....................
O ther service occupations:
Mail carriers ..............................
Telephone o p e r a to rs ...............
Total
E m p loym en t Replacement
needs^
change
2 4 8 ,0 0 0
3 5 0 ,0 0 0
4 0 .4
2 5 ,0 0 0
7 ,7 0 0
17 ,3 0 0
5 ,5 0 0
1 2 8 ,0 0 0
3 1 ,0 0 0
6 1 ,0 0 0
9 ,0 0 0
1 5 2 ,0 0 0
2 8 ,5 0 0
7 1 ,0 0 0
6 2 .0
19.0
-7 .8
16.6
500
5 ,8 0 0
600
2 ,5 0 0
300
1,9 0 0
-2 0 0
800
200
3 ,9 0 0
800
1,7 00
0502;
5 0 02
21 02
5003
7 1 4 ,0 0 0
9 3 5 ,0 0 0
3 1 .0
4 1 ,9 0 0
1 7 ,0 0 0
2 4 ,9 0 0
2 ,5 0 0
1 1 4 ,0 0 0
3 ,7 0 0
1 6 0 ,0 0 0
5 4 .0
4 0 .9
150
7 ,5 0 0
100
3 ,6 0 0
50
3 ,9 0 0
0508;
5010
1401
0515
1 1 0 ,0 0 0
1 6 0 ,0 0 0
41 .2
7 ,5 0 0
3 ,6 0 0
3 ,9 0 0
3 0 3 ,0 0 0
2 4 0 ,0 0 0
3 8 0 ,0 0 0
4 0 0 ,0 0 0
2 5 .8
69 .2
16 ,500
2 0 ,8 0 0
6 ,0 0 0
1 2 ,200
1 0 ,5 0 0
8 ,6 0 0
0 4 .0 1 0 0
8 7 ,0 0 0
1 1 0 ,0 0 0
2 8 .6
5 ,0 0 0
1,9 00
3 ,1 0 0
17 .1 1 0 0
1 ,8 8 5 ,0 0 0
2 5 ,0 0 0
2 ,4 3 0 ,0 0 0
3 4 ,0 0 0
29 .0
38.1
1 3 6 ,0 0 0
1,3 0 0
4 2 ,0 0 0
800
9 4 ,0 0 0
500
0 9 .0 2 0 5
1 7 ,2 9 0 0
17 ,0 0 0
2 4 ,0 0 0
4 1 .2
1,7 00
600
1,1 0 0
17 .390 2
1 7 .2 9 0 3
1 7 .2 9 0 4
2 0 0 ,0 0 0
8 6 6 ,0 0 0
2 0 0 ,0 0 0
1 ,1 2 4 ,0 0 0
2 3 5 ,0 0 0
1 ,0 0 0 ,0 0 0
1 9 8 ,0 0 0
1 ,3 0 0 ,0 0 0
16.8
14.2
-1 .4
16.6
8 ,8 0 0
5 2 ,0 0 0
4 ,4 0 0
8 6 ,0 0 0
2 ,6 0 0
10 ,0 0 0
-2 0 0
1 4 ,0 0 0
6 ,2 0 0
4 2 ,0 0 0
4 ,6 0 0
7 2 ,0 0 0
17.2601
1 5 7 ,0 0 0
1 4 7 ,0 0 0
-6 .4
5 ,0 0 0
-8 0 0
5 ,8 0 0
0 4 .1 1 0 0
1 7 .2 6 0 2
1 6 ,000
5 0 0 ,0 0 0
1 8 ,000
6 7 0 ,0 0 0
13.0
35 .0
600
5 1 ,0 0 0
200
1 3 ,0 0 0
400
3 8 ,0 0 0
0 7 .0 9 0 9
4 5 ,0 0 0
1 ,4 3 7 ,0 0 0
4 5 ,0 0 0
1 ,0 0 0 ,0 0 0
0 .0
-3 0 .8
1,3 0 0
5 1 ,0 0 0
0
- 3 5 ,0 0 0
1,3 00
8 6 ,0 0 0
17.2801
1 7 .2 8 0 2
1 7 .2 8 0 2
2 0 0 ,0 0 0
2 5 0 ,0 0 0
3 7 0 ,0 0 0
3 1 5 ,0 0 0
3 2 0 ,0 0 0
4 9 0 ,0 0 0
5 7 .2
2 9 .3
3 2 .3
11 ,600
19 ,3 0 0
14 ,3 0 0
8 ,8 0 0
5 ,6 0 0
9 ,3 0 0
2 ,8 0 0
13 ,7 0 0
5 ,0 0 0
4 4 ,0 0 0
6 6 ,0 0 0
5 0 .8
2 ,3 0 0
1,7 00
600
2 5 ,0 0 0
3 5 ,0 0 0
4 8 .4
1,7 0 0
900
800
17 .289 9
2 3 ,0 0 0
3 0 ,0 0 0
3 0 .3
1,5 00
500
1,0 0 0
1 4 .0 4 0 3
14.0401
2 6 3 ,0 0 0
2 3 0 ,0 0 0
3 0 0 ,0 0 0
2 3 2 ,0 0 0
14.1
1.5
7 ,9 0 0
16 ,000
2 ,9 0 0
200
5 ,0 0 0
1 5 ,8 0 0
14 .0 1 0 5
0 4 .1 3 0 0
0512
17 03
0 4 .1 3 0 0
0 4 .1 3 0 0
0 4 .1 3 0 0
A dm inistrative and related
occupations:
Accountants ..............................
C ity managers ............................
C redit officials .........................
H otel managers and
assistants ..............................
Annual average openings
19 72-8 5
0 4 .1 1 0 0
1 7 .2 8 0 2
17 .289 9
2 1 05;
2209;
5505
2105;
2209;
5505
5408
Percent
Estimated
Vocational
Projected
H E G IS
n em ploym ent requirements change
education
code^
code^
1972-8 5
1985
1972
Occupation
Annual average openings
1972-85
Total
E m ploym ent Replacement
change
needs'*
Education and related occupations:
Teaching occupations:
Kindergarten and elem entary
school te a c h e rs .................................
Secondary school te a c h e rs ...............
College and university
teachers .............................................
0802
0803;
0804
0805
Library occupations:
L ib ra ria n s ................................................
Library technical assistants .............
1601
5504
Sales o c c u p a tio n s ........................................... 0 4 .0 0 0 0
A utom obile parts countermen
0 4 .0 3 0 0
A utom obile sa lesm en .............................. 0 4 .0 3 0 0
A u to m o b ile service ad viso rs.................. 0 4 .0 3 0 0
Gasoiline service station
attendants ............................................. 0 4 .1 6 0 0
Insurance agents and b r o k e r s ............... 0 4 .1 3 0 0
Manufacturers' salesworkers.................. 0 4 .1 2 0 0
Real Estate salesworkers
and brokers ........................................... 0 4 .1 7 0 0
Retail trade salesworkers ....................... 0 4 .0 8 0 0
Routem en ..................................................
Securities salesw orkers............................ 0 4 .0 4 0 0
Wholesale trade saleworkers
...............
Construction occupations:
Asbestos and insulation
workers ..................................................
B ric k la y e rs ..................................................
Carpenters ..................................................
Cem ent masons ................................... . .
Construction la b o re rs ..............................
Electricians (c o n s tru c tio n )....................
Elevator co n s tru c to rs ..............................
Floor covering in s ta lle rs .........................
Glaziers .......................................................
L a th e rs ..........................................................
Operating engineers .................................
Painters and paperhangers ....................
Plasterers ....................................................
Plumbers and p ip e fitte rs .........................
Roofers .......................................................
Sheet-metal w o rk e rs .................................
S tructural, ornamental,
and reinforcing ironworkers,
riggers, and machine m o v e rs .............
0 4 .0 8 0 0
1 7 .1 0 9 9
17 .100 4
17.1001
17 .1 0 9 9
17 .109 9
1 7 .1 0 0 2
1 7 .1 0 9 9
17 .109 9
17 .100 9
17 .1 0 0 6
1 7 .1 0 0 3 0 2
17 .1 0 0 5
17 .1 0 0 6
17 .100 7
1 7 .1 0 1 0
17 .230 5
1 7 .109 9
0509;
5004
0509;
0509;
5004
0512;
5004
0509;
5004
0511;
5004
0509;
5004
0400;
5004
0509;
5004
1 ,2 7 4 ,0 0 0
1 ,0 2 3 ,0 0 0
1 ,5 9 0 ,0 0 0
1 ,0 4 4 ,0 0 0
2 4 .9
2.1
1 0 5 ,0 0 0
4 0 ,0 0 0
2 4 ,0 0 0
1,6 00
8 1 ,0 0 0
3 8 ,4 0 0
5 2 5 ,0 0 0
6 3 0 ,0 0 0
2 0 .4
2 4 ,0 0 0
8 ,2 0 0
1 5 ,8 0 0
1 2 0 ,0 0 0
2 5 ,0 0 0
1 6 2 ,0 0 0
3 5 .0
1 1 ,2 0 0
3 ,2 0 0
8 ,0 0 0
7 2 ,0 0 0
9 5 ,0 0 0
3 2 .0
3 ,4 0 0
1,8 00
1 ,6 0 0
1 3 1 ,0 0 0
2 1 ,0 0 0
1 4 8 ,0 0 0
2 8 ,0 0 0
13.0
32 .6
4 ,6 0 0
900
1,3 00
500
3 ,3 0 0
400
4 3 5 ,0 0 0
3 8 5 ,0 0 0
5 4 5 ,0 0 0
4 5 0 ,0 0 0
25 .2
16.7
1 5 ,4 0 0
16 ,0 0 0
8 ,4 0 0
5 ,0 0 0
7 ,0 0 0
1 1 ,0 0 0
4 2 3 ,0 0 0
5 4 5 ,0 0 0
28 .9
2 0 ,0 0 0
9 ,0 0 0
11 ,0 0 0
3 4 9 ,0 0 0
4 3 4 ,0 0 0
2 5 .4
2 5 ,0 0 0
7 ,0 0 0
1 8 ,0 0 0
2 ,7 7 8 ,0 0 0
3 ,3 3 0 ,0 0 0
2 0 .0
1 9 0 ,0 0 0
4 0 ,0 0 0
1 5 0 ,0 0 0
1 9 0 ,0 0 0
2 2 0 ,0 0 0
2 0 0 ,0 0 0
2 9 0 ,0 0 0
4.7
2 8 .0
3 ,7 0 0
1 1 ,900
799
4 ,8 0 0
3 ,0 0 0
7 ,1 0 0
6 8 8 ,0 0 0
8 6 0 ,0 0 0
28 .0
3 1 ,0 0 0
1 3 ,000
1 8 ,0 0 0
3 0 ,0 0 0
1 8 0 ,0 0 0
1 ,0 4 5 ,0 0 0
7 5 ,0 0 0
8 7 6 ,0 0 0
2 4 0 ,0 0 0
17 ,0 0 0
7 5 ,0 0 0
1 2 ,000
3 0 ,0 0 0
4 3 5 ,0 0 0
4 2 0 ,0 0 0
3 0 ,0 0 0
4 0 0 ,0 0 0
8 0 ,0 0 0
6 5 ,0 0 0
4 0 ,0 0 0
2 2 5 ,0 0 0
1 ,2 0 0 ,0 0 0
11 0 ,0 0 0
1 ,0 0 0 ,0 0 0
3 2 5 ,0 0 0
2 5 ,0 0 0
1 0 0 ,0 0 0
1 8 ,0 0 0
4 0 .0 0 0
5 7 0 ,0 0 0
4 6 0 ,0 0 0
3 2 ,0 0 0
5 0 0 ,0 0 0
1 1 0 ,0 0 0
8 0 ,0 0 0
3 3 .3
2 5 .0
14.8
4 6 .7
14.2
3 5 .4
47.1
3 3 .3
5 0 .0
3 3 .3
31 .0
9.5
6 .6
25 .0
37 .5
23.1
1,2 0 0
6 ,6 0 0
3 7 ,0 0 0
4 ,1 0 0
2 4 ,5 0 0
11 ,1 0 0
1,0 00
3 ,2 0 0
700
1 ,1 0 0
1 8 ,5 0 0
14 ,7 0 0
900
1 6 ,3 0 0
3 ,4 0 0
2 ,3 0 0
800
3 ,5 0 0
12 ,0 0 0
2 ,7 0 0
9 ,5 0 0
6 ,5 0 0
600
1,900
500
800
10 ,5 0 0
3 ,1 0 0
200
7 ,7 0 0
2 ,3 0 0
1,200
400
3 ,1 0 0
2 5 ,0 0 0
1 ,4 0 0
1 5 ,0 0 0
4 ,6 0 0
400
1 ,3 0 0
200
300
8 ,0 0 0
1 1 ,6 0 0
700
8 ,6 0 0
1,1 0 0
1 ,1 0 0
9 5 ,0 0 0
1 2 0 ,0 0 0
2 6 .3
3 ,4 0 0
1,900
1,5 0 0
19 ,5 0 0
1 2 3 ,0 0 0
2 6 ,0 0 0
1 9 0 ,0 0 0
3 3 .8
5 3 .0
800
7 ,0 0 0
500
5 ,0 0 0
300
2 ,0 0 0
Occupations in transportation
activities:
A ir transportation
occupations ...................................... 1 7 .0 4 0 0
A ir traffic
controllers .............................. 1 7 .0 4 0 3
A ircraft m ech an ic s.................... 17.0401
See footnotes at end o f table.
Occupation
A ir transportation
occupations: —C ontinued
A irline
d isp a tch ers..............................
Flight attendants .......................
Flight engineers .........................
Ground radio
operators and
te le ty p is ts .................................
Pilots and
copilots ...................................
T raffic agents
and c le rk s .................................
Percent
Vocational
Estimated
Projected
H E G IS em ploym ent requirements change
education
code^
code^
1985
19 72-8 5
1972
Annual average openings
1972-85
Total
E m p loym en t Replacement
change
needs'^
-
17 .0 4 0 3
0 4 .1 9 0 0
1 7 .0 4 0 3
800
3 9 ,0 0 0
7 ,0 0 0
800
7 6 ,0 0 0
9 ,5 0 0
0 .0
9 2 .4
35 .7
20
8 ,0 0 0
300
0
2 ,5 0 0
200
20
5 ,5 0 0
100
5 ,7 0 0
5 ,0 0 0
-1 3 .0
100
-1 0 0
200
5 4 ,0 0 0
7 8 ,0 0 0
4 3 .8
1,0 00
1,500
500
5 9 ,0 0 0
1 1 0 ,0 0 0
8 8 .7
7 ,0 0 0
4 ,0 0 0
3 ,0 0 0
15 ,0 0 0
4 2 ,0 0 0
1 4 ,0 0 0
3 5 ,0 0 0
<—9.8
-1 6 .7
200
100
-1 0 0
-5 0 0
300
600
7 3 ,0 0 0
6 4 ,0 0 0
-1 2 .5
400
-7 0 0
1,1 0 0
1 0 ,500
8 2 ,6 0 0
3 8 ,0 0 0
3 5 ,0 0 0
1 4 ,9 0 0
7 8 ,0 0 0
11 ,2 0 0
8 ,7 0 0
9 .9 0 0
6 4 ,0 0 0
3 3 ,9 9 9
3 3 ,5 0 0
9 ,0 0 0
6 7 ,0 0 0
9 ,5 0 0
6 ,5 0 0
-5 .6
-2 2 .5
-1 2 .6
-4 .8
-3 8 .4
-1 4 .2
-1 4 .9
-2 5 .2
200
2 ,7 0 0
700
1,0 00
-3 0 0
900
-1 0 0
100
-5 0
-1 ,4 0 0
-3 0 0
-1 0 0
-5 0 0
-8 0 0
-2 0 0
-1 5 0
250
4 ,1 0 0
1,0 0 0
1,1 00
200
1 ,7 0 0
100
250
11 ,2 0 0
5 4 ,0 0 0
7 ,5 0 0
4 7 ,0 0 0
-3 3 .2
-1 3 .0
-2 0 0
900
-3 0 0
-3 0 0
100
1,2 00
2 5 ,0 0 0
2 4 ,5 0 0
-2 .1
500
0
500
6 8 ,0 0 0
1 ,6 0 0 ,0 0 0
7 1 ,5 0 0
1 ,8 0 0 ,0 0 0
5 .0
17.6
1,6 00
4 6 ,0 0 0
300
2 1 ,0 0 0
1,3 0 0
2 5 ,0 0 0
5 7 0 ,0 0 0
3 3 ,0 0 0
9 2 ,0 0 0
6 7 0 ,0 0 0
3 8 ,9 9 9
8 5 ,0 0 0
17.6
14.0
-7 .6
16 ,6 0 0
1,6 00
1,6 00
7,7 0 0
400
-5 0 0
8 ,9 0 0
1 ,2 0 0
2 ,1 0 0
0114
2 2 ,0 0 0
2 8 ,0 0 0
2 6 .0
900
500
400
5 4 03
0117
0900
0902
0903
0 9 05
0916
0906
0908
0909
0913
0910
14 ,5 0 0
4 ,0 0 0
1 ,1 0 0 ,0 0 0
6 2 ,0 0 0
1 2 ,000
3 ,0 0 0
1 0 ,000
4 7 ,0 0 0
1 7 7 ,0 0 0
2 3 1 ,0 0 0
1 2 5 ,0 0 0
2 0 9 ,0 0 0
2 1 ,5 0 0
4 ,5 0 0
1 ,5 0 0 ,0 0 0
7 5 ,0 0 0
1 5 ,0 0 0
5 ,0 0 0
1 4 ,000
5 9 ,0 0 0
2 3 5 ,0 0 0
3 3 0 ,0 0 0
1 9 0 ,0 0 0
2 8 0 .0 0 0
4 8 .3
12.5
4 1 .5
2 2 .0
29.1
4 0 .6
4 1 .7
2 5 .4
33 .8
44.1
53 .5
33 .5
800
150
5 3 ,0 0 0
1,7 00
500
200
500
1,5 00
8 ,5 0 0
11 ,0 0 0
7 ,4 0 0
8 .9 0 0
500
50
3 4 ,0 0 0
1,0 00
300
100
300
900
4 ,6 0 0
7,8 0 0
5 ,1 0 0
5 .4 0 0
400
10 0
1 8 ,9 0 0
700
200
100
200
600
3 ,9 0 0
3 ,2 0 0
2 ,3 0 0
3 ,5 0 0
16.0601
M erchant marine occupations:
Merchant marine o f f ic e r s .............
M erchant s e a m e n ............................
Railroad occupations:
B ra k e m e n ...........................................
Bridge and building
workers ........................................
C le r k s .................................................. 14 .0 3 0 3
C on d u cto rs........................................
Locomotive en gineers....................
Locomotive fir e m e n .......................
Shop trades ......................................
Signal departm ent w o rk e rs ..........
Station ag ents................................... 1 4 .1 9 0 0
Telegraphers, tele
p h on es, and
to w e r m e n ......................................
Track workers .................................
Driving occupations:
In tercity busdrivers ....................... 0 4 .1 9 0 0
Local transit
bu sd rivers...................................... 0 4 .1 9 0 0
Local truck d r iv e rs .........................
Long-distance truck
drivers ...........................................
Parking a tte n d a n ts .........................
Taxi drivers ...................................... 0 4 .1 9 0 0
Scientific and technical occupations:
Conservation occupations:
Foresters ................................................
Forestry aides and
te c h n ic ia n s ........................................ 01 .0601
Range m a n a g e rs ................................... 0 1 .0 6 0 8
E n g in e e rs .....................................................
Aerospace ................................................
A g ric u ltu re .............................................
B io m e d ic a l.............................................
Ceramic ..................................................
Chemical ................................................
C i v i l .........................................................
Electrical ...............................................
Industrial ................................................
M e c h a n ic a l.............................................
Occupation
Vocational
Percent
Estimated
Projected
H E G IS
education
em ploym ent requirements change
code^
code^
1972-85
1972
1985
Annual average openings
1972-85
Total
E m ploym ent Replacement
needs'*
change
Engineers:—Continued
M e ta llu rg ic a l...........................................
M ining .....................................................
0914
0918
10 ,000
4 ,0 0 0
1 4 ,0 0 0
4 ,0 0 0
4 1 .7
4 .7
500
100
300
200
100
Environm ental scientists:
G eologists................................................
G eo ph ysicists........................................
Meteorologists ......................................
Oceanographers . . . * .........................
1914
19 16
1 9 13
1191
2 3 ,0 0 0
8 ,0 0 0
5 ,0 0 0
4 ,5 0 0
3 2 ,0 0 0
1 1 ,0 0 0
6 ,0 0 0
6 ,3 0 0
37.5
3 8 .3
29 .2
33 .0
1,1 00
600
200
200
70 0
200
100
100
400
400
100
100
Life science occupations:
Life sc ien tists........................................
0400
1 8 0 ,0 0 0
2 3 5 ,0 0 0
29.1
9 ,2 0 0
4 ,1 0 0
5 ,1 0 0
Mathematics occupations:
M athematicians ...................................
Statisticians ...........................................
1701
1702
7 6 ,0 0 0
2 3 ,0 0 0
1 0 7 ,0 0 0
3 2 ,0 0 0
4 0 .8
39 .6
4 ,2 0 0
1 ,7 0 0
2 ,4 0 0
70 0
1,8 0 0
1 ,0 0 0
Physical scientists:
C h em ists..................................................
Food s c ie n tis ts ......................................
P h y s ic is ts ................................................
1905
0113
19 02
1 3 4 ,0 0 0
7 ,5 0 0
4 9 ,0 0 0
1 8 4 ,0 0 0 '
9 ,5 0 0
6 1 ,0 0 0
38 .0
29 .7
24.1
6 ,8 0 0
300
1,5 00
3 ,9 0 0
200
900
2 ,9 0 0
100
600
2 3 ,0 0 0
3 2 7 ,0 0 0
2 6 ,0 0 0
4 8 5 ,0 0 0
12.0
4 8 .0
700
1 7 ,9 0 0
200
12 ,1 0 0
500
5 ,7 0 0
7 0 7 ,0 0 0
1 ,0 5 0 ,0 0 0
48 .9
3 9 ,6 0 0
2 6 ,6 0 0
1 3 ,0 0 0
4 ,5 0 0
5 8 ,0 0 0
5 ,5 0 0
8 1 ,0 0 0
24 .0
4 0 .0
200
2 ,7 0 0
100
1,8 00
100
900
17.1501
1 0 5 ,0 0 0
1 1 9 ,0 0 0
11.3
2 ,0 0 0
1,0 0 0
1 ,0 0 0
17.1501
17 .1 4 0 2
17.1501
3 0 ,0 0 0
5 0 ,0 0 0
1 0 8 ,0 0 0
3 5 ,6 0 0
5 4 ,0 0 0
1 2 0 ,0 0 0
18.6
10.7
11.1
1 ,2 0 0
700
2 ,0 0 0
500
300
900
700
400
1,1 00
1 3 5 ,0 0 0
2 6 5 ,0 0 0
9 6 .3
13 ,1 0 0
10 ,0 0 0
3 ,1 0 0
1 3 0 ,0 0 0
1 6 1 ,0 0 0
7 2 7 ,0 0 0
10 ,300
17 5 ,0 0 0
1 8 7 ,0 0 0
8 6 0 ,0 0 0
1 3 ,700
35 .0
16.1
18.4
3 3 .3
6 ,1 0 0
4 ,1 0 0
2 2 ,3 0 0
500
3 ,5 0 0
2 ,0 0 0
1 0 ,2 0 0
300
2 ,6 0 0
2 ,1 0 0
1 2 ,1 0 0
200
6 ,0 0 0
6 ,6 0 0
10.8
200
100
100
6 9 ,0 0 0
9 7 ,0 0 0
4 1 .2
3 ,0 0 0
2 ,1 0 0
900
4 5 ,0 0 0
9 2 ,0 0 0
9 3 ,0 0 0
1 2 5 ,0 0 0
10 7.0
3 6 .8
4 ,1 0 0
4 ,5 0 0
3 ,7 0 0
2 ,6 0 0
400
1 ,9 0 0
3 0 ,0 0 0
8 ,0 0 0
4 6 ,0 0 0
1 1 ,7 0 0
52 .0
4 6 .3
2 ,0 0 0
50 0
1,0 00
300
1 ,0 0 0
200
Technician occupations:
Broadcast te c h n ic ia n s .........................
Draftsmen .............................................
17.13
Engineering and science
te c h n ic ia n s ........................................
16.01
Food processing
te c h n ic ia n s ........................................
S u rv e y o rs ...............................................
5300;
5401 ;
5407
5404
Mechanics and repairmen:
Telephone craft occupations:
Central office craft
occupations ......................................
Central office equipm ent
in s ta lle rs .............................................
Linemen and cable sp lice rs...............
Telephone servicemen .......................
O ther mechanics and repairmen:
A ir-conditioning, refrigera
tio n , and heating
m echanics........................................... 1 7 .010 0;
1 7 .3 0 0 0
Appliance servicem en......................... 17 .0 2 0 0
A utom obile body repairmen .......... 17.0201
A utom obile m ech anics....................... 17 .0 3 0 2
1 7 .2 2 0
Boat m oto r m e c h a n ic s .......................
Bowling-pin-machine
m echanics........................................... 17.1401
Business machine
s e rv ic e m e n ........................................ 17 .0 6 0 0
C om puter service
te c h n ic ia n s ........................................ 17 .0 6 0 0
Diesel mechanics ................................. 1 7 .1 2 0 0
Dispensing opticians and
optical m ech an ic s............................ 07 .060 1
Electric sign s e rv ic e m e n .................... 1 7 .1 2 0 0
5105
Vocational
Estimated
Projected
Percent
H E G IS
education
em ploym ent requirements change
code^
code^
1972
1985
1972-85
Occupation
O ther mechanics and
rep a irm en :-C o n tin u ed
Farm equipm ent m e c h a n ic s .............
Industrial machinery
re p a irm e n ...........................................
Instrum ent re p a irm e n .........................
J e w e le rs ..................................................
L o cks m ith s.............................................
Maintenance electricians....................
M otorcycle mechanics .......................
Piano and organ s e rv ic e m e n .............
Shoe repairmen ...................................
Television and radio
service technicians .........................
Truck mechanics and
bus mechanics .................................
Vending machine m echanics............
Watch repairmen .................................
0 3 .0 3 0 0
Total
E m ploym ent Replacement
needs'*
change
4 7 ,0 0 0
5 2 ,0 0 0
10.6
1,4 00
400
1,0 00
17 .3 4 0 2
4 3 0 ,0 0 0
1 0 0 ,0 0 0
18 ,000
9 ,2 0 0
2 6 0 ,0 0 0
9 ,6 0 0
7,0 0 0
3 0 ,0 0 0
8 5 0 ,0 0 0
1 4 0 ,0 0 0
19 ,0 0 0
1 2 ,600
3 2 5 ,0 0 0
1 9 ,0 0 0
7 ,0 0 0
2 6 ,0 0 0
9 8 .6
38 .5
4.0
36 .4
2 5 .0
9 7 .9
0 .0
- 1 2 .5
4 4 ,0 0 0
4 ,8 0 0
800
500
9 ,8 0 0
800
320
1,2 00
3 2 ,7 0 0
3 ,0 0 0
100
300
5 ,0 0 0
700
0
-3 0 0
11 ,300
1,8 00
700
200
4 ,8 0 0
100
320
1,5 00
1 7 .1 5 0 3
1 4 4 ,0 0 0
1 7 0,00 0
18.1
4 ,4 0 0
2 ,0 0 0
2 ,4 0 0
1 7 .2 1 0 2
13 0 ,0 0 0
2 9 ,0 0 0
1 6 ,000
1 6 5 ,0 0 0
3 9 ,0 0 0
17 ,0 0 0
27 .5
32 .5
4.0
5 ,1 0 0
1,5 00
70 0
2 ,8 0 0
800
100
2 ,3 0 0
700
600
1204
5202
5203
52 0 4
1 0 5 ,0 0 0
11 5 ,0 0 0
17,000
3 2 ,0 0 0
1 4 0,00 0
1 5 5 ,0 0 0
5 0 ,0 0 0
4 3 ,0 0 0
3 2 .0
35 .0
191.0
34 .8
5 ,3 0 0
13 ,0 0 0
4 ,8 0 0
2 ,0 0 0
2 ,6 0 0
3 ,0 0 0
2 ,5 0 0
900
2 ,7 0 0
1 0 ,000
2 ,3 0 0
1,1 0 0
1221
1209
16 ,000
1 8 ,700
1 9 ,500
2 3 ,3 0 0
2 0 .9
2 4 .7
1,0 0 0
900
300
400
700
500
3 3 0 ,0 0 0
4 8 5 ,0 0 0
4 7 .2
1 9 ,000
1 2 ,000
7 ,0 0 0
7 ,3 0 0
2 6 ,0 0 0
8 ,4 0 0
3 7 ,0 0 0
15.0
41.1
400
1,4 00
100
800
300
600
52 1 7
10 ,0 0 0
1 5 ,0 0 0
17 .100 301
17.2101
1 7 .3 1 0 0
Health occupations:
Dental occupations:
Dentists .........................................
Dental as sistants.......................... 07.0101
Dental hygienists ....................... 0 7 .0 1 0 2
Dental laboratory technicians . 0 7 .0 1 0 3
Medical practitioners:
Chiropractors
Optom etrists
Physicians and
physicians
Annual average openings
1972-85
..............................
..............................
osteopathic
..............................
1206;
1210
1216
1218
Podiatrists ...................................
Veterinarians ..............................
Medical technician, technologist,
and assistant occupations:
E lectrocard iograph
technicians ............................ 0 7 .0 9 0 2
Electroencephalograph
technicians .................... .. . • 07.0901
Medical laboratory workers . . . 0 7 .0 2 0 0
.02 03
.0299
Medical record technicians
and clerks .........................
O ptom etric assistants ............... 0 7 .0 6 0 3
Radiologic technologists
07 .0501
Respiratory therapists ............ 0 7 .0 9 0 3
50 .0
900
400
500
5217
5205
3 ,5 0 0
1 6 5 ,0 0 0
5 ,5 0 0
2 1 0 ,0 0 0
57.1
2 7 .3
400
1 3 ,000
200
3 ,0 0 0
200
10 ,0 0 0
5 2 13
52 12
52 07
5 2 15
4 7 ,0 0 0
11 ,000
5 5 ,0 0 0
17 ,000
1 1 8 ,0 0 0
2 0 ,0 0 0
8 7 ,0 0 0
3 0 ,0 0 0
15 2.0
78.8
5 8 .0
77 .0
1 0 ,500
1,7 00
6 ,5 0 0
2 ,0 0 0
5 ,5 0 0
70 0
2 ,5 0 0
1,000
5 ,0 0 0
1,0 00
4 ,0 0 0
1,0 00
Nursing occupations:
Registered nurses
52 08
7 4 8 ,0 0 0
1 ,0 5 0 ,0 0 0
4 0 .0
7 5 ,0 0 0
2 4 ,0 0 0
5 1 ,0 0 0
5209
4 2 5 ,0 0 0
8 3 5 ,0 0 0
9 6 .0
7 0 ,0 0 0
3 0 ,0 0 0
4 0 ,0 0 0
9 0 0 ,0 0 0
1 ,3 6 0 ,0 0 0
51 .0
1 0 0,00 0
3 6 ,0 0 0
6 4 ,0 0 0
1208;
52 10
7 ,5 0 0
15 ,0 0 0
10 0.0
1,1 00
600
500
5210
6 ,0 0 0
15,500*
16 0.9
1,2 00
700
500
......................
07.0301
16 .0 3 0 5
0 7 .0 3 0 2
Licensed practical nurses . . . .
Nurses aides, orderlies,
and attendants .................... 0 7 .0 3 0 3
Therapy and rehabilitation
occupations:
Occupational therapists
..........
Occupational therapy
as sistan ts................................
07.0401
Occupation
Percent
Projected
Estimated
Vocational
H E G IS
education
em ploym ent requirements change
code2
code1
1985
1972-85
1972
Therapy and rehabilitation
occupations:—Continued
Physical th e ra p is ts .......................
Physical therapist assistants and a id e s ......................... 1)7.0402
Speech pathologists and
audiologists ............................
O ther health occupations:
Dietitians .............................................
Hospital ad m in istrato rs....................
Medical record administrators . . . .
P harm acists...........................................
Sanitarians ...........................................
Social service occupations:
Counseling occupations .........................
School counselors.................................
E m ploym ent counselors....................
Rehabilitation counselors.................
College career planning and
placement co u n selo rs....................
Clergymen ..................................................
Protestant m in is te rs ...........................
Rabbis ....................................................
Roman Catholic priests ....................
E m ploym ent Replacement
change
needs'^
18 ,000
3 2 ,0 0 0
7 6 .3
2 ,2 0 0
1,0 00
1,2 0 0
5219
1 0 ,5 0 0
2 5 ,0 0 0
14 1.7
2 ,0 0 0
1,1 00
900
1220
2 7 ,0 0 0
3 4 ,0 0 0
26 .9
2 ,2 0 0
600
1,6 0 0
1306
1211
3 3 ,0 0 0
17 ,000
11 ,6 0 0
1 3 1 ,0 0 0
17 ,000
4 4 ,0 0 0
2 6 ,6 0 0
18 ,4 0 0
1 6 3 ,0 0 0
3 0 ,0 0 0
32 .0
56 .4
59 .0
24 .5
76.8
3 ,1 0 0
1,6 00
1,4 00
7 ,7 0 0
1,6 0 0
800
700
500
2 ,5 0 0
1,0 0 0
2 ,3 0 0
900
900
5 ,2 0 0
600
3 ,6 0 0
6 ,0 0 0
6 6 .4
400
200
200
3 6 ,0 0 0
7,5 0 0
2 4 ,0 0 0
10 ,000
15 ,000
4 6 ,0 0 0
9 ,2 0 0
3 0 ,0 0 0
1 2 ,2 0 0
2 3 ,0 0 0
29 .9
2 2 .6
2 5 .3
22 .0
53.1
1,5 00
450
1,500
500
1,2 00
700
150
500
200
600
800
300
1,0 00
300
600
4 3 ,0 0 0
8 ,5 0 0
16,000
5 9 ,0 0 0
14 ,0 0 0
2 6 ,0 0 0
36 .9
66 .2
59 .8
2 ,9 0 0
800
1,7 0 0
1,2 00
400
700
1 ,7 0 0
400
1 ,0 0 0
3 ,8 0 0
5 ,0 0 0
32 .5
200
100
100
3 2 5 ,0 0 0
5 ,8 0 0
5 8 ,5 0 0
3 6 0 ,0 0 0
6 ,4 0 0
6 3 ,0 0 0
10.9
11.0
7.9
13 ,0 0 0
300
2 ,2 0 0
2 ,7 0 0
100
400
10 ,3 0 0
200
1 ,8 0 0
1 2 0 ,0 0 0
5 7 ,0 0 0
5 5 ,0 0 0
14 0 ,0 0 0
9 0 ,0 0 0
9 0 ,0 0 0
14.0
55 .5
6 3 .0
9 ,2 0 0
4 ,3 0 0
5 ,5 0 0
1,3 00
2 ,4 0 0
2 ,7 0 0
7 .9 0 0
1,900
2 ,8 0 0
10 0 ,0 0 0
1 8 5 ,0 0 0
1 5 0 ,0 0 0
2 7 5 ,0 0 0
50.0
4 8 .6
1 0 ,000
1 7 ,500
4 ,0 0 0
7,0 0 0
6 ,0 0 0
1 0 ,5 0 0
0204
1101
0206
3 7 ,0 0 0
6 0 ,0 0 0
3 3 ,0 0 0
3 0 ,0 0 0
10 ,0 0 0
1 8 ,000
1 2 ,000
7 7 ,0 0 0
12 ,000
6 5 ,0 0 0
7 6 ,0 0 0
3 8 ,0 0 0
4 3 ,0 0 0
1 4 ,000
2 3 ,0 0 0
2 1 ,0 0 0
8 8 ,0 0 0
18 ,5 0 0
76.0
26 .7
16.4
4 4 .7
40 .0
29 .0
76 .0
14.3
54 .2
3 ,3 0 0
3 ,4 0 0
2 ,0 0 0
2 ,5 0 0
400
1,0 00
1,1 00
2 ,7 5 0
800
2 ,2 0 0
1,2 00
400
1,0 00
100
400
700
850
500
1,1 00
2 ,2 0 0
1,6 0 0
1 ,5 0 0
300
600
400
1,9 0 0
300
0602
3 9 ,0 0 0
5 0 ,0 0 0
2 8 .0
2,6 0 0
900
1 ,7 0 0
0603
2 1 ,0 0 0
2 0 ,0 0 0
2 4 ,5 0 0
2 6 ,0 0 0
2 1 .4
2 9 .9
500
1,100•
300
500
200
600
2202;
2203
2204
2206
2 2 05
2207
2208
E conom ists..................................................
G eographers................................................
H isto rian s....................................................
Political scientists......................................
Sociologists ...............................................
Total
52 19
1202
1211
0922
Social scientists:
A n th ro p o lo g is ts ........................................
Annual average openings
1972-85
0826
2301
Other social service
occupations:
Home econom ists............................
Psychologists ...................................
Recreation workers .......................
1301
2001
2103;
5506
5506
2104
Social service a id e s .........................
Social w o r k e r s .................................
A rt, design, and communicationsrelated occupations:
Design occupations:
A rc h ite c ts ..........................................
Commercial a r tis ts .........................
Displaymen .....................................
Floral designers ..............................
Industrial designers.........................
Interior desig ners...........................
Landscape architects ....................
Photographers ................................
Urban p lan n ers................................
Communications related
occupations:
Newspaper repo rters......................
Radio and television
announcers..................................
Technical writers .........................
0202
1 7 .0 7 0 0
17 .0 7 0 2
0 4 .0 5 0 0
1 7 .0 7 0 3
17.0701
0203
^Vocational education codes are from Vocational Education
and Occupations (U.S. Departm ent of Health, Education and
Welfare, and U.S. D epartm ent of Labor, 1969).
9
H E G IS codes are from the Higher Education General
Inform ation Survey. See A Taxonom y o f Instructional Programs
in H igher Education (U.S. D epartm ent of Health, Education and
Welfare, 1970).
q
Replacement needs include openings arising from deaths,
retirements, and other separations from the labor force. Does
not include transfers to other occupations.
N O TE:
Percentages were calculated from
unrounded
numbers and therefore may not agree w ith rounded numbers on
em ploym ent and projected requirements shown in the table.
Appendix C.
Detailed Training Statistics
This appendix presents tabulations of all available
statistics on the numbers of persons completing training
for occupations for which appendix B presents
projections. Table C-l presents statistics for occupations
that require fewer than 4 years of college; tables C-2 and
C-3 present data for occupations for which a college
degree or graduate degree is required. These data are also
presented in chapter 4 along with information on how
workers are trained for specific occupations and
projections of occupational requirements.
Tables C-4 and C-5 present limited trend data for
junior college graduates and apprenticeship completions.
Table C-6 presents Armed Forces manpower data by
occupational specialty.
Data in table C-l are not strictly comparable because
different programs cover differing time periods (fiscal
years, calendar years, and academic years) and because
the data represent program enrollments in some cases
and completions in others. Data on enrollments were
used as a proxy for completions even though not all
enrollees in a specific program complete their training.
Table C-l emphasizes the fragmentary and inconsistent
nature of the data on occupational training and the need
for improvement. Footnotes are used extensively to
indicate data limitations.
Table C-1. Known training in occupations which generally require less than a college degree for which
projections of manpower requirements have been prepared
M D T A training
Vocational
Occupation
education
code
Junior
H E G IS
college
code
graduates
1970-71
F Y 1973
On-thejob
enroll
ments
In stitu
tional
comple
tions
Job
V ocational education
Corps
completions,
F Y 1972
completions,
Post
FY
Secondary
secondary
1972
A ppren
ticeship
completions
1972
Industrial production and related
occupations:
Foundry occupations:
Patternmakers .........................
Molders ......................................
Coremakers ..............................
Machining occupations:
A ll-round m achinists...............
Instrum ent m a k e r s .................
Machine tool o p e ra to rs ..........
Setup men (machine tools) . .
T o o la n d die m a k e r s ...............
1
Printing occupations1 ..................
Bookbinders and related
w o rk e rs ...................................
Composing room occupations
Electrotypers and
stereotypers .........................
Lithographic occupations . . .
P hotoengravers.........................
Printing pressmen and
assistants.................................
O ther industrial production and
related occupations:
A s se m b lers.................................
A utom obile p a in te rs ...............
Blacksmiths ..............................
Boilerm aking occupations . . .
E le c tro p la te rs ............................
F o re m e n ......................................
Forge shop occupations . . . .
Furniture upholsterers ..........
275
1 7 .2 3 0 9
17.2301
17.2301
1
1 7 .230 2
17 .230 2
17 .230 3
1 7 .2 3 0 2
17 .230 7
1 7 .1 9 0 0
1 7 .1 9 0 6
17.1901
215
20
840
400
94
5009
17.0301
17 .2 3 9 9
1 7 .1 0 9 9
17 .239 9
1 7 .1 7 0 0
1 7 .239 9
1 7 .3 5 0 0
1,833
143
183
3 ,6 9 5
137
3 ,8 2 5
51 2
1 0 ,9 6 0
2 ,3 5 6
27
54
30
518
9
14
204
396
1
158
30
986
635
58
15
2 ,7 0 6
231
844
34
1 7 .1 9 0 3
17 .1 9 0 2
1 7 .1 9 0 4
1 7 .1 9 0 2
78
504
144
142
434
1,1 76
2 2,481
2 256
M D T A training
Occupation
Junior
Vocational
college
H E G IS
education
code graduates
code
1970-71
O th er industrial production
and related occupations: —
Continued
M illw r ig h t s ................................. 17 .1 0 9 9
M o tio n picture projectionist *•
Photographic laboratory
workers3 ................................
Power truck operators ..........
Production painters ...............
S tationary en g in eers...............
S tationary f ir e m e n ..................
Waste water treatm ent plant
operators ..............................
Welders and flamecutters . . .
1 7 .0 9 0 0
1 7 .1 0 0 3 0 2
F Y 1973
On-thejob
enroll
ments
58
5007
In stitu
tional
comple
tions
Job
Vocational education
Corps
completions, F Y 1972
com ple
tions,
Post
FY
Secondary
secondary
1972
1,0 8 0
8
14
57 7
1,3 70
1,2 1 6
70
55
19
5
22
1 7 .3 2 0 0
1 7 .3 2 0 0
1 6 .9 9 0 2
1 7 .2 3 0 6
234
509
349
37
6 ,4 4 2
1,9 1 6
160
37
37
8
15
63
97
820
24
113
277
109
565
O ffice occupations:
Clerical o c c u p a tio n s .................... 14 .00
Bookkeeping w o r k e r s ............. 1 4 .0 1 0 2
Cashiers ...................................... 14 .0 1 0 3
File c le rk s ................................... 14 .0 3 0 2
Hotel fro n t office clerks . . . . 1 4 ,1 1 0 0
O ffice machine operators . . . 14 ,0 1 0 4
Postal c le r k s .............................. 1 4 .0 4 0 3
Receptionists ............................ 1 4 .0 4 0 6
Shipping and receiving
clerks ...................................... 14 .0 5 0 3
Statistical c le r k s ....................... 14 .0 3 0 3
Stock clerks .............................. 1 4 .0 5 0 4
Stenographers and
secretaries.............................. 1 4 .0 7 0 0
T y p is t s ........................................ 1 4 .0 9 0 0
Com puter and related
occupations .............................. 1 4 .0 2 0 0
Electronic com puter
operating personnel .......... 1 4 .0 2 0 1 ,
.0 2 0 2 ,
.020201
P rogram m ers.............................. 1 4 .0 2 0 3
Banking occup ations....................
5005
A dm inistrative and related
occupations:
A c c o u n ta n ts ..............................
Hotel managers and
assistants................................ 0 4 .1 1 0 0
Purchasing a g e n ts .................... 0 4 .9 9 0 0
4 8 8 ,9 1 6
10 7 ,3 6 8
1 0 5 ,0 9 8
2 4 .3 2 8
8 ,8 9 9
2 3 ,4 4 4
1 3 ,2 7 4
364
132
23
5005
5005
5 1 6 ,5 3 4
52
2 ,0 7 6
210
30 5
151
1,7 20
1,252
146
1,258
5102,
5104,
5105
0704,
5103
s 6 ,1 6 5
158
2 ,1 4 9
3
0504,
5003
27 2
5
Bank c le rk s ................................ 0 4 .0 4 0 0
T e lle rs ........................................... 14 .010 5
Insurance occupations ............... 0 4 .1 3 0 0
Claim a d ju s te rs ......................... 0 4 .1 3 0 0
Claim e x a m in e rs ....................... 0 4 .1 3 0 0
4 4 0 ,2 5 7
37
19
13
1
0512
0502,
5002
5,301
0508,
5010
7916
1
2
A ppren
ticeship
completions
1972
15
M D T A training
Vocational
Occupation
education
code
Junior
H E G IS
code
college
graduates
1970-71
F Y 1973
On-thejob
enroll
ments
Institu
tional
com ple
tions
Job
Vocational education
Corps
completions,
F Y 1972
completions,
Post
FY
Secondary
1972
secondary
A pp ren
ticeship
com ple
tions
1972
Service occupations:
Cleaning and related
occupations:
Building custodians.................. 1 7 .1 1 0 0
E x te rm in a to rs ............................
Hotel housekeepers and
assistants................................. 0 9 .0 2 0 5
Food service o c c u p a tio n s ..........
Bartenders .................................
Cooks and c h e f s .......................
M e a tc u tte rs .................................
Waiters and waitresses.............
Personal service occupations:
B a rb e rs ........................................
Bellmen and bell captains . . .
C o s m eto lo g is ts.........................
Funeral directors and
embalmers ............................
208
7
500
1
1 7 .2 9 0 0
522
1,8 19
211
7 ,4 8 0
1,899
1,6 04
67
29
2 ,1 2 6
151
106
7
304
581
4
26
50
50
277
8,631
4 ,3 1 3
21
17
6
55
1,032
788
7,4 7 8
6 ,8 7 3
788
7,4 78
145
600
557
600
55 7
17.2601
0 4 .1 1 0 0
17 .260 2
8 229
997
0 7 .0 9 0 9
Protective and related service
occupations:
F ire fig h te rs ................................. 17.2801
Guards and watchm en .......... 17 .280 2
Police officers9 ......................... 17 .280 2
State police o f f ic e r s ............... 17 .280 2
Health and regulatory
inspectors (government) . . 17 .2 8 9 9
Construction inspectors
(g o v e rn m e n t)....................... 17 .2 8 9 9
24
2105,
2209,
5505
2105,
2209,
5505
5408
202
Other service occupations:
Mail carriers .............................. 1 4 .0 4 0 3
Telephone o p e ra to rs ............... 14.0401
Education and related
occupations:
Library occupations:
Library technical
as sistants..............................
1,951
8 101
7
8
1 7 .2 9 0 2
17 .2 9 0 3
17 .290 4
Private household service
occupations:
Private household workers . .
Sales occupations .................................
A u to parts c o u n te rm e n ..........
A utom obile s a le s m e n .............
A utom obile service
advisors...................................
Gasoline service station
a tte n d a n ts ..............................
Insurance agents and
b r o k e r s ...................................
Manufacturers' salesworkers .
1,0 89
1
7
5504
5
471
0 4 .0 0 0 0
101
1 0 1 1 4 ,0 4 0 1° 2 6 ,0 7 0
9
0 4 .0 3 0 0
5004
9 ,2 3 7
3 ,2 0 7
296
0 4 .0 3 0 0
5004
9 ,2 3 7
3 ,2 0 7
296
364
132
828
1,031
4
0 4 .1 6 0 0
0 4 .1 3 0 0
0 4 .1 2 0 0
5004
0509,
5004
9 ,2 3 7
145
M D T A training
V ocational
Occupation
education
code
Junior
H E G IS
code
college
graduates
1970-71
F Y 1973
O n-thejob
enroll
ments
Institu
tional
comple
tions
Job
V ocational education
Corps
completions, F Y 1972
com ple
tions,
Post
FY
Secondary
secondary
1972
A ppren
ticeship
comple
tions
1972
Sales occupations:—C ontinued
Real estate salesworkers
and b ro k e rs ............................0 4 .1 7 0 0
Retail trade salesworkers . . . 0 4 .0 8 0 0
R o u te m e n .................................
Wholesale trade salesworkers
Construction occupations:
Asbestos and insulation
w o rk e rs ...................................
B ric k la y e rs .................................
Carpenters .................................
Cem ent masons12 ....................
C onstruction la b o re rs .............
Electricians (construction)1 3 .
Elevator c o n s tru c to rs .............
Floor covering installers
G la z ie rs ........................................
L a th e rs ........................................
Operating engineers . . . . . . .
Painters and paperhangers . . .
Plasterers ...................................
Plumbers and p ip efitters14. . .
R o o fe rs ........................................
Sheet-metal w o r k e r s ...............
S tructural, ornam ental, and
reinforcing-ironworkers,
riggers, and machine
movers ..............................
0 4 .0 8 0 0
1 7 .1 0 9 9
1 7 .1 0 0 4
17.1001
17 .1 0 9 9
1 7 .1 0 9 9
17 .100 2
1 7 .1 0 9 9
17 .1 0 9 9
17 .1 0 0 9
1 7 .1 0 0 6
1 7 .1 0 0 3 0 2
17 .100 5
1 7 .1 0 0 6
17 .1 0 0 7
1 7 .1 0 1 0
1 7 .2 3 0 5
1 7 .1 0 9 9
5004
0509,
5014
9 ,2 3 7
5004
9 ,2 3 7
7
33
217
1,5 32
260
137
446
33
223
404
30
11
713
4 ,2 6 5
43 ,271
6 ,4 6 3
175
771
2 ,2 6 6
432
1 3 ,6 0 8
2 ,3 6 4
1,951
1,7 50
21
523
8
2
388
238
17
70
112
1 ,1 4 6
658
75
165
5
15
113
211
227
209
12
282
1,998
5 ,0 5 4
825
1,3 39
464
5,991
256
335
276
1,0 35
983
24 5
5 ,6 6 3
383
2 ,7 6 8
2 ,0 9 8
Occupations in transportation:
A ir transportation
occupations ..............................
A ir tra ffic c o n tr o lle r s .............
A ircraft m e c h a n ic s ..................
A irline d is p a tc h e rs ..................
Flight attendants ....................
Flight engineers .......................
Ground radio operators
and teletypists ....................
Pilots and copilots ..................
T ra ffic agents and clerks
1 7 .0 4 0 0
1 7 .0 4 0 3
17.0401
1 7 .0 4 0 3
0 4 .1 9 0 0
1 7 .0 4 0 3
3 ,8 0 0
16.0601
76
M erchant m arine occupations:
Merchant m arine officers . . .
M erchant seamen ....................
Railroad occupations:
B ra k e m e n .................................
Bridge and building workers .
C le r k s ........................................... 1 4 .0 3 0 3
C o n d u c to rs .................................
Locom otive en gin eers.............
Locom otive f ir e m e n ...............
Shop tra d e s .................................
Signal departm ent workers . .
Station a g e n ts ............................1 4 .1 9 0 0
Telegraphers, telephoners,
and to w e rm e n .......................
Track w o rk e rs ............................
2 ,7 6 7
65
16
836
M D T A training
Vocational
Occupation
education
code
Junior
H E G IS
college
code
graduates
1970-71
Driving occupations:
In tercity busdrivers.................. 0 4 .1 9 0 0
Local transit busdrivers.......... 0 4 .1 9 0 0
Local truck d r iv e r s ..................
Long-distance truck
d riv e rs .....................................
Parking attendants .................
Taxi d riv e rs ................................. 0 4 .1 9 0 0
FY 1973
On-thejob
enroll
ments
In stitu
tional
comple
tions
64
11
30
42
290
Job
Corps
com ple
tions,
FY
1972
Vocational education
completions, F Y 1972
Secondary
Post
secondary
A ppren
ticeship
com ple
tions
1972
1514
S cientific and technical
occupations:
Conservation occupations:
Forestry aides and
te c h n ic ia n s ............., . 01.0601
Technician occupations:
Broadcast technicians . j
D ra fts m e n ......................... 17 .13
Engineering and science
te c h n ic ia n s .................. 16.01
Food processing
te c h n ic ia n s ............................
S u rv e y o rs ...................................
5403
5 3 0 0 , 163 8 ,4 2 0
5401,
5406,
5407
5404
5309
28
77
23
146
72
5
18
1,087
17 ,3 3 4
6 ,0 0 6
453
174 0 0
693
1,637
Mechanics and repairmen:
Telephone craft occupations:
Telephone craft workers
Central office craft
occupations .........................
Central office equipm ent
in s ta lle rs ................................
Linemen and cable
s p lic e rs ...................................
Telephone servicem en.............
Other mechanics and repairmen:
Air-conditioning,
refrigeration,
and heating mechanics . . .
Appliance s e rvicem en .............
Autom obile body
repairmen ..............................
Autom obile m ech an ic s..........
Boat m otor mechanics ..........
Bowling-pin-machine
m echanics..............................
Business machine
servicemen18 .......................
Computer service
te c h n ic ia n s ...........................
Diesel m echanics......................
Dispensing opticians and
optical m ech an ics...............
Electric sign
servicemen ...........................
Farm equipment
m echanics..............................
17 .140 2
42
17.1501
17.1501
1 7 .140 2
17.1501
1 7 .0 1 0 0 ,
17 .3 0 0 0
1 7 .0 2 0 0
17.0301
17 .0 3 0 2
17 .2 2 0 0
11
14
1,187
255
230
21 6
4 ,4 7 5
1,9 73
3,3 8 5
1,078
63
140
1
998
3,5 0 9
43
60 4
2,171
9 ,0 3 7
4 4 ,1 3 5
2,851
8 ,5 9 7
11
149
98
529
462
6
176
45
948
1,875
1
126
105
17.1401
1 7 .0 6 0 0
1 7 .0 6 0 0
17 .120 0
5105
431
07 .0601
17 .100 2
0 1 .0 3 0 0
308
1,2 69
M D T A training
Vocational
H E G IS
education
code
code
Occupation
O ther mechanics and repairmen: —
Continued
Industrial machinery
r e p a irm e n ..............................
Instrum ent re p a irm e n .............
Jewelers and watch
r e p a irm e n ..............................
L o c k s m ith s .................................
Maintenance electricians
M otorcycle mechanics ..........
Piano and organ
servicemen ............................
Shoe re p a irm e n .........................
Television and radio
service technicians .............
Truck and bus mechanics . . .
Vending machine
m ech anics..............................
Junior
college
graduates
1970-71
F Y 1973
On-thejob
enroll
ments
94
17.100301
17.2101
Institu
tional
comple
tions
577
Job
Corps
completions,
FY
1972
V ocational education
onm n lotinnc CV 1070
9
Secondary
Post
secondary
A ppren
ticeship
completions
1972
1,8 46
228
5
17 .2 1 0 2
(,#)
( ,9 )
1,691
1 7 .3 1 0 0
17 .340 2
5
1 7 .1 5 0 3
16
490
14 6
12
Health occupations:
Dental occupations:
Dental assistants....................... 07.010 1
Dental hygienists .................... 0 7 .0 1 0 2
Dental laboratory
te c h n ic ia n s ............................ 0 7 .0 1 0 3
Medical technician, technolo
gist, and assistant
occupations:
Electrocardiograph
te c h n ic ia n s ............................ 0 7 .0 9 0 2
Electroencephalograph
te c h n ic ia n s ............................ 07 .090 1
Medical laboratory
w o rk e rs ................................... 0 7 .0 2 0 0 ,
.0 2 0 3 ,
.0 2 9 9
Medical record
te c h n ic ia n s ............................
O ptom etric as sistan ts............. 0 7 .0 6 0 3
Radiologic technologists
07 .050 1
Respiratory th erap is ts............. 0 7 .0 9 0 3
Nursing occupations:
Registered nurses21
............... 07.030 1
16 .0 3 0 5
Licensed practical
n u rs e s ...................................... 0 7 .0 3 0 2
Nurses aides, orderlies,
and attendants .................... 0 7 .0 3 0 3
Therapy and rehabilitation
occupations:
Occupational therapists
Occupational therapy
assistants................................. 07 .040 1
Physical therapist
assistants and a id e s ............. 0 7 .0 4 0 2
Medical record
ad m in istrato rs.......................
5202
5302
2,191
2 ,5 0 6
5204
264
5217
2 °2 2
5217
22
52 05
1,3 35
22
5213
5212
5207
5 2 15
374
81
1,139
570
343
5208
1 4 ,408
237
5 2 09
7,7 0 8
12 08,
5210
2 ,3 2 4
43
3 ,3 4 3
1,602
120
540
17
1 ,9 7 3
1,0 78
6
2
86
221
1 ,1 5 4
978
73
14
8
5
505
66
4 ,3 8 8
2 4 ,9 9 5
342
1,2 53
2,471
1 2 ,6 4 3
6 ,1 9 9
19
326
128
199
243
5210
5219
12 02
24
145
Vocational
Occupation
education
code
Social service occupations:
Social service a id e s ..................
Junior
H E G IS
college
code
graduates
1970-71
5506
M D T A training
F Y 1973
On-thejob
enroll
ments
In stitu
tional
comple
tions
Job
V ocational education
Corps
comple- completions, F Y 1972
tions,
Post
FY
Secondary
secondary
1972
A ppren
ticeship
comple
tions
1972
1,1 46
A rt, design and com m unications —
related occupations:
Design occupations:
Commercial a r t is t s ..................
D isp laym en .................................
Floral designers.........................
Industrial designers..................
In terior designers.......................
P hotographers............................
1 7 .0 7 0 0
17 .0 7 0 2
0 4 .0 5 0 0
1 7 .0 7 0 3
17.0701
Com m unications — related
occupations:
Newspaper re p o rte rs ...............
Radio and television
an n o u n c e rs ............................
4
44
2
2
2,841
1,979
22 7 6 6
22 76
0203
4
0602
2
0603
^Includes bookbinders, composing room occupations,
lithographic occupations, pressmen, and miscellaneous printing
occupations.
o
Includes some upholsterers other than furniture.
o
May include other photographic occupations.
**1 1ncludes some wholesale trade salesworkers.
^Includes training in occupations such as typists, bank
tellers, office machine operators, bookkeeping workers, and
com puter operators. The number being trained for each
occupation cannot be ascertained from the available data.
16
'^Includes
^Includes office machines training.
in c lu d e s
training
fo r
keypunch
and
other
input
technologies, com puter operators and peripheral equipm ent
operators, and general data processing workers.
7 Includes restaurant management.
o
Includes bakers.
Q
May include some State police.
1®lncludes all persons who completed distributive education
programs.
12
13
Includes stonemasons, marble-setters, and tile setters.
All electricians, including maintenance.
^ In c lu d e s sprinkler-fitters.
1 5 May include some over-the-road drivers.
an unknown num ber o f workers trained fo r
skilled craft occupations and technical related occupations such
as industrial draftsmen.
^ E le c tro n ic s technician.
18
' °M a y include some com puter service technicians.
18See
construction electricians.
^ Includes EKG and EEG technicians.
O1
T h e t o t a l n u m b e r o f r e g is te re d nurses t r a in e d in 1971 w a s
4 7 ,0 0 0 . In addition to training sources shown, m any were
trained in hospital programs and some in 4-year college
programs.
22
Floral designers and salespersons.
Major field o f study
All fields ......................................................................................................................
Bachelor's
degrees
requiring
4 or 5 years
Second-level
(master's)
degrees
Doctor's
degrees
(Ph.D.,
E d .D ., etc.)
8 3 9 ,7 3 0
2 3 0 ,5 0 9
3 2 ,1 0 7
Agriculture and natural resources ..............................................................................
Agriculture, g e n e r a l..................................................................................... ...............
A g r o n o m y .....................................................................................................................
Soil science ...................................................................................................................
Anim al science..............................................................................................................
Dairy s c ie n c e ................................................................................................................
Poultry science ............................................................................................................
Fish, game, and w ild life management .................................................................
H o rtic u ltu re ...................................................................................................................
Ornam ental horticulture ..........................................................................................
Agricultural and farm m a n a g e m e n t......................................................................
Agricultural economics .............................................................................................
A gricultural b u sin ess..................................................................................................
Food science and te c h n o lo g y ...................................................................................
F o re s try ..........................................................................................................................
Natural resources management ..............................................................................
A gricu ltu re’and forestry technologies .................................................................
Range m a n a g e m e n t....................................................................................................
O ther ...............................................................................................................................
2 ,6 7 2
1,491
823
212
2 ,4 5 5
245
80
936'
385
200
213
1,175
833
333
1,8 2 6
424
154
136
711
2 ,4 5 7
123
293
87
344
54
50
151
161
10
417
5
188
291
76
16
27
164
1 ,0 8 6
169
89
145
30
27
43
76
2
21 2
—
119
92
16
8
15
43
Architecture and environm ental design ....................................................................
Environm ental design, g e n e r a l................................................................................
A rchitecture .................................................................................................................
Interior d e s ig n ..............................................................................................................
Landscape architecture ............................................................................................
Urban a rc h ite c tu re .......................................................................................................
C ity , co m m un ity, and regional planning ............................................................
O ther ................................................................................................................................
5 ,5 7 0
568
3 ,4 5 9
314
505
—
229
495
1,7 05
58
625
6
107
60
810
39
36
2
6
-
Area s tu d ie s ........................................................................................................................
Asian studies, g e n e ra l.................................................................................................
East Asian studies .......................................................................................................
South Asian (In dia, etc.) studies ...........................................................................
Southeast Asian s tu d ie s .............................................................................................
African stu d ies..............................................................................................................
Islamic s tu d ie s .............................. ...........................................................................
Russian and Slavic s tu d ie s .......................................................................................
Latin American studies .............................................................................................
Middle Eastern s tu d ie s ...............................................................................................
European studies, general ........................................................................................
Eastern European stu d ies..........................................................................................
West European s tu d ie s ...............................................................................................
American s tu d ie s .........................................................................................................
Pacific area stu d ies......................................................................................................
Other ................................................................................................................................
2 ,4 9 2
162
42
26
10
13
1,007
100
87
18
136
280
4
51
20
26
1,4 6 6
1
252
—
—
6
231
—
285
50
Biological sciences............................................................................................................
Biology, g e n e ra l............................................................................................................
Botany, general ............................................................................................................
Bacteriology .................................................................................................................
Plant p a th o lo g y ...........................................................................................................
Plant physiology .........................................................................................................
Zoology, general .........................................................................................................
Pathology, human and a n i m a l ................................................................................
Pharmacology, human and a n im a l.........................................................................
Physiology, human and animal .............................................................................
M ic ro b io lo g y ................................................................................................................
A n a t o m y ........................................................................................................................
H is to lo g y ........................................................................................................................
B io c h e m is try ................................................................................................................
B io p h y sics.....................................................................................................................
Molecular biology ......................................................................................................
3 5 ,7 4 3
2 6 ,2 9 5
546
353
15
7
5 ,3 8 0
—
1
177
1,1 22
5
568
53
66
5 ,7 2 8
2 ,6 6 5
311
74
90
28
691
65
75
148
382
112
1
251
39
6
3 ,6 4 5
536
223
42
105
37
418
68
161
245
323
149
1
517
101
32
3
1
3
23
1
144
6
8
3
8
67
—
49
148
8
2
1
4
3
—
—
—
—
67
—
Major field of study
Bachelor's
degrees
requiring
4 or 5 years
Second-level
(master's)
degrees
Doctor's
degrees
(Ph.D.,
E d .D ., etc.)
Biological sciences—Continued
Cell b io lo g y ...................................................................................................................
Marine b io lo g y ..............................................................................................................
Biometrics and b io s ta tis tic s .....................................................................................
E c o lo g y ...........................................................................................................................
E n to m o lo g y ...................................................................................................................
G en etics..........................................................................................................................
R a d io b io lo g y ................................................................................................................
N u tritio n , s c ie n tific ....................................................................................................
Neurosciences ..............................................................................................................
Toxicology ...................................................................................................................
E m b ry o lo g y ...................................................................................................................
O t h e r ................................................................................................................................
29
52
8
96
164
46
38
22
—
701
6
45
44
21
188
88
25
103
2
9
—
259
16
12
24
17
215
128
13
42
8
5
1
206
Business and m a n a g e m e n t.............................................................................................
Business and commerce, general ...........................................................................
Accounting ...................................................................................................................
Business statistics.........................................................................................................
Banking and finance ..................................................................................................
Investments and s e c u ritie s ........................................................................................
Business management and adm inistration ..........................................................
Operations re s e a rc h ....................................................................................................
Hotel and restaurant m a n a g e m e n t........................................................................
M arketing and purchasing ........................................................................................
Transportation and public u tilitie s .........................................................................
Real e s ta te ......................................................................................................................
In su ran ce............... ........................................................................................................
International business ...............................................................................................
Secretarial studies .......................................................................................................
Personnel management ............................................................................................
Labor and industrial relations ................................................................................
Business e c o n o m ic s ....................................................................................................
O ther ................................................................................................................................
11 5,52 7
3 0 ,1 8 7
2 2 ,0 9 9
198
5,9 2 2
183
2 8 ,0 2 8
136
616
15 ,9 8 5
66 2
420
478
220
1,323
1,205
1,1 48
2 ,1 7 9
4 ,5 3 8
2 6 ,5 4 4
8 ,6 9 3
1,097
104
1,781
47
9,571
504
18
1,3 83
63
40
18
245
296
300
24 2
2 ,1 4 2
810
190
61
7
23
2
306
50
C o m m u n ic a tio n s ..............................................................................................................
Com munications, g e n e ra l..........................................................................................
J o u rn a lis m ......................................................................................................................
R ad io /telev isio n ............................................................................................................
Advertising ...................................................................................................................
C om m unication m e d ia ...............................................................................................
O ther ................................................................................................................................
10 ,802
1,7 34
5 ,1 4 4
1,899
1,1 94
478
353
1,8 56
518
853
195
94
86
110
145
93
15
5
—
32
Com puter and inform ation sciences...........................................................................
C om puter and inform ation sciences, general .....................................................
In form ation sciences and systems .........................................................................
Data p ro c ess in g ............................................................................................................
Com puter p ro g ra m m in g .............................................................................................
Systems analysis .........................................................................................................
O ther ................................................................................................................................
2 ,3 8 8
1,6 24
177
409
32
88
58
1,588
1,131
143
171
5
88
50
128
110
11
—
6
1
8 8 ,7 1 6
12 ,867
1 7 ,0 7 0
5 ,4 2 2
134
308
91
3,051
106
935
28
208
115
97
572
6 ,3 9 8
1,5 98
21 9
212
2
274
6
114
9
18
—
4
2
40
Education ...........................................................................................................................
Education, g e n e ra l.......................................................................................................
Elem entary education, g e n e ra l................................................................................
Secondary education, general ................................................................................
Junior high school e d u c a tio n ...................................................................................
Higher education, general ........................................................................................
Junior and com m unity college education ..........................................................
Special education, general ........................................................................................
A dm inistration of special education ....................................................................
Education o f the m entally re ta r d e d ......................................................................
Education o f the g i f t e d .............................................................................................
Education of the deaf ...............................................................................................
Education of the culturally disadvantaged..........................................................
Education of the visually handicapped ...............................................................
Speech correction .......................................................................................................
176,571
2 ,0 2 6
9 0 ,4 3 2
3 ,5 4 9
721
6
1
2 ,3 2 0
—
2 ,6 4 0
12
239
3
78
2 ,3 5 8
25
3
3
3
6
3
25
66
37
Major field of study
Education—Continued
Education of the em otionally disturbed ............................................................
Remedial e d u c a tio n ....................................................................................................
Special learning disabilities .....................................................................................
Education of the physically handicapped ......................... * .............................
Education of the m u ltiply h a n d icap ped...............................................................
Social fo u n d a tio n s .......................................................................................................
Educational p s ych o lo g y............................................................................................
Pre-elementary education .......................................................................................
Educational statistics and research........................................................................
Educational testing, evaluation, and m easu rem ent...........................................
Student personnel ......................................................................................................
Educational adm inistration .....................................................................................
Educational supervision.............................................................................................
Curriculum and in s tr u c tio n .....................................................................................
Reading e d u c a tio n .....................................................* ...............................................
A rt education ..............................................................................................................
Music e d u c a tio n ............................................................................................................
Mathematics education ............................................................................................
Science education .......................................................................................................
Physical e d u c a tio n ................................................................. •...................................
Driver and safety e d u c a tio n .....................................................................................
Health e d u c a tio n .........................................................................................................
Business, commerce, and distributive education .............................................
Industrial arts, vocational and technical
e d u c a tio n ...................................................................................................................
Agricultural e d u c a tio n ...............................................................................................
Education o f exceptional children, not
classified above .......................................................................................................
Hom e economics e d u c a tio n .....................................................................................
Nursing education .......................................................................................................
O ther ................................................................................................................................
Bachelor's
degrees
requiring
4 or 5 years
Second-level
(master's)
degrees
Doctor's
degrees
(P h.D .,
E d .D ., etc.)
125
149
63
180
307
3 ,4 0 5
3
—
7
5
296
9
5,661
7 ,2 6 4
2,2 1 7
891
2 4 ,7 3 2
132
1,089
8 ,5 5 0
37 8
87
179
15 0
50
534
1 ,2 8 6
533
61
222
1 3 ,3 3 5
7 ,7 0 2
707
2,261
2 ,7 8 9
998
1,5 6 4
782
883
4 ,4 1 0
171
405
1,9 2 4
14
—
2
—
—
129
362
9
58
30
556
957
71
458
61
53
109
49
91
283
2
51
82
7,071
1,3 98
2 ,0 9 9
447
106
43
26
6 ,4 4 9
603
1,1 95
112
802
330
2 ,2 7 2
4
28
28
219
11 ,167
5 ,4 3 9
376
1,521
232
1,667
981
1,4 52
648
31
123
58
296
231
123
18
1
8
5
55
33
342
609
32
33
2
1
Law
Law, general ................................................................................................................
O ther ................................................................................................................................
536
9
922
33
20
—
L e tte rs ..................................................................................................................................
English, general ...........................................................................................................
Literature, E n g lis h ......................................................................................................
Com parative lite r a tu r e ...............................................................................................
Classics ..........................................................................................................................
L in g u is tic s .....................................................................................................................
Speech, debate, and forensic s c ie n c e ...................................................................
Creative w r it in g ............................................................................................................
Teaching o f English as a foreign language .........................................................
P h ilo so p h y.....................................................................................................................
Religious studies .........................................................................................................
O ther ...............................................................................................................................
7 3 ,1 2 2
5 1 ,5 6 2
4,541
428
341
250
6 ,9 7 0
154
43
5 ,7 8 5
2,361
687
1 2 ,7 1 0
7 ,5 1 0
885
245
110
352
1 ,7 1 5
185
236
598
728
146
2 ,4 1 6
1,0 08
274
96
57
150
235
6
5
394
160
31
Library science ................................................................................................................
Library science, g e n e r a l............................................................................................
Other ................................................................................................................................
1,0 1 3
978
35
7,001
6 ,9 5 9
42
39
35
4
Home e c o n o m ic s ..............................................................................................................
Hom e economics, general ........................................................................................
Hom e decoration and home e q u ip m e n t..............................................................
Clothing and t e x t i l e s .................................................................................................
Consumer economics and home management ..................................................
Fam ily relations and child developm ent ............................................................
Foods and n u tr itio n ....................................................................................................
Institutional management and cafeteria
management ............................................................................................................
O t h e r ................................................................................................................................
347
—
Major field of study
Bachelor's
degrees
requiring
4 or 5 years
Second-level
(master's)
degrees
Doctor's
degrees
(Ph.D.,
E d .D ., etc.)
Mathematics .....................................................................................................................
Mathematics, g e n e r a l..................................................................................................
Statistics, m athematical and th e o re tic a l..............................................................
A pplied m a th e m a tic s .................................................................................................
O ther ...............................................................................................................................
M ilitary sciences ..............................................................................................................
M ilitary science ( A r m y ) .............................................................................................
Naval science (Navy, Marines) ................................................................................
Aerospace science (A ir F o r c e ) ................................................................................
O ther ................................................................................................................................
24,801
2 4 ,2 5 3
214
248
86
357
86
44
22
205
5,191
4 ,4 9 9
495
132
65
2
—
2
—
1,1 99
971
185
43
—
—
—
Physical sciences ..............................................................................................................
Physical sciences, g e n e ra l..........................................................................................
Physics, g e n e r a l............................................................................................................
Molecular physics ......................................................................................................
Nuclear p h y s ic s ............................................................................................................
Chem istry, g e n e ra l.......................................................................................................
Inorganic c h e m is try ....................................................................................................
Organic chemistry ......................................................................................................
Physical c h e m is try .......................................................................................................
Analytical chemistry .................................................................................................
Pharmaceutical chemistry ........................................................................................
A stronom y ...................................................................................................................
Astrophysics ................................................................................................................
Atm ospheric sciences and m e te o ro lo g y ...............................................................
G e o lo g y ...........................................................................................................................
Geochemistry ..............................................................................................................
Geophysics and s e is m o lo g y .....................................................................................
Earth sciences, g e n e ra l...............................................................................................
P a le o n to lo g y ................................................................................................................
Oceanography ..............................................................................................................
M e ta llu r g y .....................................................................................................................
O ther earth sciences....................................................................................................
O ther physical sciences .............................................................................................
2 1 ,4 1 2
985
5 ,0 4 6
3
22
11,037
14
9
1
—
2
102
34
249
2 ,3 5 9
7
48
667
3
228
39
24
533
6 ,3 6 7
297
2 ,1 7 4
—
14
2 ,1 9 7
5
26
14
2
31
100
8
153
606
5
40
26 2
9
152
44
15
213
4 ,3 9 0
29
1,4 49
—
33
1,9 52
26
58
46
11
66
76
24
61
289
4
31
25
7
52
30
2
119
Psychology ........................................................................................................................
Psychology, g e n e r a l....................................................................................................
Experim ental psychology .......................................................................................
Clinical p s y c h o lo g y ....................................................................................................
Psychology for co u n s e lin g .......................................................................................
Social psychology ......................................................................................................
P syc h o m etric s..............................................................................................................
Industrial psychology ...............................................................................................
Developmental psychology .....................................................................................
Physiological p s y c h o lo g y ..........................................................................................
O t h e r ...............................................................................................................................
3 7 ,8 8 0
3 7 ,2 1 9
44
24
21
78
—
42
8
20
424
4,431
3 ,2 2 7
60
191
499
37
7
21
24
4
361
1,782
1 ,4 4 3
72
133
20
51
2
5
13
4
39
Public affairs and services ............................................................................................
C om m unity services, g e n e r a l........................................................................... ..
Public a d m in is tra tio n .................................................................................................
Parks and recreation m a n a g e m e n t........................................................................
Social w o rk and helping services ...........................................................................
Law enforcem ent and c o rre c tio n s ........................................................................
International public s e rv ic e .....................................................................................
Other ...............................................................................................................................
9 ,2 2 0
233
425
1,621
4 ,6 0 8
2 ,0 4 5
88
200
8 ,2 6 0
72
1,4 06
218
6 ,0 1 9
194
63
288
178
2
36
2
126
1
1
10
E n g in e e rin g ........................................................................................................................
Engineering, g e n e ra l....................................................................................................
Aerospace, aeronautical, astronautical
engineering ..............................................................................................................
A gricultural engineering.............................................................................................
A rchitectural en gin eering..........................................................................................
Bioengineering and biomedical e n g in e e rin g .......................................................
Chemical e n g in eerin g ..................................................................................................
5 0 ,0 4 6
2 ,8 6 4
1 6 ,4 4 3
813
3 ,6 3 8
219
2 ,4 4 3
504
27 2
68
3 ,5 7 9
717
135
31
73
1,1 0 0
217
55
3
29
406
Bachelor's
M ajor field of study
degrees
requiring
4 or 5 years
Engineering—C ontinued
Petroleum en g in e e rin g ...............................................................................................
Civil, construction, and transportation
engineering ..............................................................................................................
Electrical, electronics, comm unications
engineering ..............................................................................................................
Mechanical engineering ............................................................................................
Geological e n g in eerin g ...............................................................................................
Geophysical engineering ..........................................................................................
Industrial and management en g in eerin g ..............................................................
Metallurgical en g in e e rin g ..........................................................................................
Materials e n g in e e rin g .................................................................................................
Ceramic engineering................................... ................................................................
T e xtile engineering ....................................................................................... ; . . . .
Mining and mineral e n g in e e rin g .............................................................................
Engineering p h y s ic s ....................................................................................................
Nuclear e n g in e e rin g ....................................................................................................
Engineering m echanics...............................................................................................
Environm ental and sanitary engineering ............................................................
Naval architecture and m arine engineering..........................................................
Ocean e n g in e e rin g ........................................................................... ...........................
Engineering te c h n o lo g ie s ..........................................................................................
Other ...............................................................................................................................
Second-level
(master's)
degrees
Doctor's
degrees
(Ph.D.,
E d .D ., etc.)
292
100
17
6 ,5 2 6
2 ,4 2 5
446
12 ,1 9 8
8 ,8 5 8
123
26
3,171
623
76
178
212
158
373
250
260
54
416
64
5 ,1 4 8
1,3 10
4 ,2 8 2
2 ,2 3 7
39
7
1,921
273
124
39
32
66
65
329
264
238
71
52
134
876
879
438
9
1
139
148
78
25
1
43
26
120
148
49
13
1
1
127
Fine and applied a r t s ......................................................................................................
Fine arts, g e n e r a l.........................................................................................................
A r t ....................................................................................................................................
A rt history and appreciation ..................................................................................
Music (performing, composition, th eory) .........................................................
Music (liberal arts p r o g ra m ).....................................................................................
Music history and appreciation .............................................................................
Dramatic a r t s ................................................................................................................
Dance ............................................................................................................................
Applied d e s ig n ..............................................................................................................
Cinematography . ......................................................................................................
Photography ................................................................................................................
Other ...............................................................................................................................
3 0 ,3 9 4
3 ,5 9 5
1 0 ,688
1,7 09
3 ,3 1 8
2 ,6 4 8
96
3 ,6 7 5
197
2 ,0 4 8
70
477
1,7 73
6 ,6 7 5
556
1,6 90
263
1,7 13
623
99
1,0 39
78
120
26
57
411
621
28
6
46
200
86
40
122
1
2
—
90
Foreign languages ...........................................................................................................
Foreign languages, g e n e r a l.......................................................................................
F r e n c h .................................................................................................................. ..
G e r m a n ..........................................................................................................................
Italian ............................................................................................................................
Spanish .............................................................................................. ..........................
Russian ..........................................................................................................................
Chinese ..........................................................................................................................
Japanese .......................................................................................................................
L a t i n ...............................................................................................................................
Greek, classical ...........................................................................................................
H e b r e w ..........................................................................................................................
A r a b ic ............................................................................................................................
Indian (Asiatic) ...........................................................................................................
Scandinavian languages ............................................................................................
Slavic languages (other than Russian) .................................................................
African languages (non-Semitic) ...........................................................................
Other .......................................
1 9 ,945
607
7 ,3 0 6
2,601
201
7 ,0 6 8
715
89
77
463
104
203
15
1
62
110
2
321
4 ,7 5 5
444
1,437
690
87
1 ,4 5 6
110
22
19
132
21
19
6
_
29
88
3
192
781
122
192
144
10
168
14
8
1
5
18
4
4
3
1
32
1
54
Health professions...........................................................................................................
Health professions, general .....................................................................................
Hospital and health care a d m in is tra tio n ..............................................................
Nursinq ........................................
Dental specialties........................................................................................................
Medical specialties...................................
Occupational therapy ......................
2 5 ,2 2 6
230
60
12 ,1 9 9
5
11
663
5 ,7 4 9
46
496
1,5 3 0
450
12 9
51
466
12
14
7
14
43
—
Bachelor's
degrees
requiring
4 or 5 years
Major field o f study
Second-level
(master's)
degrees
Doctor's
degrees
(Ph.D.,
E d .D ., etc.)
Health professions—Continued
O p to m e tr y .....................................................................................................................
P h a rm a c y ........................................................................................................................
Physical therapy ............................................. ...........................................................
Dental h y g ie n e ..............................................................................................................
Public h e a l t h ....................................../ ........................................................................
Medical record lib ra ria n sh ip .....................................................................................
Podiatry or podiatric medicine .............................................................................
Biomedical c o m m u n ic a tio n ............................................................ * ......................
V eterinary medicine s p e c ia ltie s ................................................................. ..
Speech pathology and a u d io lo g y ...........................................................................
C h iro p ra c tic ...................................................................................................................
Clinical social w o r k ....................................................................................................
Medical laboratory technologies ...........................................................................
Dental te ch n o lo g ies....................................................................................................
Radiologic te ch n o lo g ies.............................................................................................
O ther ................................................................................................................................
351
4 ,5 4 9
1,2 52
531
127
148
—
2
1,427
2
36
3,0 97
62
48
426
12
194
73
24
1,2 44
6
5
89
823
—
304
45
—
32
196
Social sciences...................................................................................................................
Social sciences, general .............................................................................................
A nthropology ..............................................................................................................
Archaeology .................................................................................................................
E c o n o m ic s .....................................................................................................................
History ...........................................................................................................................
G e o g ra p h y .....................................................................................................................
Political science and g o v e rn m e n t...........................................................................
S o c io lo g y ........................................................................................................................
C rim in o lo g y ...................................................................................................................
International r e la tio n s ...............................................................................................
A fro-A m erican {Black culture) stu d ies.................................................................
American Indian cultural s tu d ie s ...........................................................................
Mexican-Am erican cultural studies ......................................................................
Urban stu d ies................................................................................................................
Demography .................................................................................................................
O t h e r ...............................................................................................................................
1 5 5 ,3 2 6
2 1 ,5 4 3
4 ,3 8 4
72
1 5 ,758
4 4 ,6 6 3
4 ,1 5 5
2 7 ,4 8 2
3 3 ,2 6 3
659
1,212
80
2
8
371
5
1,669
16,501
2 ,3 3 0
766
29
1,9 95
5 ,1 5 7
649
2 ,3 1 8
1,8 0 8
136
783
17
1
7
236
6
263
3 ,6 5 9
50
241
8
721
991
164
700
574
15
66
—
—
8
121
T h e o lo g y .................................................................................................... ........................
Theological professions, g e n e ra l.............................................................................
Religious m u s ic ............................................................................................................
Religious e d u c a tio n ....................................................................................................
O ther ................................................................................................................................
3 ,7 4 4
1,891
116
1,365
348
2 ,7 1 0
1,342
106
937
307
312
249
6
34
23
Interdisciplinary stu d ies..................................................................................................
General liberal arts and sciences..............................................................................
Biological and physical sciences..............................................................................
Hum anities and social sciences................................................................................
Engineering and other disciplines...........................................................................
O ther ................................................................................................................................
13,767
5,461
3,8 9 7
2 ,0 2 0
178
2,211
1 ,7 0 6
549
524
336
24
273
91
11
15
21
17
27
SOURCE:
Departm ent of Health, Education, and
W e lfa r e ,
O ffice of Education.
2
94
—
85
—
46
70
—
7
4
—
10
58
Field of study
First professional
degrees
Field of study
First professional
degrees
T o tal, all in s titu tio n s .......................
3 7 ,9 4 6
Podiatry (Pod. D. or D.P.) or
Podiatry Medicine ( D . P . M . ) ....................
Dentistry (D .D .S . or D .M .D .) ..................
Medicine ( M . D . ) ...........................................
3 ,7 4 5
8 ,9 1 9
V eterinary Medicine ( D . V . M . ) ...............
531
Law (L L .B . or J . D . ) ...................................
Theology (B .D ., M . Div., or Rabbi) . . .
17,421
O ptom etry ( O . D ) ........................................
Osteopathy ( D . O . ) ......................................
47 2
O t h e r ...............................................................
311
^Includes degrees which require at least 6 years of college
work
fo r com pletion
(including
at
least 2
years of
preprofessional training).
240
1,252
5,0 55
S O U R C E : U.S. Departm ent of Health, Education, and
Welfare, O ffice of Education, Digest o f Educational Statistics,
1972, (OE) 7 3 -1 1 1 0 3 .
CM
CO
CO
O)
Trade
1960
1961
1962
1963
1964
1965
1966
n.a.
2 ,1 1 0
2,5 6 7
405
3 ,6 6 4
264
339
n.a.
654
367
2 ,7 8 0
186
1,891
n.a.
811
n.a.
1,5 66
2 ,8 8 6
406
3 ,9 2 8
210
412
n.a.
765
228
3 ,3 7 2
300
1,9 56
n.a.
727
n.a.
1,527
2 ,9 8 6
327
3,2 7 9
202
387
n.a.
790
290
3 ,4 0 9
228
1,749
n.a.
896
n.a.
1,484
3 ,0 1 3
312
3,1 4 8
201
216
n.a.
895
33 8
2 ,9 2 4
197
1,558
n.a.
773
n.a.
1,369
2,8 82
22 2
3,8 87
266
240
n.a.
770
267
3,101
282
1,742
n.a.
732
n.a.
1,342
3,2 7 2
297
3,3 27
222
268
n.a.
969
181
3 ,0 5 0
272
1,477
n.a.
870
31 2
n.a.
n.a.
n.a.
n.a.
n.a.
1,3 46 1,602 1,2 0 6 1,651 1,801 1,431
3 ,3 4 0 4 ,2 4 9 3 ,4 2 3 3 ,6 9 8 3 ,0 8 3 3,6 3 9
372
384
293
300
273
386
3 ,6 5 4 6,0 7 5 4 ,7 4 2 5,091 5 ,2 2 4 4 ,3 6 4
24 4
223
228
248
239
217
290
198
202
188
466
145
n.a.
n.a.
n.a.
n.a.
n.a.
439
8 0 7 1,0 19
868
832
992
829
264
201
215
228
161
161
2 ,7 3 6 3,601 3 ,7 8 8 4 ,8 8 8 4 ,2 6 6 4 ,8 8 0
241
379
226
290
27 8
257
1,5 68 2 ,1 8 4 2,401 2 ,5 4 4 2 ,3 0 9 2,401
200
n.a.
n.a.
n.a.
n.a.
n.a.
1,075 1,387 1,2 09 2 ,0 0 6 1,536 1,381
618
495
407
500
526
654
19671
1 9 6 9 3 1970
1971
1972
Construction trades4 :
Asbestos w o rk e rs .............................................
Brick, stone, and tile workers ....................
C a rp e n te rs ..........................................................
Cement m a s o n s ................................................
Electricians .......................................................
G la z ie r s ...............................................................
Leathers ..............................................................
Operating en g in e e rs ........................................
P a in te r s ...............................................................
P lasterers............................................................
P lum bers-pipefitters........................................
R o o fe r s ...............................................................
Sheet-metal workers ......................................
Sprinkler f i t t e r s ................................................
Structural iron w o r k e r s .................................
Construction workers not
classified above ...........................................
282
1,9 98
5 ,0 5 4
825
5,991
335
276
1,035
983
245
5 ,2 5 5
383
2 ,7 6 8
408
2 ,0 9 8
640
230
1,2 79
1,0 6 3 1,221
52
111
59
59
91
B o ile rm a k e rs .....................................................
59
91
M a c h in is ts .......................................................... 1,4 19 1,5 70 1,011 1,330 1,309 1,339 1,6 16
260
150
131
160
150
P a tte rn m a k e rs ..................................................
44 5
195
Toolm akers, diemakers ................................. 1,8 30 1,6 90 1,339 1,367 1,489 1 ,2 9 3 1,704
294
393
290
350
398
333
558
N ot classified a b o v e ........................................
199
2,3 6 7
326
3 ,5 9 6
1,2 39
135
2 ,1 0 8
350
2,5 0 2
902
364
504
180
405
3,5 2 7 3 ,8 2 2 3 ,2 3 4 3 ,6 9 5
444
395
290
275
4 ,1 2 5 4 ,7 4 8 3,4 82 3 ,8 2 5
8 2 2 1,032
531
446
451
552
M etalw orking trades:
Printing trades:
Bookbinders .....................................................
Compositors .....................................................
Lithographers ..................................................
P re s s m e n .....................................................: . .
N ot classified a b o v e ........................................
Miscellaneous trades:4
A ircraft m echanics...........................................
A utom otive body buildersrepairmen .....................................................
A utom otive mechanics .................................
Butchers, meat c u tte rs ...................................
Cabinetmakers - m illm e n ..............................
Carmen ...............................................................
Cooks (including bakers) ............................
Dental te c h n ic ia n s ...........................................
D raftsm en, d e sig n ers......................................
Electrical workers ...........................................
Electronic te c h n ic ia n s ...................................
Floor c o v e re rs ..................................................
Linem en, light and power ............................
Maintenance mechanics (repairmen)
M illw rig h ts ..........................................................
N o t classified a b o v e ........................................
76
658
268
409
264
261
966
281
580
438
246
869
223
611
337
453
730
458
59 8
280
235
666
53 8
551
27 7
182
675
264
304
140
160
559
38 0
423
170
116
807
403
517
230
170
810
250
721
173
31 5
837
785
826
214
223
774
906
63 7
360
142
623
320
354
285
231
844
51 8
635
478
n.a.
n.a.
n.a.
n.a.
n.a.
n.a.
n.a.
n.a.
n.a.
n.a.
n.a.
149
65
182
65 3
516
310
69
n;a.
39
316
n.a.
n.a.
n.a.
n.a.
565
194
183
532
355
226
33
n.a.
26
269
n.a.
n.a.
n.a.
n.a.
671
205
154
559
401
248
20
n.a.
25
197
n.a.
n.a.
n.a.
n.a.
552
191
117
443
350
243
42
n.a.
23
131
n.a.
n.a.
n.a.
n.a.
439
218
135
517
369
213
13
n.a.
18
128
n.a.
n.a.
n.a.
n.a.
322
251
133
334
448
207
24
n.a.
32
126
n.a.
n.a.
n.a.
n.a.
354
165
151
52 9
531
235
9
n.a.
13
182
n.a.
n.a.
n.a.
n.a.
442
27 0
218
525
631
177
77
n.a.
30
243
n.a.
n.a.
n.a.
n.a.
718
780
214
705
756
164
140
n.a.
59
311
n.a.
n.a.
n.a.
n.a.
1,072
331
Figures are understated because detailed data fo r Florida and
Louisiana were not reported.
Figures are understated because detailed data fo r Florida
were not reported.
Figures are understated because detailed data fo r California
and Florida were not reported.
307
308
211
59 5
641
7 7 4 1,269
1,017
362
727
817
997
120
186
212
27 8
82
101
128
138
n.a.
n.a.
261
229
92
65
78
145
447
538
528
453
n.a. 1,0 74 1,691
n.a.
n.a.
n.a.
400
37 7
n.a.
n.a.
316
256
603
621
n.a.
586
1 ,2 9 3 1,682 1,2 53 1,8 46
763
615
6 9 5 1,0 80
2 ,1 4 6 3 ,3 0 4
* l t was not possible to provide a historical series fo r several
trades because they were either recently listed as a separate trade
(i.e., moved from a not elsewhere classified category), or were
consolidated w ith one or more related occupations.
n.a. = not available.
S O U R C E : U.S. Departm ent o f Labor, Bureau of A ppren
ticeship and Training.
Academ ic year
H E G IS
code1
5000
5001
50 02
5003
5004
5005
5006
5007
5008
5 0 09
5010
5011
5 0 12
50 99
5100
5101
5 1 02
5103
5104
5 1 05
5199
5200
5201
5202
5203
5 2 04
5205
5206
52 07
5208
5210
5211
5 2 12
5213
5 2 14
5215
5216
52 17
52 18
5 2 19
5 2 99
5300
5301
5302
5 3 03
5304
5305
5306
5307
C un icu I u nn
19 67-6 8
1968-6 9
1969-70
1970-71
All c u rric u lu m s .....................................................................................................................
Business and commerce te c h n o lo g ie s .....................................................................................
Business and commerce technologies, g e n e r a l................................................................
Accounting technologies ......................................................................................................
Banking and finance technologies .....................................................................................
Marketing, distribution, purchasing, business, and
industrial m a n a g e m e n t......................................................................................................
Secretarial technologies (includes office machines
training) ................................................................................................................................
Personal service technologies (flight attendant,
cosmetologist, e t c . ) ............................................................................................................
Photography technologies ...................................................................................................
Com m unications and broadcasting technologies (radio/television,
n e w s p a p e rs )..........................................................................................................................
Printing and lithography te c h n o lo g ie s ...............................................................................
Hotel and restaurant management technologies ..........................................................
Transportation and public u tility te c h n o lo g ie s .............................................................
Applied arts, graphic arts, and fine arts technologies
(includes advertising design) ..........................................................................................
Other ............................................................................................................................................
8 8 ,0 8 2
-
1 0 8 ,0 8 8
12,591
4,741
—
12 4,32 7
1 4 ,666
4 ,8 2 4
—
15 3,54 9
5 1 ,0 3 7
11,008
5,301
27 2
3 ,4 3 3
-
3,5 3 7
-
4 ,2 4 9
-
2 ,9 9 8
1,368
Data processing technologies ...................................................................................................
Data processing technologies, g e n e r a l...............................................................................
Keypunch operator and other input preparation
te c h n o lo g ie s ..........................................................................................................................
Com puter programmer te c h n o lo g ie s ..................................................................................
C om puter operator and peripheral equipm ent operation .........................................
Data processing equipm ent maintenance technologies ...............................................
O ther
.........................................................................................................................................
2 ,9 0 8
-
4 ,6 2 3
-
6 ,4 8 7
-
8 ,7 4 5
5 ,0 2 7
10 ,1 5 6
4 ,2 0 3
—
2 ,1 5 8
3 ,6 8 5
4 ,0 4 8
9 ,2 3 7
1 3 ,7 7 0
14 ,8 5 8
15 ,388
1 6 ,534
1,262
577
_
_
_
—
—
—
_
_
_
—
-
—
-
—
-
728
512
916
324
_
_
_
—
_
—
_
—
_
648
2 ,1 4 9
38 7
431
103
Health services and paramedical te chn olo gies......................................................................
Health services a s s is ta n t.........................................................................................................
Dental assistant te chn olo gies................................................................................................
Dental hygiene te c h n o lo g ie s ................................................................................................
Dental laboratory technologies ..........................................................................................
Medical or biological laboratory assistant te c h n o lo g ie s ...............................................
A nim al laboratory assistant te c h n o lo g ie s .........................................................................
Radiologic technologies (X -ray, etc.) ...............................................................................
Nursing, practical (L .P .N . or L .V .N .—less than
4-year program) ..................................................................................................................
Occupational therapy te ch n o lo g ies.....................................................................................
Surgical te c h n o lo g ie s ...............................................................................................................
Optical technologies (includes ocular care, ophthalm ic,
op to m etric technologies) ................................................................................................
Medical record te c h n o lo g ie s ................................................................................................
Medical assistant and medical office assistant
te c h n o lo g ie s ..........................................................................................................................
Inhalation therapy te ch n o lo g ies................................................................................. ..
Psychiatric technologies (includes mental health aide
programs) .............................................................................................................................
Electrodiagnostic technologies (includes E K G , E E G , etc.) ......................................
Institutional management technologies (rest home, etc.) .........................................
Physical therapy te c h n o lo g ie s .............................................................................................
Other ............................................................................................................................................
1 6 ,9 0 3
—
1,0 1 3
1,555
299
829
—
587
2 1 ,8 7 6
—
1,3 07
1,9 56
364
772
—
570
2 6 ,7 7 8
—
1,6 6 3
2 ,2 2 9
36 2
970
—
647
3 4 ,5 1 8
258
2,191
2 ,5 0 6
264
1,335
55
1,139
4 ,3 8 0
52
7
5 ,5 6 4
154
53
6 ,1 0 2
166
133
7,7 08
243
24 4
_
—
29
—
60
—
81
374
_
_
—
—
—
1,2 56
570
11
—
—
23
—
—
634
22
176
239
81 5
Mechanical and engineering technologies ............................................................................
Mechanical and engineering technologies, general .......................................................
Aeronautical and aviation te c h n o lo g ie s ............................................................................
Engineering graphics (tool and machine drafting
and design) ..........................................................................................................................
A rchitectural drafting technologies ..................................................................................
Chemical technologies (includes p la s tic s ).........................................................................
A utom otive te c h n o lo g ie s ......................................................................................................
Diesel te c h n o lo g ie s .................................................................................................................
2 2 ,6 8 6
1,4 00
2 6 ,7 3 6
1,5 28
2 8 ,9 5 9
1,6 72
3 7 ,4 3 7
2 ,5 6 0
2 ,1 7 3
_
_
_
426
513
—
-
556
—
2 ,9 1 7
1,938
589
4,041
721
See footnotes at end of table.
_
—
—
—
-
—
_
-
Academ ic year
H E G IS
code1
5308
5309
5310
5311
5312
5313
5314
5315
5316
5317
5399
5400
5401
5402
5403
5404
5405
5406
5407
5408
5499
5500
5501
5502
5503
5504
5505
5506
55 07
55 08
5509
C urriculum
Mechanical and engineering technologies—Continued
Welding te c h n o lo g ie s ...............................................................................................................
Civil technologies (surveying, photogram m etry, e t c . ) ..................................................
Electronics and m achine technologies (television, appliance,
office machine repair, etc.) .............................................................................................
Electromechanical te c h n o lo g ie s ..........................................................................................
Industrial techn olo gies............................................................................................................
T e x tile technologies ...............................................................................................................
Instrum entation te c h n o lo g ie s ............................. ................................................................
Mechanical techn olo gies.........................................................................................................
Nuclear te c h n o lo g ie s ...............................................................................................................
Construction and building technologies (carpentry,
electric w o rk , plum bing, sheet-metal, air conditioning,
heating, etc.) .......................................................................................................................
O t h e r ............................................................................................................................................
Natural science tech n o lo g ies......................................................................................................
Natural science technologies, general ...............................................................................
Agriculture technologies (includes h o r t ic u lt u r e ) ..........................................................
Forestry and w ild life technologies (includes fisheries) ...............................................
Food services te c h n o lo g ie s ...................................................................................................
H om e economics te chn olo gies.............................................................................................
M arine and oceanographic te chn olo gies............................................................................
Laboratory technologies, g e n e r a l........................................................................................
Sanitation and public health inspection technologies
(environmental health technologies) .............. .............................................................
O t h e r ............................................................................................................................................
Public-service-related te ch n o lo g ies..........................................................................................
Public service technologies, general ..................................................................................
Bible study or religion-related occupations ...................................................................
Education technologies (teacher aide and 2-year
teacher training programs) .............................................................................................
Library assistant te c h n o lo g ie s .............................................................................................
Police, law enforcem ent, corrections te ch n o lo g ies.......................................................
Recreation and social w ork and related
te c h n o lo g ie s ..........................................................................................................................
Fire control technology * .........................................................................................................
Public adm inistration and management te c h n o lo g ie s ..................................................
O th er . . ......................................................................................................................................
1 H E G IS codes are from the Higher Education General
Inform ation Survey. See A Taxonom y o f Instructional Programs
in Higher Education (U .S. D epartm ent of Health, Education, and
Welfare, 19 70).
1967-68
1968-6 9
1969-70
1970-71
1,1 03
1,391
1,537
1,097
1,637
_
—
1,121
120
3 ,7 4 5
14
—
—
1,648
564
723
—
_
—
1,653
180
8 ,0 6 9
17
—
—
2 ,2 8 2
596
776
—
1,7 55
207
9,391
38
—
—
2 ,5 9 6
727
841
—
_
_
_
-
-
-
—
_
_
7,851
1,301
1,657
155
203
2 ,7 4 9
65
4 ,2 2 9
1,5 54
7 ,0 2 8
656
2 ,8 7 0
1,087
693
872
183
144
145
378
76 2
690
642
1 4 ,7 8 4
277
744
1,9 98
107
1,8 4 0
2 ,6 9 4
134
2,851
3 ,2 1 8
313
4 ,0 8 4
3 ,8 5 6
471
6 ,8 7 3
_
_
_
—
—
—
—
—
—
—
—
—
1,1 46
735
111
571
S O U R C E : U.S. Departm ent o f Health Education, and W elfare
O ffice of Education.
N O T E : Dash means data are not available or there were no
programs.
Group title and description o f coverage
IN F A N T R Y , G U N C R EW S , A N D S E A M A N S H IP S P E C IA L IS T S
......................................................................................
01
In fa n try —Includes light and heavy weapons in fan trym en, related weapons specialists, ground
reconnaissance men, and in fan try leaders..............................................................................................................................
02
A rm o r and A m ph ibiou s—Includes land and amphibious tank crews and leaders.....................................................
03
Com bat Engineering—Includes hasty and tem porary construction of forw ard area airfields, roads, and
bridges, dem o litio n, field illu m in ation, and chemical w arfare........................................................................................
04
A rtille ry /G u n n e ry , Rockets, and Missiles—Includes conventional fie ld , an ti-aircraft and shipboard guns
and artillery , rockets, and missiles............................................................................................................................................
05
Com bat A ir C rew —Includes enlisted pilots and navigators, flight engineers, and flight crew ordnancemen .
06
Seamanship—Includes boatswains, navigators, and similar seamanship specialists...................................................
1
E L E C T R O N IC E Q U IP M E N T R E P A IR M E N
...............................................................................................................................
10
R ad io /R ad ar— Includes fix ed and m obile radio, electronic com m unication gear, navigation and
countermeasure equipm ent and surveillance, air traffic and tracking radar...............................................................
11
Fire C ontrol Electronic Systems (N on-M issile)— Includes maintenance and repair of electronic fire control
and bomb navigation equipm ent, excluding missile and underwater fire control equip m ent..............................
12
Missile Guidance, C ontrol, and C heckout—Includes electronic and electrical missile and torpedo systems
and components, including guidance, co ntrol, and checkout equipm ent for both guided and ballistic
missiles...............................................................................................................................................................................................
13
Sonar E q uip m en t—Includes underwater detection and fire control systems, oceanographic and mine
detection equipm ent, and related antisubmarine electronic gear...................................................................................
14
Nuclear Weapons Equip m en t—Includes nuclear weapons control and test equipm ent..........................................
15
A D P Computers— Includes all digital and analog com puters...........................................................................................
16
Teletype and Cryptographic E q uip m en t—Includes teletype and associated on-and-off line encryption
devices...............................................................................................................................................................................................
19
O ther Electronic E q uip m en t— Includes electronic instruments, training devices, medical equipm ent,
television, electronic photographic controls, infra-red devices, and other electronic sensing and control
equipm ent.........................................................................................................................................................................................
2
C O M M U N IC A T IO N S A N D IN T E L L IG E N C E S P E C IA L IS T S
..............................................................................................
20
Radio and Radio Code—Includes the operation of radio, "continuous wave" equipm ent, radio teletype,
and visual com m unication equipm ent.....................................................................................................................................
21
Sonar—Includes the operation of sonar and related detection equipm ent..................................................................
22
Radar and A ir T raffic C o ntro l—Includes the operation of surveillance, target acquisition and tracking
radars, fire distribution devices, and air tra ffic control visual and electronic navigational aides.........................
23
Signal Intelligence /E lectro nic W arfare—Includes the intercept, translation, and analysis of foreign
com m unications, and electronic countermeasure equipm ent operation.....................................................................
24
M ilita ry Intelligence—Includes gathering, receipt, and analysis of intelligence data, prisoner interrogation,
image in terpretation, and counterintelligence and investigational activities..............................................................
25
C om bat Operations C o ntro l—Includes forw ard area tactical operations and intelligence, combat
inform ation center and comm and post control activities.................................................................................................
3
30
M E D IC A L A N D D E N T A L S P E C IA L IS T S
...................................................................................................................................
M edical Care—Includes all medical care and treatm ent, technical and related medical and dental services. .
DOD
code
Group title and description of coverage
M E D IC A L A N D D E N T A L S P E C IA L IS T S —Continued
31
Technical M edical Services— Includes pharmaceutical, laboratory, X -ray, and diagnostic test services.
32
Related Medical Services—Includes sanitation, health preservation and veterinary services, and preventive
medicine services.......................................................................................................................................... ............................. .
33
D ental Care—Includes dental care and treatm ent and related technical and laboratory services........................
4
O T H E R T E C H N IC A L A N D A L L IE D S P E C IA L I S T S ................................................................................................................
40
Photography— Includes still, m o tio n , and television cameramen, precision photographic processing,
editing, and sound synchronization.........................................................................................................................................
41
D rafting, Surveying, and M apping—Includes drafting , illustrating, photom apping, map compiling and
construction, and topographic surveying and com puting.................................................................................................
42
W eather—Includes the observation, recording, reporting, and collection of weather and sea condition data
and weather forecasting...............................................................................................................................................................
43
Ordnance Disposal and D iving—Includes the excavation and rendering safe of explosive ordnance,
chemical and nuclear agents, underwater dem o litio n, and diving..................................................................................
44
Scientific and Engineering Aides—Includes professional college-graduate level assistance to physical and
biological scientists and engineers............................................................................................................................................
45
Musicians— Includes m ilita ry bandsmen and special band musicians............................................................................
49
Technical Specialists, N .E .C .—Includes physical laboratory analysts, nuclear, biological, and chemical
warfare specialists, safety specialists, and m emorial activities........................................................................................
5
A D M IN IS T R A T IV E S P E C IA L IS T S A N D C L E R K S
. . .
................................................................................................................
50
Personnel— Includes personnel adm inistration, personnel and m anpower management, recruiting and
personnel testing............................................................................................................................................................................
51
A d m in istratio n —Includes adm inistrative personnel, general clerks, not elsewhere classified...............................
52
Clerical Personnel—Includes non-technical First Sergeants and Sergeant Majors and a combined personnel
management and administrative clerk in M arine Corps units..........................................................................................
53
Data Processing— Includes E A M and A DP equipm ent operators and programmers.................................................
54
A ccounting, Finance, and Disbursing— Includes au dit, accounting and disbursing..................................................
55-
Supply and Logistics—Includes supply accounting, stock control, requisitioning, and related activities.
56
Religious, M orale, and W elfare—Includes recreation, morale, welfare, and religious activities............................
57
Info rm ation and Education—Includes troop and public in form ation and education.............................................
58
Comm unications Center Operations— Includes receipt and distribution of messages, the operation of
comm unications center equipm ent, and setting up and administering of m ajor field comm unications
systems..............................................................................................................................................................................................
6
E L E C T R IC A L A N D M E C H A N IC A L E Q U IP M E N T R E P A IR M E N
. .
......................................................................................
60
A irc ra ft—Includes aircraft powerplants, electrical systems, structural components and surfaces, and
related instruments and accessories.........................................................................................................................................
61
A u to m o tiv e — Includes wheel and track vehicles and components and related construction equipm ent.
62
Wire Com m unications—Includes installation and maintenance o f telephones, switchboards, and central
office and related in terior com m unications equipm ent....................................................................................................
63
Missile, Mechanical and Electrical—Includes missile propulsion and structures, and missile mechanical,
electrical, hydraulic, and pneum atic systems and components......................................................................................
106
. .
DOD
code
Enlisted
strength
Group title and description o f coverage
E L E C T R IC A L A N D M E C H A N IC A L E Q U IP M E N T R E P A IR M E N —C ontinued
64
A rm am en t and M un itio ns—Includes small arms, artillery , mines, bombs, and associated mountings, and
am m unition renovation...............................................................................................................................................................
3 5 ,0 2 0
65
Shipboard Propulsion—Includes m arine anjl rail main engines, boilers, and auxiliary equipm ent......................
49,881
66
Power Generating Equip m en t—Includes nuclear power reactors and prim ary electric generating plants.
32,531
67
Precision Equip m en t—Includes optical, mechanical, and electrical instruments, office machines, and
non-electronic photographic, dental, and topographic equipm ent........................*......................................................
3 ,7 5 6
A irc ra ft Launch E quipm ent— Includes operation, m aintenance, and repair of aircraft catapult and
arresting gear and related equipm ent.......................................................................................................................................
5,3 0 8
O ther Mechanical and Electrical Equip m en t— Includes materials handling reproduction, chemical warfare
and other mechanical and electrical equipm ent maintenance, n.e.c.............................................................................
2 ,0 8 0
68
69
7
CRAFTSM EN
........................................................................................................................................................................................
9 9 ,0 8 9
70
M etalw orking —Includes the machining, shaping, and form ing of m etal and fabrication of m etal parts.
. .
1 6 ,3 4 0
71
C onstruction—Includes construction trades and pipeline construction and operation...........................................
17 ,1 3 6
72
U tilities—Includes plum bing, heating, air conditioning, water supply and sanitation, electric wiring, power
distribu tion , and related trades.................................................................................................................................................
2 2 ,1 5 7
Construction E quipm ent O peration—Includes construction machines, power tools, cranes, quarry
equipm ent, and asphalt and concrete equipm ent operators............................................................................................
1 3 ,177
L ith og raph y—Includes the making of printing plates, composing, and the operation of offset and letter
presses................................................................................................................................................................................................
2 ,8 6 6
Industrial Gas and Fuel Production—Includes the production of liquid oxygen, hydrogen, nitrogen and
carbon dio xid e................................................................................................................................................................................
1 ,4 7 9
76
Fabric, Leather and R ubber—Includes leather, rubber, and other fabric repair........................................................
1,511
78
Firefighting and Damage C o ntro l— Includes firefighting, damage control, and rescue and survival activities.
11 ,1 6 9
79
O th er Craftsmen, N .E .C .—Includes m odelm aking, m olding, camouflage, and other crafts not elsewhere
classified............................................................................................................................................................................................
13 ,2 5 4
73
74
75
8
S E R V IC E A N D S U P P L Y H A N D L E R S
...........................................................................................................................................
2 2 5 ,3 6 0
80
F o o d Service—Includes handling, preparation, and serving of fo o d ..............................................................................
6 4 ,3 1 2
81
M o to r Transport—Includes the operation of wheel and track vehicles and railway equipm ent for general
transport purposes, aerial and parachute delivery operations.........................................................................................
4 0 ,7 7 7
M aterial Receipt, Storage and Issue—Includes receipt, storage, issue, and shipm ent of both general and
specialized classes of supplies, excluding am m u nition......................................................................................................
4 0 ,0 9 4
83
M ilita ry Police—Includes protective and custodial services, m ilita ry police, and crim inal investigation.
. .
66 ,121
84
Personal Service—Includes laundry, dry cleaning, and related services........................................................................
2,4 23
85
A u x ilia ry L ab o r—Includes unskilled labor and unskilled labor supervisors................................................................
2 ,5 0 4
86
F orw ard A rea E quipm ent S u pp ort—Includes parachute packing and repair, aerial delivery operations, and
flight equipm ent fittin g and m aintenance.............................................................................................................................
9 ,1 2 9
82
SOURCE:
U.S. D epartm ent o f Defense, Occupational Conversion Table, Enlisted, March 1972,
Defense unpublished data.
D O D 1 3 1 2 .1 —E, and Departm ent of
Appendix D. State Employment Security Agencies
State employment security agencies are engaged in
developing occupational projections and related
manpower statistics in cooperation with the Bureau of
Labor Statistics of the U.S. Department of Labor. The
following list gives the addresses of the employment
security agencies.
Alabama ........................
Alaska .............................
Arizona ..........................
Arkansas ........................
California ......................
Department of Industrial Relations, Montgomery 36104
Employment Security Division, Department of Labor, Juneau 99801
Department of Economic Security, Phoenix 85005
Employment Security Division, Department of Labor, Little Rock 72203
Employment Data and Research Section, Department of Labor, Human Resources
Development, Sacramento 95808
Colorado ........................
Connecticut ..................
Delaware ........................
District of
C o lu m b ia..................
Department of Labor and Employment, Denver 80203
Employment Security Division, Connecticut Labor Departmentr Hartford 06115
Department of Labor, Wilmington 19899
Georgia ..........................
H aw aii.............................
Idaho .............................
Illin o is.............................
Indiana ..........................
Employment Security Agency, Department of Labor, Atlanta 30312
Department of Labor and Industrial Relations, Honolulu 96811
Department of Employment, Boise 83707
Division of Research and Statistics, Department of Labor, Chicago 60606
Employment Security Division, Indianapolis 46204
Iowa ........................
K an sas.............................
Kentucky ......................
Louisiana ......................
Maine .............................
Employment Security Commission, Des Moines 50319
Employment Security Division, Department of Labor, Topeka 66603
Bureau of Employment Security, Department of Economic Security, Frankfort 40601
Department of Employment Security, Baton Rouge 70804
Employment Security Commission, Augusta 04330
Manpower Training and Employment Services Administration for the District of Columbia,
Washington 20212
Florida .......................... Department of Commerce, Tallahassee 32304
M aryland........................ Department of Employment and Social Services, Baltimore 21201
Massachusetts ............... Division of Employment Security, Boston 02114
Michigan ........................ Employment Security Commission, Detroit 48202
Minnesota ...................... Department of Manpower Services, St. Paul 55101
M ississippi...................... Employment Security Commission, Jackson 39205
Missouri ........................ Division of Employment Security, Jefferson City 65102
Montana ........................ Employment Security Commission, Helena 59601
Nebraska ........................ Division of Employment, Department of Labor, Lincoln 68509
Nevada .......................... Employment Security Department, Carson City 89701
New H am pshire............. Department of Employment Security, Concord 03301
New Jersey .................... Division of Planning and Research, Department of Labor and Industry, Trenton 08625
New Mexico ..................Employment Security Commission, Albuquerque 87103
New York ......................
North Carolina .............
North Dakota ...............
Research and Statistics Office, Division of Employment, New York State Department of
Labor, Albany 12201
Division of Statistics, Department of Labor, Raleigh 27602
Employment Security Bureau, Bismark 58501
Ohio ...............................
Oklahoma ......................
Oregon ..........................
Pennsylvania ..................
Rhode Is la n d ..................
Division of Research and Statistics, Bureau of Employment Services, Columbus 43216
Employment Security Commission, Oklahoma City 73105
Employment Division, Department of Human Resources, Salem 97310
Bureau of Employment Security, Department of Labor and Industry, Harrisburg 17121
Division of Statistics and Census, Department of Labor, Providence 02908
South Carolina .............
South Dakota ...............
Tennessee ......................
Texas .............................
Utah ...............................
Employment Security Commission, Columbia 29202
Employment Security Department, Aberdeen 57401
Department of Employment Security, Nashville 37219
Employment Commission, Austin 78778
Department of Employment Security, Salt Lake City 84111
Vermont ........................
Virginia ..........................
Washington ....................
West V irginia..................
Wisconsin ......................
Department of Employment Security, Montpelier 05602
Division of Research and Statistics, Department of Labor and Industry, Richmond 23214
Employment Security Department, Olympia 98504
Department of Employment Security, Charleston 25305
Department of Industry, Labor and Human Relations, Madison 53701
W yom ing........................
Employment Security Commission, Casper 82601
BUREAU OF LABOR S T A TIS TIC S
R E G IO N A L O FFICES
Region V
Region I
1603 JFK Federal Building
Government Center
Boston, Mass. 02203
Phone: 223-6762 (Area Code 617)
Region II
8th Floor, 300 South Wacker Drive
Chicago, III. 60606
Phone: 353-1880 (Area Code 312)
Region VI
Suite 3400
1515 Broadway
New York, N.Y. 10036
Phone: 971-5405 (Area Code 212)
1100 Commerce St., Rm. 6B7
Dallas, Tex. 75202
Phone: 749-3516 (Area Code 214)
Regions VII and VIII *
Region III
P.O. Box 13309
Philadelphia, Pa. 19101
Phone: 597-1154 (Area Code 215)
Regions IX and X **
Region IV
Suite 540
1371 Peachtree St., NE.
Atlanta, Ga. 30309
Phone: 526-5418 (Area Code 404)
Federal Office Building
911 Walnut St., 15th Floor
Kansas City, Mo. 64106
Phone: 374-2481 (Area Code 816)
450 Golden Gate Ave.
Box 36017
San Francisco, Calif. 94102
Phone: 556-4678 (Area Code 415)
Regions VII and VIII are serviced by Kansas City
Regions IX and X are serviced by San Francisco
@FedFRASER