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Occupational Projections and Training Data U. S. Department of Labor Bureau of Labor Statistics 1976 Bulletin 1918 Occupational Projections and Training Data U.S. Department of Labor W. J. Usery, Jr., Secretary Bureau of Labor Statistics Julius Shiskin, Commissioner 1976 Bulletin 1918 For sale by the S up erin ten dent of D ocum ents, U.S. G overnm ent Printing O ffice, W ashington, D.C. 20402, GPO Bookstore, or BLS Regional O ffices listed on inside back cover. Price $1.75 M ake checks payable to S up erin ten dent of Docum ents. Stock N um ber 0 2 9 -0 0 1 -0 1 9 4 9 -1 Preface This bulletin presents both general and detailed inform ation on the relationship betw een occupational requirem ents and training needs. It is a revision and updating of BLS Bulletin 1824, O ccupational M anpow er and Training N eeds. This bulletin was prepared as part of the Bureau of L abor Statistics program for preparing and dissem inating projections of econom ic and occupational and industrial em ploy m ent data. Inform ation needed to plan education and training program s and for vocational guidance includes projections of occupational requirem ents and inform ation on occupational training. C hapter 1 of this bulletin discusses how occupational projections and training data can be used in planning and counseling. C hapter 2 presents an overview o f occupational projections, and C hapter 3 provides inform a tion from a variety of sources on the status of occupational training. C hapter 4 gives detailed inform ation on how w orkers in specific occupations obtain training, along with projections of em ploym ent requirem ents for each of these occupations, and statistics on training program s to the extent that they are available. This bulletin was prepared in the Division of Occupational Outlook of the B ureau o f L abor Statistics under the general direction of Neal H. R osenthal. Daniel E. H ecker supervised the preparation of the bulletin. H arold Blitz, C hester Levine, M ax C arey, Anne K ahl, and H. Jam es N eary contributed to the collection, prepara tion, and analysis of the data. M aterial in this publication is in the public domain and may be reproduced w ith out the perm ission of the Federal G overnm ent. Please credit the B ureau of L abor Statistics and cite the nam e and num ber of the publication. m C o n te n ts C hapters: Page 1. Using occupational data for planning and co u n se lin g ........................................................................................ D ata on projections............................................................................................................................................... D ata on supply........................................................................................................................................................ U ses o f data in p lan n in g ..................................................................................................................................... 1 1 2 3 2. O ccupational pro jectio n s.............................................................................................................................................. F actors affecting occupational em ploym ent ................................................................................................ Changing occupational s tru c tu re ...................................................................................................................... G row th trends in m ajor groups ....................................................................................................................... N et occupational openings ................................................................................................................................ 4 4 4 4 9 3. The status of occupational tra in in g ............................................................................................................................11 V ocational education................................................................. 11 Private vocational sch o o ls................................................................................................................................... 12 A pprenticeship p ro g ra m s.....................................................................................................................................13 E m ployer training................................................................................................................................................... 13 Arm ed F orces training...........................................................................................................................................14 Federal em ploym ent and training p ro g ram s................................................................................................... 15 H om e study c o u r s e s ................................................................. 16 Com m unity and junior co lleg es............................................ 16 Colleges and universities...................................................................................................................................... 16 4. Relating training to occupational n ee d s.....................................................................................................................19 The outlook for college g rad u ates..................................................................................................................... 19 Industrial production and related occupations..................................... 22 F oundry occupations.................................................................................................................................... 22 M achining o cc u p atio n s................................................................................................................................ 22 Printing occupations......................................................................................................................................23 O ther industrial production and related o c c u p a tio n s......................................................................... 24 Office o cc u p atio n s................................................................................................................................................. 26 Clerical o ccu p atio n s......................................................................................................................................26 C om puter and related o ccupations...........................................................................................................28 Banking o cc u p atio n s.................................................................................................................................. ,29 Insurance o cc u p atio n s..................................................................................................................................30 A dm inistrative and related o c c u p a tio n s................................................................................................. 31 Service o cc u p atio n s...............................................................................................................................................33 Cleaning and related o c c u p a tio n s............................................................................................................ 33 F ood service occupations.................................................................. 33 Personal service o cc u p atio n s..................................................................................................................... 34 Private household service o c c u p a tio n s...................................................................................................35 Protective and related service o ccu p atio n s............................................................................................35 O ther service o cc u p atio n s...........................................................................................................................36 Education and related o c c u p a tio n s.................................................................................................................. 36 Teaching o cc u p atio n s................................................................................................................................... 36 L ibrary o cc u p atio n s...................................................................................................................................... 38 IV C o n te n ts — C o n tin u e d C hapter 4—Continued Page Sales o c c u p a tio n s.................................................................................................................................................. 38 C onstruction o ccu p atio n s....................................................................................................................................40 O ccupations in transportation ac tiv itie s......................................................................................................... 43 Air transportation o ccu p atio n s..................................................................................................................43 M erchant m arine o c c u p a tio n s...................................................................................................................44 Railroad occu p atio n s.................................................................................................................................... 44 Driving o cc u p atio n s......................................................................................................................................45 Scientific and technical o ccupations................................................................................................................ 46 C onservation o c c u p a tio n s.......................................................................................................................... 46 E n g in eers......................................................................................................................................................... 46 Environm ental scien tists............................................................................................ 47 Life science o ccupations............................................................................................ 48 M athem atics o ccu p atio n s........................................................................................................................... 49 Physical scientists..........................................................................................................................................49 O ther scientific and technical occupations.............................................................................................50 M echanics and re p a ire rs......................................................................................................................................51 Telephone craft o cc u p atio n s..................................................................................... 51 O ther m echanics and re p airers..................................................................................................................51 H ealth o cc u p atio n s................................................................................................................................................55 Dental o c c u p a tio n s....................................................................................................................................... 55 M edical practitioners.................................................................................................................................... 55 M edical technician, technologist, and assistant o cc u p atio n s................................................................................................................... 57 Nursing o c c u p a tio n s.................................................................................................................................... 58 Therapy and rehabilitation o c c u p a tio n s.................................................................................................59 O ther health o c c u p a tio n s............................................................................................................................59 Social scientists..................................................................................................................... 60 Social service o c c u p a tio n s................................................................................................................................. 62 Counseling o c c u p a tio n s............................................................................................. 62 O ther social service o c c u p a tio n s............................................................................................................. 63 A rt, design, and com m unications-related occupations ............................................ 63 Design o cc u p atio n s.......................................................................................................................................63 C om m unications-related o c c u p a tio n s.....................................................................................................65 Charts: 1. Through the m id-1980’s em ploym ent growth will vary widely am ong occupations ..................................................................................................................................................... 2. Em ploym ent is expected to continue to shift tow ard white-collar and service occupations ...................................................................................................... 5 6 Tables: 1. 2. 3. 4. 5. 6. E m ploym ent in 1974 and projected requirem ents in 1985 by m ajor occupational group ......................................................................................................................................................... 7 Projected requirem ents and jo b openings by m ajor occupational group, 1974-85 ................................................................................................................................................................ 9 Exam ples of curriculum s offering training for specific occupations ................................................................... 12 Enrollm ents in vocational education, by level, fiscal years 1964-74 ..................................................................12 Enrollm ents in vocational education, by m ajor vocational education area, fiscal year 1974 ......................................................................................................................................................12 N um ber of private noncollegiate postsecondary schools with occupational program s and full and part-tim e enrollm ents, by type of school, 1973-74 ............................................................. 13 v C o n te n ts — C o n tin u e d Page 7. . 9. 8 10. 11. 12. 13. Enrollm ents in private noncollegiate postsecondary schools with occupational program s, by program 1973-74 ........................................................................................ 13 Training status o f registered apprentices in all trades, 1962-74 ......................................................................... 14 Total degree-credit enrollm ent in 4-year institutions of higher education, and earned degrees, by level, 1963-64 to 1973-74 academ ic years .....................................................................................................................................................................................17 College degrees aw arded, 1963—74 and projected 1974-85 .....................................................................................19 Projected supply of college graduates, 1974-85 ..........................................................................................................20 P rojected jo b openings for college graduates, 1974-85 ............................................................................................20 P rojected openings and new supply for Ph. D ’s, 1974-85 ....................................................................................... 21 A ppendixes: A. M ethods and assum ptions for projections of m anpow er requirem ents ........................................................66 B. Detailed occupational projections ........................................................................................................................... 68 C. D etailed training statistics ......................................................................................................................................... 77 D. State em ploym ent security agencies ..................................................................................................................... 98 E. B ibliography ................................................................................................................................................................101 vi Chapter 1. Using Occupational Data for Planning and Counseling projecting occupational requirements for States and areas. The program encompasses the training of analysts in pro jection techniques, research on methods of developing projections, the development of computer systems, and the publication of national data for use by States. O ccupational dem and and supply inform ation are key elem ents in vocational counseling and planning education and training program s. A lthough m any indi viduals m ake career decisions based on substantial oc cupational inform ation, others use little or no such data in planning their w orking life. Some are successful, but others are not because o f m isinform ation or lack of inform ation. Similarly, planners of education and train ing program s often do not have adequate occupational inform ation to m ake wise decisions. As a result, voca tio n ally o rie n te d program s m ay prepare stu d en ts for jo b s in ov ercrow ded fields while a shortage m ay ex ist in o th e r fields. Occupational dem and and supply inform ation serves m any other purposes. Such data m ay be used to alert governm ent and other interested parties to potential o cc u p atio n al su p p ly -d em an d im b alan ces; to help choose betw een program or policy alternatives; to pro vide inform ation necessary for developing other types of projections; and to encourage an inform ed and re sponsible public concern for occupational supplydem and problem s. Inform ation in this bulletin serves all of these pur poses. O ther B ureau publications, how ever, focus on som e uses m ore sharply. The O ccupational Outlook H a n d b o o k, for exam ple, which draw s on the same re search, provides inform ation for use in vocational guid ance. D ata in this bulletin reflect the national situation. M ost vocational counseling and education and training planning, how ever, are done at the State or local level. To m eet the needs for local data, the B ureau of L abor Statistics (BLS), in cooperation with the Em ploym ent and Training A dm inistration and the individual State em ploym ent security agencies, has established the Oc cupational E m ploym ent Statistics Program . This pro gram has the following three elem ents: U n d e r th e O ccu p atio n al E m ploym ent S ta tistics Program , projections of 1985 occupational require m ents are ex p e cted to be available in the fall of 1976 for all States and Standard M etropolitan Statistical A reas (SM SA’s) of 50,000 population or m ore that are consistent with the national occupational projections presented in this report. Inform ation on the availability of data for individual States can be obtained from the State agencies listed in appendix D of this bulletin. D ata on p ro je c tio n s This bulletin presents inform ation on future require m ents for 241 occupations analyzed during preparation of the 1976-77 edition of the O ccupational Outlook H andbook. These occupations are projected to include about 70 million w orkers or approxim ately tw o-thirds of all w orkers in 1985. M ost of these occupations re quire considerable training. F o r exam ple, projections account for about 90 percent or m ore of professional, sales, and craft w orkers, and 80 percent of clerical w orkers. The data are part of the continuing BLS program to develop econom ic and em ploym ent projections. A p pendix A gives underlying assum ptions as well as m ethods used. Some assum ptions are quantitative, such as the unem ploym ent rate, average weekly hours, and level of the A rm ed Forces. O thers are qualitative such as those concerning the international political cli m ate; the institutional fram ew ork of the A m erican econom y, econom ic; social, technological, and scien tific trends; and fiscal and m onetary policies of the governm ent. Some assum ptions that have significant effects on the projections, such as how energy needs of the U nited States will be m et in 1985, cannot be m ade with preci sion. The outcom e will depend largely on the policies of future adm inistrations and of the oil-producing coun tries, as well as other uncertainties. U sers, therefore, should be aw are that these projections represent the level of em ploym ent required to produce the am ount of 1. The Occupational Employment Statistics Survey —collects wage and salary employment data by occupation and industry from nonfarm establishments by mail. 2. The National/State Industry-Occupation Matrix System—shows total employment in 241 occupational categories, cross-classified by 201 industrial sectors for each State and the District of Columbia. These tables are used to project occupational requirements for States and sub-State areas. 3. The State and Area Occupational Projections Program—assists State employment security agencies in 1 goods and services implied in the B ureau’s model of the 1985 econom y. The key item in this bulletin on dem and is the pro jected num ber of openings by occupation. These esti m ates reflect projected grow th and estim ated separa tions from the labor force for all causes, including death, retirem ent, sickness, and family responsibilities. Openings created because of shifts from one occupation to another are not included in the estim ates of jo b open ings, because of a lack of inform ation. F or several other occupations, sufficient data are available to specify future supply, but the results m ust be used with caution because some of the sources of supply are difficult to project. F or exam ple, in engineer ing, the prim ary source of supply is new graduates of engineering schools, and data are available on degrees granted in the past on which to base degree projections. Also, data are sufficient to develop estim ates of the proportion who can be expected to seek w ork as en gineers. In the past, large num ber of w orkers also have entered engineering from other sources, including new college graduates with degrees in related fields such as m athem atics and the physical sciences, transfers from other occupations, and im migrants. Prospective supply from these sources can be projected, based on past trends. These data, how ever, m ust be used cautiously because relative wages among related occupations and the availability of jobs in engineering versus related fields, which can vary greatly over tim e, influence the num ber of prospective entrants. F or occupations w hich are predom inantly fem ale, for exam ple, nurses, a significant proportion of entrants com e from the pool of qualified w orkers not in the labor force. V ery little data are available on past patterns of entry and reentry from this source and the num ber who seek to enter depends on a variety of factors th at are difficult to analyze, including relative wage rates, and the choice betw een w ork and o ther activities by w om en w hose husbands provide adequate incom e. M any other occupations requiring formal training have limited data on training com pletions and entry rates, making adequate analyses of supply im possible. In general, these occupations can be filled by w orkers from a num ber of different training program s and a significant portion of training can be provided on the job. These occupations include many in professional and adm inistrative fields, such as m arketing and p er sonnel w orkers, but m any are in the skilled craft occu pations such as T. V. repairers, electroplaters, and car penters. F o r m any o c c u p a tio n s, co m p re h e n siv e su p p ly analyses are not m eaningful because, com pared to the num ber of jo b openings, large num bers of w orkers possess entry level skills. F or exam ple, the num ber of w orkers qualified to becom e receptionists is m uch greater than the num ber of positions available, but the num ber of persons seeking such jobs depends on rela tive wages, the availability of com parable jo b s, and other m arket forces. C hapter 4 presents supply analyses for a limited num ber of occupations; for other occupations, avail able current training d ata are presented. C hapter 3 assesses data availability from all types of training sources including junior colleges, the Job C orps, and o th er G overnm ent-sponsored program s, vocational education, registered apprenticeships, and colleges and universities. A ppendix C sum m arizes in tabular form D ata on su p p ly E stim ates of future occupational openings com prise only p art of the inform ation needed to evaluate career prospects and the adequacy of education and training program s. Inform ation also is needed on the prospec tive supply of w orkers by occupation. The key item in the data on supply is projected new entrants. F or each occupation such data include (1) the num ber of persons com pleting training specifically designed to prepare them for w ork in that occupation, (2) the num ber com pleting related training, (3) the proportion of persons com pleting specific training or related program s who can be expected to seek entry to the occupation, (4) the num ber of w orkers who can be expected to transfer from other occupations, (5) the num ber of qualified persons not currently in the labor force who can be expected to seek em ploym ent in the occupation, (6) unem ployed persons who are qualified to w ork in the o c c u p a tio n , an d (7) th e n u m b e r o f q u alifie d im m igrants.1 The ability to determ ine supply varies among occupa tions, depending on the availability of current data on entrants from each of these sources and the reliability of projections. In general, m uch better data are available on entrants from specific training program s than from other sources. The supply of physicians, for example, can be analyzed with some confidence. E ntry is limited to graduates of U .S. medical schools and qualified im m igrants, and virtually all graduates and qualified im m igrants becom e physicians. Therefore, projections of medical school graduates, plus projections of qualified im migrants are all that are needed to specify supply. G ood data are available on medical degrees granted in the past, and M .D. degrees are projected through fairly reliable m ethods. Good historical data on im migrant physicians are also available on which to base projec tions. O ther com ponents such as occupational transfers and labor force reentrants are negligible in this occupa tion, and the lack of such data are, therefore, not crucial to the analysis. 1 A detailed discussion of occupational supply is presented in Occupational Supply: Concepts and Sources o f Data fo r Manpower Analysis, Bulletin 1816 (Bureau of Labor Statistics, 1974). 2 all available data for those occupations discussed in chapter 4. cupations that are subject to large num bers of entrants from other occupations due to factors such as estab lished career ladder patterns or high relative wages. Therefore, this bulletin m ay significantly understate the Uses of data in planning num ber o f w orkers expected to seek jo b s in the occupa tion. F urtherm ore, w hen em ployers desire experienced O ccupational projections and training data are used w orkers, care m ust be used by planners in expanding in a variety o f ways to plan education and training training program s for the occupation. program s. Previous issues of this publication2 have in In addition, this bulletin does not include training dicated several uses, including statistical analyses in program s sponsored under C ETA or em ployer training which data can be arranged by size of annual openings, program s other than registered apprenticeships. Statis growth rates, or em ploym ent size, and analyses in tics on supply also do not include w orkers who qualify which com parisons can be made of current training and for occupations through Arm ed Forces training, cor projected annual openings. In addition, exam ples of respondence school training, private vocational school how national and State jo b prospects can be com pared have been shown. training, or partial com pletion o f a form al training pro gram. Illustrations of uses were also presented for analyz To use the data in this bulletin, therefore, the dem and ing specific occupations, including (1) occupations for and supply structure of the occupation m ust be under which 4 years of specialized college training are re stood. On the supply side, the discussion of occupa quired or preferred, but in which entrants come from a tional training requirem ents in chapter 4 should be con variety of other sources, (2) occupations for which for sidered along with all available statistical data. Consid mal vocational training (apprenticeship) is recom eration m ust be given to questions such as: Is the m ended, but in which m any w orkers nevertheless enter num ber of reentrants to the labor force generally large by casual on-the-job training m ethods, and (3) occupa in this occupation? Does Arm ed F orces training play a tions for which formal occupational training generally is significant role in training w orkers for this occupation? not required. Do established career patterns and career ladders indi Individuals engaged in vocational guidance and plan cate that large num bers of w orkers will desire to tran s ning education and training program s should under fer into the occupation from related fields? Do em stand the lim itations of data on occupational projec ployer training program s (other than registered appren tions and training. F or exam ple, data on annual open ticeships for which data are available) provide large ings exclude those arising from occupational transfers. num bers of w orkers in these occupations? On the de Some occupations may have m any m ore openings than m and side, questions should concern the significance o f this bulletin indicates because large num bers of w ork openings caused by w orkers transferring to other occu ers transfer to other occupations each year. This may pations. M any questions can be answ ered with some occur because the occupation (1) is an “ en try ” occupa a s s u ra n c e an d w ill c a u s e few p ro b le m s in th e tion and the norm al career ladder follows an established analysis. The answ ers to others are in doubt, and deci pattern, or (2) the occupation has low wages and/or sions based only on available statistics m ust be consid poor working conditions which result in high turnover. ered carefully. Some further inform ation, how ever, Transfers m ay also add significantly to supply in occan be developed fro m th e studies re ferred to in th e bibliography in appendix E. The BLS also is developing inform ation, to be available in late 1976, on occupa 2 Occupational Manpower and Training Needs, Bulletin 1701, tional m obility, em ployer training in selected craft 1971, and Occupational Manpower and Training Needs, Bulletin occupations in selected industries, and working patterns 1824, 1974. of college graduates. 3 Chapter 2. Occupational Projections This chapter presents projections of occupational re q u ire m e n ts th ro u g h th e m id -1980’s b ase d on the B ureau’s extensive studies o f econom ic grow th, tech nological ch an g e, and in d u strial and occupational trends. A ppendix A furnishes inform ation on the as sum ptions underlying these projections. Appendix B presents projections of specific occupations. M ore de tail on the econom ic and industry projections underly ing the occupational projections is presented in the M arch 1976 issue of the M onthly L abor Review . from 85.9 to 103.4 m illio n .3 E m ploym ent in both w hite-collar and service jo b s is expected to grow faster than total em ploym ent, but em ploym ent in blue-collar jobs is expected to grow m ore slowly. F arm w orkers are expected to decline. W hite-collar w orkers, the largest m ajor occupational category, are projected to rise by alm ost 28 percent betw een 1974 and 1985, fro m 41.7 to 53.2 million (chart 1 ). Service w orkers also are expected to rise by about 28 percent, from 11.4 to 14.6 million. Blue-collar w orkers, the second largest m ajor occupational category, are expected to increase by only 13 percent, from 29.8 million in 1974 to 33.7 million in 1985. The num ber of farm w orkers will decline 39 percent from 3 million in 1974 to 1.8 million in 1985. By 1985, w hite-collar w orkers are expected to m ake up 51.5 percent of the econom y’s total em ploym ent, up from 48.6 percent in 1974 (chart 2). The share o f the total attributed to service w orkers also is expected to increase, from 13.2 to 14.1 percent. The blue-collar share of total em ploym ent, on the other hand, is ex pected to decline from 34.6 percent in 1974 to 32.6 percent in 1985, despite the projected increase in the num ber of these w orkers. Farm w orkers are expected to m ake up only 1.8 percent of total em ploym ent in 1985, dow n from 3.5 percent in 1974. Factors affecting occupational employment M any factors will change em ploym ent levels of major o ccu p atio n al gro u ps and specific occupation s: (1) G row th rates o f industries. Rapid grow th in an industry likely would cause rapid grow th o f occupations heavily concentrated in th at industry. Similarly, slow grow th of an industry likely would cause slow grow th for occupa tions heavily concentrated in it. (2) Changing occupa tional structure within an industry. Such changes can result from a variety of causes. Technological innova tions in m achines or production processes can cause em ploym ent in occupations to expand or contract and create a need for new occupations. F or exam ple, the com puter resulted in the em ergence and rapid growth of em ploym ent o f program m ers, system s analysts, and com puter operators, but contributed to the decline in relative im portance of file clerks and other clerical oc cupations. Changes in business operations, such as a shift to self-service in stores, also alter the occupational stru ctu re of industries. In addition, supply-dem and conditions in one occupation may affect the dem and for another. F o r exam ple, in hospitals, nurses aides have been substituted for registered nurses during periods w hen registered nurses have been in short supply. Growth trends in major groups P rofessional and technical workers. Professional and technical em ploym ent, w hich includes such highly trained personnel as physicians, law yers, engineers, and scientists, is expected to rise from 12.3 million in 3 Statistics on employment in this report are based on the concept used by the Current Population Survey that 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 articles by Ronald E. Kutscher, and Charles T. Bowman and Terry H. Morlan, in the March 1976 issue of the Monthly Labor Review. Since one worker may hold more than one job, the job count in these articles 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 pro gram 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 BLS. The reasons that cause the employment count to differ between these two surveys are indicated in “ Comparing Em ployment Estimates from Household and Payroll Series,” Monthly Labor Review, December 1969, pp. 9-20. Changing occupational structure V arious factors will interact to change the occupa tional mix o f the U .S. econom y betw een 1974 and 1985, but m ost long-term trends among m ajor categories of w orkers— w hite-collar, blue-collar, service, and farm w orkers—are projected to continue. F rom assum ptions discussed in appendix A, total em ploym ent is expected to increase about 20 percent, 4 Chart 1 Through the mid-1 9 8 0 ’s employment growth will vary widely among occupations Projected percent change, 1974-85 All Workers W hite-collar workers Professional and technical workers Managers and administrators Sales workers Clerical workers Blue-collar workers Craft and kindred workers Operatives Nonfarm laborers Service workers Private household workers Other service workers Farm workers -40 -30 -20 -10 0 0 5 10 20 30 40 Chart 2 Employment is expected to continue to shift toward white-collar and service occupations 6 1974 to 16 million in 1985 or one and one-third times the rate of increase projected for total em ploym ent. As a result, the share of total em ploym ent attributed to pro fessional and technical w orkers is expected to grow from 14.4 to 15.5 p ercent over the 1974-85 period (table 1). Em ploym ent in this area is expected to expand as a rising population requires more goods and services and as the N ation m akes greater efforts in energy explora tion and production, m ass transportation, urban re newal, and environm ental protection. The quest for scientific and technical knowledge is bound to grow and raise the dem and for scientific and technical w orkers. During the late 1970’s and early 1980’s, em phasis will continue on social sciences and medical services. The dem and for professional w orkers to develop and use com puter resources also is projected to grow rapidly. Although professional and technical w orkers as a group are expected to increase rapidly, growth rates will differ among individual fields. N otew orthy is the difference betw een two of the largest occupations in the group—registered nurses and teachers. Em ploym ent of nurses is projected at 1.2 million in 1985, about one-half more than the num ber em ployed in 1974, as the popula tion grows and as a larger percentage of the population becom es older. The num ber of people covered by hos pitalization and medical insurance, including m edicare and m edicaid, also will increase and stim ulate dem and for nurses. At the sam e time the older population is growing, the teen-age population will decline due to the low birth rates of the 1960’s. C onsequently, the dem and for secondary school teachers is expected to decline slightly, from about 1.2 million in 1974 to about 1.1 million in 1985. A m ore rapid decline in em ploym ent would be projected if it w ere not for an anticipated decrease in the ratio of students to teachers. Table 1. Em ploym ent in 1974 and projected requirem ents in 1985 by m ajor occupational group [Numbers in thousands] Occupational group Projected 1985 requirements Number Percent Number Percent Total................................... 85,936 100.0 103,400 100.0 White-collar workers....................... 41,739 Professional and technical workers............................... 12,338 Managers and administra-...... tors.................................... 8,941 Salesworkers........................... 5,417 Clerical workers...................... 15,043 48.6 53,200 51.5 14.4 16,000 15.5 10.4 6.3 17.5 10,900 6,300 20,100 10.5 6.1 19.5 Blue-collar workers........................ 29,776 Craft and kindred workers....... 11,477 Operatives.............................. 13,919 Nonfarm laborers.................... 4,380 34.6 13.4 16.2 5.1 33,700 13,800 15,200 4,800 32.6 13.3 14.7 4.6 Service workers.............................. 11,373 Private household workers....... 1,228 Other service workers.............. 10,145 13.2 1.4 11.8 14,600 900 13,700 14.1 .9 13.2 3,048 3.5 1,900 1.8 Farm workers.................................. NOTE: Detail may not add to totals because of rounding. em ploym ent growth. F or exam ple, m ore technically trained m anagers will be needed to adm inister research and developm ent program s and m ake decisions on the installation and use of autom ated m achinery and com puters. M anager em ploym ent in various industries is ex pected to increase at different rates. F o r exam ple, in the relatively slow growing m anufacturing sector, em ploym ent of m anagers betw een 1974 and 1985 is p ro jected to increase about 10 percent contrasted with a 40percent growth in service industries. M anagers and adm inistrators. Em ploym ent of m ana gers and adm inistrators is projected to reach 10.9 mil lion in 1985, up from 8.9 million in 1974, or a slightly faster rate than that anticipated for total em ploym ent. The share of total em ploym ent attributed to m anagers and adm inistrators is expected to increase by a small am ount, from 10.4 to 10.5 percent in 1985. Changes in business size and organization have re sulted in differing trends for self-em ployed and salaried m anagers. The num ber of self-em ployed m anagers (proprietors) is projected to continue to decline as the trend tow ard larger business establishm ents continues to restrict growth in the total num ber of business estab lishm ents. T he ex p an sio n of som e kinds of small businesses, such as quick-service grocery stores and restaurants, how ever, should slow the rate of decline. R equirem ents for salaried m anagers, on the other hand, are expected to continue to grow rapidly as firms in creasingly depend on trained m anagem ent specialists. Technological developm ents will contribute further to 1974 employment Salesw orkers. Em ploym ent in sales occupations is p ro jected to rise from 5.4 million in 1974 to 6.3 million in 1985, but the rate of increase is slower than that antici pated for total em ploym ent. As a result, the proportion of total em ploym ent attributed to sales w orkers is ex pected to decrease from 6.3 to 6.1 percent. M uch of the grow th in salesw orkers is expected to stem from expansion of the retail trade industry, which em ploys about one-half of these w orkers. The dem and for both full-and part-tim e salesw orkers in retail trade is expected to increase as population grows and stores rem ain open longer and expand into suburban areas. H ow ever, the m ore w idespread use of laborsaving m echandising tech n iq u es, such as self-service and ch e ck o u t c o u n te rs, should m o d erate em ploym ent growth. C onsequently, the rate of grow th for sales w orkers in retail trade is expected to be som ewhat slower than that for salesw orkers in wholesale trade, insurance, real estate, and m anufacturing. 7 Clerical workers. W ith 15 million w orkers in 1974, the clerical group w as the larg est o f all occupational groups. Clerical em ploym ent is expected to rise to 20.1 million in 1985, an increase of about one-third, or more than any other group but service w orkers, excluding private household. The clerical share of total em ploy m ent is projected to rise from 17.5 to 19.5 percent during the 1974-85 period. D evelopm ents in com puters, office equipm ent, and com m unications devices will re tard em ploym ent grow th in some clerical occupations and increase it in others. G row th in the em ploym ent of file clerks and office m achine operators, for exam ple, will be limited as com puters are used m ore extensively to arrange, store, and transm it inform ation. At the same tim e, em ploym ent of com puter and peripheral equip m ent operators is expected to increase substantially. A dvances in mail processing equipm ent should have an adverse im pact on the grow th o f postal clerks. D ictation m achines have reduced severely the need for stenog raphers, and fu rth er reductions are anticipated, al though the need for stenographers who are trained as court reporters is expected to increase. Technological developm ents are unlikely to affect m any types of clerical w orkers, including secretaries, typists, and receptionists, w hose jobs involve a high degree o f personal contact. Em ploym ent in these three occupations is projected to grow about 2.1 million be tw een 1974 and 1985, or m ore than two-fifths of the total growth in the clerical group. Secretaries alone are ex pected to grow nearly 1.6 million. The rapid growth anticipated for secretaries, typists, and receptionists is due partly to the high concentrations of these w orkers in rapidly expanding industries such as medical and other health services and m iscellaneous business ser vices. quired, and as alteration and m aintenance needs for existing structures increase. N early all construction trades are expected to grow and particularly rapid in creases are anticipated for heavy equipm ent operators, plum bers, structural m etal w orkers, roofers, cem ent finishers, and electricians. As our society becom es increasingly m echanized, the num ber of m echanics needed to repair industrial and consum er m achinery is projected to rise from 3 million in 1974 to 3.6 million in 1985. A large part o f this increase is attributed to the dem and for m echanics who w ork on equipm ent pow ered by internal com bustion engines, such as m otor vehicles and m uch of the heavy construction equipm ent. M echanics who repair com puters, office m achines, air conditioners, and radios and television sets are ex pected to grow m ost rapidly. O peratives. The grow th of operative o ccupatio n s, which em ploy m ore w orkers than any other blue-collar group, is tied closely to the output of m anufacturing industries. As consum er dem and continues to shift from goods- to service-producing industries and as m ore sophisticated technological advances increase produc tivity, em ploym ent of operatives is expected to slow to h a lf th e ra te o f in c re a s e a n tic ip a te d fo r to ta l em ploym ent—from 13.9 million in 1974 to 15.2 million in 1985. C onsequently, the operative share of total em ploym ent is expected to decline from 16.2 percen t in 1974 to 14.7 percent in 1985. A bout 3 of every 5 opera tives in 1974 w orked in m anufacturing industries. Large num bers w ere m achine operators, assem blers, and in spectors. Outside of m anufacturing, operatives were concentrated in trade and transportation industries. M any w ere transport equipm ent operatives, such as truckdrivers and route w orkers. Em ploym ent requirem ents for individual operative occupations reflect different rates of grow th and differ ing technological innovations of the employing indus tries. F o r exam ple, the projected decline in the em ploym ent of spinners and w eavers reflects not only the anticipated relatively small increase in the output o f the fabric and yarn industry w here these w orkers are con centrated, but also the increased m echanization of spinning and weaving processes. Craft and kindred workers. Em ploym ent in this highly skilled blue-collar group is projected to increase at about the sam e rate as total em ploym ent, rising from 11.5 million in 1974 to 13.8 million in 1985. The craft share of total em ploym ent will continue to be slightly m ore than 13 percent. C onstruction trade w orkers and m echanics, the two largest occupational categories in the craft group, are expected to m ake up about tw o-thirds of the group’s em ploym ent gain, and blue-collar supervisors and metal craftw orkers, m ost of the rem ainder. B ecause o f ad vances in printing technology, very little growth is an ticipated in printing crafts. The num ber of w orkers in construction trades is pro jected to increase from 3.5 to 4.4 million during the 1974-85 period, prim arily as a result of growth in the construction industry. Population grow th and the rela tively low levels o f housing erected in the m id-1970’s should create a strong pressure for new housing in the years ahead. The industry also will be stim ulated as m ore com m ercial and industrial stru ctu re s are re N onfarm laborers. Like operatives, laborers are ex pected to increase less than one-half as fast as the average for all occupations. Em ploym ent in this small blue-collar group is projected to rise from 4.4 to 4.8 million betw een 1974 and 1985. L ab o rers’ share o f total em ploym ent is expected to decline from 5.1 to 4.6 p er cent. Increases in dem and for laborers are expected to be offset partially by rising output per w orker resulting from the continuing substitution of m achinery for m an ual labor. F or exam ple, pow er-driven equipm ent such 8 as forklift trucks, derricks, cranes, hoists, and con veyor belts will take over more of the handling of m ate rials in factories, at freight terminals, and in warehouses. Pow er-driven m achines also will be doing m ore ex cavating, ditch digging, and similar w ork. In addition, an increasing num ber of plants will install integrated system s to process and handle m aterials and equip m ent. agricultural products both at hom e and for export, farm w orkers are expected to decline from 3 to 1.9 million betw een 1974 and 1985 as productivity rises on farm s. Im proved m achinery, fertilizer, seeds, and feed will lead to greater output with few er w orkers. N ew hybrid plants are expected to produce sturdier fruits and veg etables w hich can be h arvested m echanically. D e velopm ents in packing, inspection, and sorting system s for fruits, vegetables, and other products also will re duce em ploym ent. w o r k e r s , e x clu d in g p r iv a te h o u seh o ld . N um bering 10.1 million in 1974, these service w orkers are projected to increase to 13.7 million in 1985, a faster rate o f increase than that anticipated for any other oc cupational group. As a result, their share of the total is expected to rise from 11.8 to 13.2 percent. Em ploym ent grow th in this heterogenous occupational group, which includes such jo b s as police officer, cook, hairdresser, and jan ito r, will stem mainly from growth in population, business activity, and personal incom e. Technological change affects service w orkers less than it does m any other categories; hence, productivity advances do not restrain their em ploym ent growth very much. S ervice Net occupational openings O ccupational growth provides only part of the esti m ate of future requirem ents. M ore than twice as many openings will result from deaths and retirem ents as from grow th over the 1974-85 period. Openings from grow th and replacem ent are expected to be about 57.6 million or average 5.2 million jobs each year. O f this num ber, replacem ent needs are expected to total 40.2 million com pared with 17.4 million for growth. R eplacem ent needs will be m ore significant than jo b grow th in each of the m ajor occupational groups, par ticularly in occupations which em ploy many wom en and older w orkers. H ow ever, in some occupations, growth requirem ents are likely to exceed those for re placem ent. Occupational shifts also will create many jo b open ings. F or exam ple, w hen a technician is upgraded to an engineer, a technician jo b opening is created. This shift also adds to the supply of engineers. E xcept for some professions specifically noted for which data are available, estim ates for jo b openings in this bulletin exclude transfers. H ow ever, data are being developed on occupational m obility from the 1970 D ecennial C en sus. P r i v a t e h o u s e h o ld w o rk e rs. In contrast to the rapid em ploym ent gain anticipated for other service w orkers, the num ber of private household w orkers is projected to decline from 1.2 million to 900,000 betw een 1974 and 1985. A continued decline for these w orkers is expected despite a rise in dem and for them . As personal incom es rise and m ore w om en w ork outside the hom e, the dem and for maids and other household w orkers should increase. H ow ever, few er persons are expected to seek household jobs because o f the poor earnings and low social status associated with these jobs. F a r m w o rk e rs. D espite rapid growth in the dem and for Table 2. Projected requirem ents and job openings by m ajor occupational group, 1 9 7 4 -8 5 [Numbers in thousands] Occupational group 1974 employment Projected 1985 requirements Percent change TOTAL 85,936 103,400 White-collar workers................................................................ Professional and technical workers................................... Managers and administrators.......................................... Salesworkers.................................................................... Clerical workers............................................................... 41,739 12,338 8,941 5,417 15,043 Blue-collar workers................................................................. Craft and kindred workers................................................ Operatives....................................................................... Nonfarm laborers............................................................ Openings, 1974-85 Total Growth Replacements 20.3 57,600 17,400 40,200 53,200 16,000 10,900 6,300 20,100 27.5 29.4 21.6 15.7 33.8 34,300 9,400 5,200 3,400 16,300 11,500 3,600 1,900 900 5,100 22,800 5,700 3,200 2,600 11,300 29,776 11,477 13,919 4,380 33,700 13,800 15,200 4,800 13.2 19.9 9.0 8.8 12,500 5,100 6,000 1,400 3,900 2,300 1,300 400 8,600 2,800 4,800 1,100 Service workers....................................................................... Private household workers................................................ Other service workers...................................................... 11,373 1,228 10,145 14,600 900 13,700 28.0 -26.7 34.7 11,000 600 10,400 3,200 -300 3,500 7,800 900 6,900 Farm workers.......................................................................... 3,048 1,900 -39.0 -100 -1,200 1,000 NOTE: Detail may not add to totals because of rounding. 9 F o r ease o f com parison with training data, this bulle tin lists jo b openings of individual occupations in term s o f average annual openings rather than for the whole 1974-85 period. A verage openings d ata w ere d e veloped by dividing projected openings for the entire 1974-85 period by 11. 10 Chapter 3. The Status of Occupational Training sources o f entry rates and chapter 4 incorporates avail able data in occupational analyses. A recent B L S study4 provides an in-depth discussion o f w ays to analyze training statistics and other data on occupational supply for vocational guidance and educa tion planning and presents a detailed bibliography o f data sources. Each year occupational training is needed by m illions o f young people and the disadvantaged to qualify for entry lev el job s and by experienced workers w ho need further training for advancem ent. A s show n in the preceding chapter, the N ation in creasingly is shifting from blue- to w hite-collar and service jo b s, which often require high levels o f educa tion and skill acquired through formal training. A l though blue-collar job s are projected to grow more slow ly than the average, an increasingly large propor tion o f blue-collar workers are exp ected to be craftworkers, w ho require more training than other bluecollar workers. In addition, the proportion o f formally educated workers within occupations has been increas ing. A s these trends continue, more jobs than ever before will require specialized training. Furthermore, occupa tional training is being broadened to prepare workers for the changing nature o f job s and for changing labor market conditions. This chapter covers available training for occupa tions through: Vocational education V o cation al ed u cation in clu d es secon d ary, p o st secondary, and adult vocational and technical pro grams funded under the V ocational Education A ct o f 1963, as a m en d ed b y th e V o c a tio n E d u c a tio n a l A m endm ents o f 1968. The legislation provides that vocational-technical education include within its scope all occupations which are not generally considered pro fessional and do not require a baccalaureate or higher degree. V ocation al ed u cation is co n d u cted on three levels. Secondary vocational education is provided to high school students as part o f the high school curriculum and includes academ ic as w ell as vocational courses. P ost-secondary vocational education is for persons w ho have com pleted or left high school and are availa ble for full-time study in preparation for entering the labor market. Adult education retrains as w ell as up dates and upgrades skills o f persons already in the labor force. Vocational education Private vocational schools Apprenticeship programs Employer training A r m e d F o r c e s t r a in in g Federal employment and training programs Home study courses Junior colleges and community colleges Colleges and universities The d iscu ssion s o f occupational training cover the nature o f training programs, available data on training, uses o f data for supply-dem and analysis, and problems associated with using data. Chapter 4 d iscu sses specific training needed to enter each o f 241 occupations. Ap pendix C presents statistics on training for each detailed occupation. Data on occupational training are m ost useful w hen accom panied by entry rate inform ation, because not all graduates o f training programs for particular occupa tions enter th ose occupations. Entry rates, applied to current or projected training com pletions, indicate the number o f people with specific training expected to seek entry into an occupation. This chapter covers Originally, vocational edu cation em phasized agricultural and trade and industrial education. It now includes other areas such as distribu tive occupations, health, hom e econ om ics, and office occupations. C onsum er and hom em aking skills are another area, but the relation b etw een training and an occupation is not so direct in this field as in the other fields. Special programs for the disadvantaged and handicapped also are included. Curriculums are de signed to prepare workers for specific occupations. T y p e s o f tr a i n i n g a v a i l a b l e . 4 Occupational Supply: Concepts and Sources o f Data for Man power Analysis. 11 Table 3 show s exam ples o f instructional programs re lated to job titles in the D i c t i o n a r y o f O c c u p a t i o n a l Table 4. Enrollm ents in vocational education, by level, fiscal years 1 9 6 4 -7 4 __________________________________ T itle s . 1964 1965 1966 1967 1968 1969 1970 1971 1972 1973 1974 E n r o l l m e n t s . V ocational education grew rapidly after the passage o f the V ocational Education A ct o f 1963, and further growth was spurred by the 1968 amendments (table 4). E n ro lled in fed era lly aid ed v o c a tio n a ltechnical education programs in 1974 w ere 13.6 million persons, including 1.6 m illion disadvantaged and more than 230,000 handicapped. Programs are grouped into eigh t m ajor v o c a tio n a l area s. T he co n su m er and h o m em a k in g area, w h ich h ad th e largest en roll m e n t— 3 .2 m illio n — w as fo llo w e d by th e o ffic e and the trades and industry areas which had about 2.8 million each (table 5). Programs with the largest enrollm ents in 1974 were: typing and related skills (661,730); agricul tural production (552,441); stenography, secretarial, and related skills (656,522); filing and office m achines (508,915); and accounting and com puting (429,708). Adult Instructional program 4,566,390 5,430,611 6,070,059 7,047,501 7,533,936 7,979,366 8,793,960 10,495,411 11,602,144 12,072,445 13,555,639 2,140,756 2,819,250 3,048,248 3,532,823 3,842,896 4,079,395 5,114,451 6,494,641 7,231,648 7,353,962 8,433,750 170,835 207,201 442,097 449,906 592,970 706,085 1,013,426 1,140,943 1,304,092 1,349,731 1,572,779 2,254,799 2,378,522 2,530,712 2,941,109 2,987,070 3,050,466 2,666,083 2,859,827 3,066,404 3,368,752 3,549,110 Private vocational schools. Occupational title Agricultural mechanics Farm equipment mechanic Soil Soil conservationist Forestry Forest aid Distribution................. Floristry Distributive services Recreation and tourism Floral designer Purchasing agent Recreation director Health......................... Dental assistant Medical lab assisting Occupational therapy Dental assistant Medical lab assistant Occupational therapy aide Home economics........... Care and guidance of children Food management, production, and services Child care attendant Cook Office.......................... Peripheral equipment operator Secretaries Quality control clerk High-speed printer operator Legal secretary Claim examiner Technical.................... Commercial pilot training Electronic technology Scientific data processing Commercial airplane pilot Electrical technician Programmer, engineering and scientific Trades and industry..... Body and fender repair Automobile body repairer Flight engineer Aircraft operation Product design Industrial designer ............ ............ ............ ............ ............ ............ ............ ............ ............ ............ ............ fiscal year 1974,5 approxim ately 60 percent were avail able for placem ent. (O f this 60 percent, about 68 percent obtained em ploym ent in the field for w hich they were trained, or in a related field; 23 percent w ere em ployed in other field s; and 9 p ercen t w ere u n em p loyed ). T w enty-five percent w ere not available for placem ent, and 15 percent did not report or their status w as unknow n .6 T able 3. Exam ples of curriculum s offering training for specific occupations In the 1 9 7 3 -7 4 academ ic year there were 7,824 pri vate vocational sch ools, including 2,401 cosm etology/ barber sch ools, 1,477 flight sch ools, 1,241 business/ office sch ools, and 1,077 hospital sch ools, according to the N C E S . Enrollm ents were greatest in business/ office schools (319,700); trade schools (126,342); cosm etology/barber schools; (113,643); and vocationaltechnical schools (112,605) (table 6). Private vocational schools vary greatly in size, with enrollm ents from under 24 to over 5,000 students. M ost have small enrollm ents, how ever; 90 percent have few er than 250 students. About 170 different course areas w ere offered by the 7,824 private vocational sch ools. Som e business schools offer courses in short hand, typing, stenography, and fundamentals o f ac counting, w hile others offer only one course. Trade sch ools offer courses in many fields, such as auto m echanics, barbering, locksm ithing, radio-TV broad ca stin g , and truckdriving. The program s in other schools cover a broad spectrum o f fields including com m ercial art, health-related occupations and fashion design. The courses offered by private vocational education 5 See appendix C. Excludes Consumer and home making comple tions. 6 Summary Data, Vocational Education, Fiscal Year 1974, U.S. Department of Health, Education, and Welfare, Office of Education, Bureau of Occupational and Adult Education. SOURCE: Vocational Education and Occupations, (U.S. Department of Health, Education, and Welfare, Office of Education; and U.S. Department of Labor, Manpower Administration) OE80061, July 1969. Post secondary SOURCE:Annual Reports, Vocational andTechnical Education, 1964-1974, U.S. De partment of Health, Education, and Welfare, Office of Education, Bureau of Occupa tional and Adult Education. O f the 1,921,000 persons w ho had com pleted vocational education programs in Agriculture.................. Secondary 1 Unduplicated total. C o m p le tio n a n d p la c e m e n ts . Major vocational area Total1 Fiscal year 12 T able 7. Enrollm ents in private noncollegiate post seco nd ary schools with o ccup atio nal program s, by program, 19 7 3 -7 4 Table 5. Enrollm ents in vocational education, by major vocational education area, fiscal year 1974 Vocational education area Number Total ........................... Agriculture ............................. Distribution ............................ Health .................................... Occupational home economics ... Office ..................................... Technical ................................ Trades and industry................. Consumer and homemaking...... Other programs2 ..................... 113,555,629 976,319 832,905 504,913 496,117 2,757,464 392,887 2,824,317 3,206,567 1,803,023 Percent distribution [In thousands] 100.0 7.2 6.1 3.7 3.7 20.3 2.9 20.8 23.7 13.3 1 Unduplicated. 2 Includes prevocational, prepostsecondary, remedial, and other not elsewhere classified. Some overlapping with other programs. Program Number Total ............................................ Agriculture ............................................. Distributive............................................. Health.................................................... Home Economics...................................... Office..................................................... Technical ............................................... Trades and Industry ................................ ■ 887.4 2.1 140.5 109.2 .2 202.0 80.2 353.2 Percent distribution 100.0 .2 15.8 12.3 22.8 9.0 39.8 SOURCE: U.S. Department of Health, Education,and Welfare, National Center for Education Statistics. SOURCE: U.S. Department of Health, Education, and Welfare, Office of Education, Bureau of Occupational and Adult Education. NOTE: Detail may not add to total due to rounding. school are classified, for analytic purposes, into the sam e seven areas used for public vocational education program s: agricu ltu re, d istrib u tiv e, h ea lth , hom e econom ics, office, technical, and trades and industry. In 1 9 7 3 -7 4 , about 40 percent o f all students in pri vate vocational education sch ools w ere enrolled in the trades and industry programs; alm ost 23 percent in the office programs; and approxim ately 16 percent in the distributive programs (table 7). Further detail on enrollm ents and data on com ple tions are not available. apprenticeship agencies. N o estim ate is available o f the number o f apprentices in programs that are not regis tered. The Departm ent o f Labor’s Bureau o f Apprentice ship and Training (BAT) registers but does not finance apprenticeship programs. BA T provides technical as sistance and support to State apprenticeship agencies and to em ployers and unions in establishing and main taining apprenticeship programs. In addition, BA T maintains records o f new registrations, com pletions, and cancellations o f apprenticeship for each apprenticeable trade by S ta te.7 O f the 44,768 registered ap prenticeship com pletions in 1974, 58.9 percent were in construction trades, 10.1 percent in m etalworking, 5.1 percent in printing, and the remaining 25.9 percent in a m iscellaneous trades category. Since the m id-1960’s, a p p r e n tic e sh ip r e g istr a tio n s have in c r e a se d significantly.8 (table 8). Training craftworkers to m eet future m anpower requirements has becom e a com m on goal for em ployers, unions, and governm ent manpower officials. Apprenticeship cancellations which represent a potential loss o f highly trained workers may not be so serious as they appear, h ow ever, since many dropouts eventually becom e skilled journeym en through less formal m eans. Many apprentices, particularly when jobs are plentiful, drop their apprenticeship because o f the opportunity to work at the journeym an level. Apprenticeship programs Training authorities recom m end formal apprentice ship training as the best w ay to acquire all-round profi c ie n c y in a sk illed craft. It p ro v id es a thorough know ledge o f the trade and enables the apprentice to perform m ost tasks com pletely. M ost apprenticeship programs have com m ittees of em ployers and local trade unions w hich interview ap plicants, review the trainee’s progress, and determine when an apprenticeship has been com pleted satisfactor ily. M ost programs are registered with Federal or State T a b le 6. N u m b e r of p riv a te n o n c o lle g ia te p o s t secondary schools with occupational programs, and fulland part-tim e enrollm ents, by type of school, 1 9 7 3 -7 4 Employer training Type of school Enrollments Number of schools Total Total .......................... Vocational-technical ........... Trade ................................ Technical Institute............. Business/Office .................. Cosmetology/Barber............ Flight................................ Hospital............................ Other'...................::.......... 7,824 887,365 588 112,605 678 126,342 163 49,260 1,241 319,700 2,401 113,643 1,477 74,963 1,077 62,693 199 28,159 In em ployer training, workers learn occupations either formally or informally, usually on the job. Both Full-time Part-time 583,866 303,499 83,794 28,811 94,200 32,142 10,313 38,947 180,156 139,544 91,841 21,802 23,806 51,157 62,298 395 8,824 19,335 7 See appendix C. 8 Annual copies of Apprentice Registration Actions, by Region and State, may be obtained from Division of Reporting Operations, Employment and Training Administration, U.S. Department of Labor, Washington, D.C. 20210. In addition, the annual Employment and Training Report o f the President (formerly the Manpower Report o f the President), U.S. Department of Labor, contains a tabulation on the training status of registered apprentices. 13 Table 8. Training status of registered apprentices in all trades, 1 9 6 2 -7 4 Year In training at beginning of year Apprentice actions during year New registra tions and rein statements Completions Cancellations1 In training at the end of year 1962 ............................................ 1963 ............................................ 1964 ............................................ 155,649 158,887 163,318 55,590 57,204 59,960 25,918 26,029 25,744 26,434 26,744 27,001 158,887 163,318 170,533 1965 ............................................ 1966 ............................................ 1967 ............................................ 1968 ............................................ 1969 ............................................ 170,533 183,955 207,511 2207,517 237,996 68,507 85,031 97,896 111,012 123,163 24,917 26,511 37,299 37,287 39,646 30,168 34,964 47,957 43,246 47,561 183,955 207,511 220,151 237,996 273,952 1970 1971 1972 1973 1974 2269,626 2278,431 2247,840 2243,956 2269,214 108,779 78,535 103,527 133,258 109,706 45,102 42,071 53,059 43,580 44,768 53,610 40,891 56,750 49,860 55,285 279,693 274,004 264,122 283,774 278,867 ............................................ ............................................ ............................................ ....... .................................... ............................................ 1 Includes voluntary quits, layoffs, discharges, out-of-State transfers, upgrading within certain trades, and suspensions or interruptions for military service. 2 Reflects changes or revisions in the reporting system from previous year. SOURCE: U.S. Department of Labor, Bureau of Apprenticeship and Training, Armed Forces training skilled and sem iskilled occupations have at least three on-the-job training paths— a p p r e n t i c e s h i p , f o r m a l o n th e -jo b i n s t r u c t i o n , and l e a r n i n g by d o in g . Apprenticeship programs, d iscu ssed in the preceding section, represent formal em ployer training with skills acquired on the jo b in conjunction with related cla ss room instruction. Formal on-the-job instruction may range from structured training by designated instruc tors to periodic instruction from supervisors and other em ployees. In m ost instances, em ployer training takes place in form ally within the work environm ent. M ost workers, according to a study on occupational training con ducted in 1963 by the Departm ent o f Labor, had “just picked u p ” their current skills informally on the jo b 9 by observin g fello w w ork ers, practicing during lunch hours and coffee breaks, and by asking questions o f experienced workers. The lack o f data on em ployer training hinders proper m anpow er analysis. The B L S , with the support o f the Em ploym ent and Training Adm inistration, conducted a pilot survey in 1971 and 1972 to test the feasibility o f collecting data on enrollm ents and com pletions o f o c cupational training in selected industries, and to deter mine the best m ethod o f collecting such d ata.10 The results were generally positive. With further Education and Training A dm inistration support, the Bureau has in progress a nationw ide, full-scale survey o f occupational training for 13 occupations in selected metalworking industries. R esults o f this survey should be available by fall 1976. The Arm ed F orces is one o f the N ation ’s largest sources o f trained manpower. M ilitary training pro grams are classified in five categories: recruit training, specialized skill training, officer acquisition training, professional developm ent training, and flight training. Of th ese, specialized skill training is the m ost important in numbers and influence. Specialized training provides military personnel with skills for technical job s such as radio com m unication and aircraft engine repair, and for adm inistrative and service-related specialties such as clerical work and military police duty. The im pact o f specialized training is clearly reflected by the occupational distribution o f the Armed F o r c e s.11 The number o f enlisted personnel in each o f the nine major occupational groups on June 30, 1975, is as fol lows: Infantry, gun crews, and seamanship specialists..... 223,558 Electronic equipment repairers.....................................179,077 Communications and intelligence specialists.............. 122,538 Medical and dental specialists..................................... 83,803 Other technical and allied specialists......................... 33,872 Administrative specialists and clerks..........................323,253 Electrical and mechanical equipment repairers.........360,006 Craftworkers.................................................................... 86,574 Service and supply handlers.......................................... 192,611 T otal................................................................1,605,292 This tabulation show s that the skills o f enlisted per sonnel are concentrated in the m echanical and technical areas. Thus, the military is potentially a major source o f trained civilian workers in these fields. 9 F orm al O ccu patio n a l Training o f A du lt W orkers. Manpower/Automation Research Report No. 2 (U.S. Department of Labor, December 1964). 10 See “The BLS Pilot Survey of Training in Industry,” Monthly Labor Review, February 1974, pp. 26-32. 11 Appendix table C-6 presents detailed statistics on the 67 occupa tional subgroups. 14 The act also provides that, to the maximum extent feasible, em ploym ent and training services, including the developm ent o f job opportunities, be provided to the unem ployed, underem ployed, and econom ically disadvantaged. Every State and area that operates a co m p reh en sive em p loym en t d evelop m en t program m ust have a planning council w h ose members represent clients, labor, business, education, com m unity organi zations, the em ploym ent service, training agencies, and where appropriate, agriculture. The councils help g o v ernments decide on the em ploym ent and training ser vices needed in their areas. In fiscal year 1975, its first year o f operation, CETA served over 1,510,000 individuals. About 21 percent received classroom training; 5 percent, on the job train ing; 25 percent, public service em ploym ent; and 43 percent, work experience. The remaining 6 percent re ceived many services designed to improve their em ployability. U nfortunately, under this decentralized system , data on training are not available on a national basis. H ow ever, State and local area data may be avail able from prime sponsors. It is difficult to determ ine from the Arm ed Forces listing the transferability o f military skills to civilian s k ills . F o r e x a m p le , th e A ir F o r c e o c c u p a tio n N avigation /B om b in g Trainer and F light Sim ulator Specialist appears to have no relation to a civilian occu pation. H ow ever, studies indicate that the skills n eces sary for this service occupation are highly related to those needed by electronics technicians. To “ trans late” military job titles, the Departm ent o f D efen se, O ffice o f the A ssistant Secretary o f D efen se for Man pow er and R eserve Affairs, has com piled a tw o-section Military-Civilian Job Comparability Manual. The first section relates military job specialties by service branch either “ highly” or “ substantially” to civilian occupa tions. A second section , essentially the inverse o f the first, relates civilian jo b categories to military special ties. Although intended as a guide for em ployers and vocational counselors in job placem ent for the veteran, the manual can serve as a useful tool for manpower analysis. Federal employment and training programs The Work Incentive (W IN) Program helps recipients o f Aid to Fam ilies with D ependent Children (AFDC) get and keep jobs. W IN w as created as a program by the 1967 am endm ents to the Social Security A ct and w as significantly changed by the 1971 am endm ents to the act. Since passage o f the 1971 am endm ents, the program has been referred to as W IN II. W IN II is adm inistered jointly by the Department o f Labor and the Departm ent o f H ealth, Education, and W elfare through State em ploym ent services (or other em ploym ent and training agencies) and welfare agen cies across the country. To serve W IN participants better, staffs o f the tw o agencies have been brought together in the sam e office at national and regional levels and to a great extent at State and local levels as w ell. W IN II may provide participants with job de velopm ent services and referrals, preparation for find ing em ploym ent, subsidized em ploym ent, limited train ing, and supportive services such as child care. U pon registration, people receive labor market information and voluntary referrals to job s. During fiscal year 1975, there were 586,060 participants, and 170,641 or about 30 percent w ere helped to m ove into unsubsidized jobs. W o rk I n c e n tiv e (W IN ) P r o g r a m . The Federal Governm ent has sponsored em ployment and training programs on a form al b asis since the enactm ent o f the M anpower D evelopm ent and Training A ct (M DTA) o f 1962. With the passage o f the Com prehensive E m ploym ent and Training A ct (CETA) o f 1973, this nationally directed program w as replaced by a decentralized system o f Federal, State, and local em ploym ent and training activities. Although a few pro grams, such as W IN , have been retained under direct Federal control, m ost Federal em ploym ent and training funds are now distributed to State and local govern m ents, and along with them , the responsibility for plan ning and managing programs. The Federal Government, how ever, has retained oversight and technical assis tance functions. In fiscal year 1975, there w ere 431 eligible units of governm ent, called prime sponsors, receiving funds. The com prehensive em ploym ent and training programs o f these prime sponsors can include— but are not lim ited to— • Outreach to make needy persons aware of available em ployment and training services. • Assessment of individual needs, interests, and potential; referral to appropriate jobs or training; and followup to help new workers stay on the job. • Orientation, counseling, education, and classroom skill training to help people prepare for jobs or qualify for better jobs. • Subsidized on-the-job training. • Allowances to support trainees and their families and needed services, such as child care and medical aid. • Labor market information and job redesign to open up positions for employment and training program graduates. • Transitional public service jobs. • Special programs for groups such as Indians, migrants, persons with limited English, exoffenders, and youth. The Job Corps assists youth betw een 16 and 21 years o f age, m ostly school drop-outs, w ho have low educational records and who are “ econom ically disad vantaged,” becom e more responsive, em ployable, and productive. The program provides basic educational and vocational skills as w ell as social skills and counsel ing, m edical, dental, and other support. The Job Corps differs from other Federal m anpower programs in that centers provide residential living 24 hours a day, 7 days J o b C orps. 15 a w eek . Centers vary in enrollm ent from 150 to 2,200; m ay be urban or rural; and serve m en, w om en or both. For the fiscal year ending June 30, 1974, training was provided 63,300 corpsm em bers in 61 centers in 31 States and Puerto R ico. A m ong the fields o f training w ere clerical-sales, service, forestry-farm ing, food ser vice, auto and m achine repair, construction trades, electrica l ap p lian ce repair, industrial p rod u ction , transportation, and health occupations. School and military placem ents constitute a significant proportion o f all placem ents, but job placem ents predom inate. In fiscal year 1974 approxim ately 15,250 Job Corps term inees w ere placed in jo b s, about 7,000 o f w hom were placed in the field for w hich they w ere trained. Statistics (N C E S) com piles data each year on associate degrees and other awards below the baccalaureate.12 T hese data represent all awards granted, including 2and 3-year degree programs offered by 4-year colleges. Tw o-year colleges generally have awarded over 80 per cent o f all degrees. B etw een July 1, 1973 and June 30, 1974, the time frame o f the m ost recent survey for w hich data are available, about 370,000 associate degrees and other awards below the baccalaureate w ere granted in the U nited States. M ore than half were in curriculums de signed to provide occupational com petence at the tech nician or sem iprofessional level. The data provided by the N C E S are in som e cases classified by relatively broad curriculum areas. For e x am ple, according to the latest survey, 4,360 awards w ere granted in “ G en eral data p r o c e ssin g te c h n o lo g ies.’’ In the absence o f detailed descriptions o f the curriculum co n ten t leading to th ese aw ards, their treatment as potential supply in more narrowly defined occupations such as com puter operator, peripheral equipm ent operator, or programmer has som e w eak n esses. H ow ever, meaningful estim ates o f the availabil ity o f graduates in many occupations can be made by grouping the more narrow specialties. Data on junior college degrees related to specific occupations are pre sented in appendix C. P rojection s o f d egrees aw arded b elo w the b a c calaureate are not available and are a critical m issing elem ent in the supply analysis o f specific occupational fields. Statistics also are unavailable on the projected com position o f State and local junior college enroll m ents by curriculum and full-or part-time status. H ow ever, several State administrators o f junior college sy s tem s have com piled data on these and other topics. For exam ple, past experience in Illinois suggests that future junior college enrollm ents in that State may include a higher proportion o f students in career-oriented cur riculums as w ell as increases in part-time enrollment and adult education. L ocal m anpower planners can contact State junior college administrators for informa tion to assess State educational needs. Home study courses In 1973, more than 4.3 million persons w ere enrolled in hom e study (correspondence) courses which w ere accredited by the N ational H om e Study Council. T hese co u rses vary in len gth , skill le v e l, and degree o f specialization, and include academ ic instruction, voca tional training, and personal enrichm ent programs. C ourses are useful primarily for persons already em ployed, in the Arm ed F orces, living in rural areas, or for people w ho cannot leave hom e for institutional training. In 1973, over 1.8 m illion students w ere enrolled in hom e study private sch ools; over 1.5 million through the Federal G overnm ent and the military services; over 300,000 in religious schools; and alm ost 14,000 in busi ness and industrial training. H ow ever, information is lacking about the number o f entrants, com pletions, and follow -up o f persons trained in specific occupations. Community and junior colleges Com m unity colleges serve m any functions. For som e students, they provide the first 2 years o f academ ic training leading to a bachelor’s degree. For others, they offer educational programs w hich prepare students for specific occupations upon graduation. Although the typical program lasts 2 years or m ore, a number o f courses can be com pleted within 1 year. T ypes o f career education include business and com m erce technologies; data processing technologies, in cluding com puter m aintenance as w ell as operation and programming; health services and paramedical tech nologies; m echanical and engineering technologies; natural s c ie n c e te c h n o lo g ie s; and p u b lic -se rv icerelated technologies such as law enforcem ent. A ccording to the Am erican A ssociation o f Commun ity and Junior C olleges, the number o f sch ools in opera tion grew about 77 percent b etw een 1960 and 1974, and enrollm ents reached over 4 tim es the 1960 level. Through the H igher Education General Information Survey (H E G IS), the N ational Center for Education Colleges and universities C ollege training covers a w ide range o f subjects — including engineering, natural scien ces, hum anities, arts, business, law , and m edicine. M ost bachelor’s d e gree programs require 4 years, and professional training generally requires several additional years. The N C E S collects data on numbers o f institutions, enrollm ents, and earned degrees. In 1974, there were 12 For a manual describing the taxonomy, 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). 16 (LTRA) 75-38. A number o f these projections are in cluded in discussions o f individual occupations in chap ter 4. 1,887 4-year institutions o f higher education, 552 public and 1,335 private. Since 1970, the number o f 4-year institutions has increased by 220, or over 13 percent. Enrollm ents in colleges and universities have in creased steadily since the late 1940’s; how ever, the rate o f increase in recent years has been declining (table 9). In the fall o f 1974, 6,825,000 persons w ere enrolled in degree-credit programs in 4-year institutions. The number o f earned degrees also has increased steadily. In 1974, 954,000 persons earned bachelor’s d eg r e e s, 278,000 earned m a ster’s d e g r e e s, 33,800 earned doctorates, and 54,300 earned first professional degrees. Earned degree statistics by curriculum and degree level are presented in d iscu ssion s o f individual occupations in chapter 4 and in appendix tables C-2 and C-3. The proportions o f graduates o f occupationally oriented programs directly entering related occupa tions tend to be very high, particularly if training takes a number o f years. For exam ple, alm ost 100 percent o f the m edical school graduates enter m edicine and about 85 percent o f engineering school graduates enter en gineering. For many liberal arts graduates how ever, particularly at the bachelor’s degree level, entry rates into occupations directly related to a college jnajor are substantially low er. Liberal arts training tends to be less o c c u p a tio n a lly o r ie n te d . W h ile it m ay p rep are graduates for im m ediate entry into directly related o c cupations, it also provides n ecessary preparation for entry into professional sch ools, teaching, or occupa tions w here a college degree in any one o f a number o f fields may be adequate preparation. Entry rates are calculated from follow up studies o f persons during or after their training. Generally, these include data on field o f study and intended or current occupation. C om prehensive follow up data on college students are available from Am erican Council on Education (ACE) surveys o f college freshm en o f 1961 and 1966. The 1961 cohort originally included over 127,000 freshm en, o f whom a sample w ere resurveyed in 1966 and 1971. The 1966 cohort included 254,000 freshm en surveyed at col lege entry, o f w hom a sample o f 60,000 w ere resurveyed in 1971. The surveys asked questions on high school and college education, including major o f bachelor’s and higher degrees received , current em ploym ent and occupational status, work activity, and type o f em p lo y er. T h ese longitudinal data a llow a n a ly sis o f E n tr y r a t e s . The N C E S , in addition to collecting cur rent data on earned degrees, annually develops 10-year projections o f degrees granted by curriculum at the baccalaureate level and above. H istorical trends and projections, along with a discussion o f the projection m ethodology, are published in P r o j e c t i o n s o f E d u c a tio n S t a t i s t i c s t o 1 9 8 4 —8 5 (N C E S 76-210). Projections o f total degrees over the 1 9 7 4 -8 5 period are presented in the outlook for college graduates and projections by field are presented in discussions o f individual occupa tions in chapter 4. The Bureau o f Health M anpower within the Health R esources Adm inistration, U .S . Public H ealth Service, U .S . Department o f Health, Education, and Welfare has collected training data on health m anpower and de veloped projections o f com pletions o f formal training for a number o f health-related occupations. T hese pro jection s and a d iscu ssion o f the m ethodology are pub lished in T h e S u p p l y o f H e a l t h M a n p o w e r , 1 9 7 0 P r o f i l e s a n d P r o j e c t i o n s t o 1 9 9 0 , D H E W p u b lication N o . P r o je c tio n s . Table 9. Total d egree-cred it enrollm ent in 4-year institutions of higher education, and earned degrees, by level, 1 9 6 3 -6 4 to 1 9 7 4 -7 5 academ ic years Academic year 1963-64 64-65 65-66 66-67 67-68 68-69 69-70 70-71 71-72 72-73 73-74 74-75 ...................................... ...................................... ...................................... ...................................... ...................................... ...................................... ...................................... ...................................... ...................................... ...................................... ...................................... ...................................... Total degree credit enrollment1 Bachelor’s 3,869,837 4,239,305 4,684,888 24,984,000 25,325,000 5,638,616 5,955,644 6,290,167 6,390,782 6,473,203 6,598,259 36,825,152 466,486 501,248 520,248 558,075 631,923 728,167 791,510 839,730 887,273 930,272 954,376 - 1 Fall of academic year. 2 Estimated. 3 Earned degree data not yet available. Earned degrees First Master’s professional 27,667 28,755 30,799 32,472 34,787 36,018 35,724 37,946 43,411 50,435 54,278 - 105,551 117,152 140,548 157,707 176,749 193,756 208,291 230,509 251,633 264,525 278,259 - Doctor’s except first professional 14,490 16,462 18,237 20,617 23,089 26,188 29,866 32,107 33,363 34,790 33,826 - SOURCE: National Center for Education Statistics, U.S. Department of Health, Education, and Welfare. 17 occupational entries and career developm ent over the decade after college entry. N um erous studies based on the A C E surveys have been published, and the B LS currently is developing entry rates to specific occupa tions from the survey data. Additional follow up studies o f college students and graduates are available from surveys conducted by co l lege placem ent o ffic e s, p rofession al so cieties, and other organizations. M ost o f th ese data are limited to graduates from a single institution or field. 18 Chapter 4. Relating Training to Occupational Needs of persons com pleting training for the following time periods: Junior college graduates-academic year 1973-74 Job Corps-fiscal year 1974 Vocational education completions-fiscal year 1974 Apprenticeship completions-calendar year 1974 College graduates-academic year 1973-74 and projected 1974-85 annual average (where available) A dash m eans that statistics on training are not avail able. Statistics on occupational requirem ents and training also are presented in tabular form in appendixes C and D. F or occupations w here sufficient data on supply are available, a brief supply-dem and analysis is presented. A discu ssio n of the o verall o utlook for college graduates for the 1974-85 period and some of the m ajor im plications of this outlook precede the detailed occu pational inform ation. This chapter presents inform ation on ways w orkers qualify for jo b s in each of 241 occupations. Each dis cussion of occupational training requirem ents is fol low ed by statistics on 1974 em ploym ent, projected 1985 requirem ents, percent grow th from 1974 to 1985, and projected average annual openings due to growth and replacem ent over the 1974— 85 period. F o r m ost occu pations, replacem ents include openings due to deaths, retirem ents, and other labor force separations, but not transfers to other occupations. Transfers, however, ac count for a significant num ber of jo b openings in many occupations, and therefore estim ates of average annual openings generally understate the actual num ber of jobs available. The few occupations which have data on the num ber of openings from transfers are indicated in a footnote. Also included are the m ost recent data on the num ber The Outlook for College Graduates During the past two decades, the advance in the educational level of the labor force w as paralleled by the rise in the educational requirem ents of jobs, as reflected in the faster growth of occupations requiring th e m o st e d u c atio n . F ro m th e late 1950’s to the mid-1960’s, m ajor shortages appeared among scien tists, engineers, teachers, and doctors. During the early 1970’s how ever, the supply of graduates in some fields caught up with or exceeded requirem ents. The question arises as to w hether the increase in the num ber of jobs offering satisfactory em ploym ent for those with the m ost education will be sufficient to absorb the antici p ated increasing num bers of college graduates. An analysis o f existing supply and dem and trends for graduates m ay throw some light on the question. part of the effective new supply of college educated w orkers. M ost advanced degree recipients already w ork, and therefore are part of the supply of college graduates in the labor force. M any others, especially those holding bachelor’s degrees, delay entry into the civilian labor force to continue their education, enter the A rm ed F orces, or becom e full-time hom em akers. A bout 13.1 million graduates are expected to enter the civilian labor force from 1974 to 1985 (table 11). On the basis o f past patterns of entry, 8 out of ten will come directly from college, including 9.1 million bachelor’s degree recipients, m ore than 1.2 million m aster’s deTable 10. College degrees aw arded, 1 9 6 3 -7 4 and pro jected 1 9 7 4 -8 5 [in millions] U .S. colleges and universities — principal suppliers of the co u n try ’s m ost highly trained m anpow er — are projected by the N C E S to continue turning out record num bers of graduates through the m id-1980’s. B etw een 1974 and 1985, about 16.1 million college degrees are expected to be aw arded (table 10), or 50 percent m ore than during the previous 11 years. A lthough these graduates represent potential additions to the supply of w orkers at each degree level, not all can be considered Degree Total ............................... Bachelor’s ................................. Master’s ................................... Doctor’s .................................... First professional, including law, medicine, dentistry, etc........................ 19 1974-85 1963-74 Degrees awarded Degrees awarded 10.6 7.8 2.1 .3 16.1 11.4 3.6 .4 .4 .7 Table II. Projected supply of college graduates, 1 9 7 4 -8 5 tions continue to affect an ever-broadening range of jo b s, college-educated w orkers increasingly will be needed. F o r other jo b s, an understanding of com plex legal and regulatory constraints im posed on business and industry is becom ing essential. Educational upgrading is anticipated in a wide range of m anagerial and adm inistrative jo b s as well as profes sional and technical jobs. F o r exam ple, as business and governm ent increasingly rely on salaried m anagem ent sp ec ia lists, as self-em ployed m anagers declin e in num ber, and as sales jo b s require m ore technical know ledge, these occupations will be upgraded and filled by college graduates. E ducational upgrading, how ever, m ay partly reflect em ployers’ response to the greater availability of col lege graduates. M any em ployers have w anted to hire college graduates but w ere unable to do so in the 1960’s because supply-dem and conditions favored college graduates. As a surplus of graduates began to appear in the early 1970’s, college graduates began to fill an in creasing num ber of positions traditionally not requiring a college degree. The projection of 12.1 million openings for college graduates, already discussed, is based on the assum p tion that the percent of graduates in clerical and bluecollar occupations through 1985 will rem ain at 1974 levels. Proportions for other groups are expected to increase as in the past. A lthough the projected 13.1 million college graduates entering the labor force over the 1974-85 period is about 950,000 above projected openings, graduates are not expected to experience high levels of unem ploym ent. College graduates are expected to continue to have a com petitive advantage over those with less education. Their problem s likely will center on underem ploym ent and jo b dissatisfaction as many individuals take jo b s for which a college degree is not required — jo b s in which their training is not fully used. A “ spillover’’ of graduates into nontraditional fields already has becom e apparent. F o r exam ple, betw een 1970 and 1974, the proportion of w orkers having four or m ore years of college education has increased by m ore than 60 percent in clerical, service, and blue-collar oc cupations — areas w hich have traditionally had very small proportions of college graduates. The estim ated num ber of college graduates currently em ployed in these occupations is about 750,000 higher than would have been expected had trends of the I960’s continued. Some spillover m ay also have occurred in m ajor groups w hich have traditionally em ployed large propor tions of graduates. Since 1970, the proportions o f col lege graduates in the professional-technical, managerial, and sales groups have grown faster than through the 1960’s, as som e occupations in th ese groups have helped to absorb a surplus of college graduates. The “ spillover’’ has been ca u sed — at least in p a rt— by generally po o r econom ic conditions during the [In thousands] Source Total ......................................................... New college graduates .......................................... Bachelor’s degree recipients ............................. Master’s degree recipients ................................. Doctor’s degree recipients.................................. First professional degree recipients..................... Military separations ............................................. Other ................................................................... Number 13,108 10,884 9,066 1,262 15 541 217 2,008 NOTE: Detail may not add to totals due to rounding. gree recipients, 15,000 d o cto r’s degree recipients, and 540,000 holders o f first professional degrees. In addi tion, 2.25 million college graduates are expected to enter or reen ter the civilian labor force from sources other than the N ation’s colleges and universities. They include reentrants to the labor force, persons separat ing from the Arm ed F orces, and im migrants and per sons returning to the U nited States after living in a foreign country. B etw een 1974 and 1985, m ore than one-fifth of all openings are expected to require persons who have com pleted 4 years or m ore of college. These graduates are expected to fill one-third of the openings for whitecollar jo b s, three-fourths of the openings in professional and technical occupations, and nearly one-half of the openings in m anagerial and adm inistrative occupations. The increasing requirem ents for college graduates re flect a continuing trend. The proportion of all em ployed persons who w ere college graduates grew from 10 per cent in 1959 to 15.5 percent in 1974; the expectation is that this proportion will keep increasing, and reach alm ost 19 percent by the mid-1980’s. O ver the 1974 to 1985 period, jo b openings for college graduates, which are expected to total 12.1 million (table 12), will stem from three sources: em ploym ent grow th, replacem ent needs, and educational upgrading. G row th o f em ploym ent in jobs traditionally held by college graduates is expected to require 3.5 million graduates, or 29 percent of total requirem ents. B etw een 1974 and 1985, m ore than 50 percent of the open ings for graduates are expected to be for replace m ent of graduates who die, retire, or otherw ise leave the lab o r fo rce; and ab o u t 18 p e rc e n t will be for replacem ent of w orkers w hose jobs did not previously require a degree. This “ educational upgrading’’ of jobs is due to the increasingly com plex skills required. F or exam ple, as com puters and other technological innovaT able 12. P rojected job openings for college grad uates, 1 9 7 4 -8 5 [In thousands] Type Total ..................................................... Growth ............................ ....................................... Replacement ............................................................ Upgrading ................................................................ Number 12,100 3.500 6.500 2,100 20 assum ing a continued increase in the proportion of P h .D .’s in each occupation, openings from grow th and labor force separations will total about 200,000 for the 1974-85 period. The m ost recent projections for Ph.D. degrees to be aw arded over the same period developed by the N C E S , which are based on 10-year trends in enrollm ents for advanced degrees, indicate that 420,000 new P h .D .’s would be available for em ploym ent in the U nited S ta tes.13 P h .D .’s in some fields will feel the effects of this prospective oversupply m ore strongly than others. F or exam ple, jo b openings and the supply of new P h .D .’s in engineering are p rojected to balance, w hereas the num ber of new P h .D .’s in education is expected to far exceed openings, (table 13). Despite the significantly large difference betw een projected openings and new supply, P h .D .’s will prob ably not experience high levels of unem ploym ent. In stead underem ploym ent— em ploym ent in a jo b requir ing less skill than the w orker has acquired— with its inherent jo b dissatisfaction—m ay be w idespread. In addition, adjustm ents also are likely to take place on the supply side, as relatively few er young people pursue a Ph.D . The excess supply of P h .D .’s that was develop ing in the early 1970’s already has affected advanced degree enrollm ents in m any fields. As a result, the current N C ES degree projections, which are used in this analysis, are significantly low er than the N C ES projections w hich w ere used in an earlier B ureau analysis.14 1970-75 period. A erospace cutbacks and the recession of 1970-71, followed by an oil em bargo in 1973-74 and recession in 1974-75, have dram atically slowed the econom y’s grow th during the first half of this decade. As a resu lt, em ployers have hired few er w orkers. H ow ever, since 1970 the num ber of college graduates entering o r reentering the labor force has nearly dou bled. O ver the nex t decade, the prospective oversupply of college graduates also is likely to limit the advancem ent of those with less education in professional fields such as engineering and accounting, as well as in higher level m anagerial, sales, and service jobs. Thus, while college graduates are expected to face com petition for jobs, those w ithout a college education are likely to en co unter great com petition for better jobs. On the other hand, graduates of 4-year colleges are likely to face com petition in some occupations from com m unity and ju nior college graduates. Com munity colleges and other post-secondary institutions have show n th at they can train students for many occupa tions in 2 years or even less, and the num ber of students com pleting career education program s in these institu tions is increasing rapidly. As the plight of new graduates who are unable to en ter the field of their choice becom es known, how ever, som e high school students may change their aspi ratio n s for a college education. C onsequently, the num ber o f graduates may be low er than projected and the oversupply reduced. The outlook for w orkers holding a Ph.D . has the same general prospective as college graduates as a whole. During the late 1960’s and early 1970’s, the proportion of P h .D .’s in m ost occupations increased significantly. Since m ost new P h .D .’s found em ploym ent in the field o f their choice, it appears that this increased proportion o f P h .D .’s reflects actual dem and rather than a spillover into non-traditional areas. If dem and is projected by Table 13. 13 Ph.D.’s awarded to individuals expected to emigrate or return to their home country are excluded and workers expected to receive Ph.D.’s in another country who are expected to immigrate to the United States are included. 14 See Ph.D. Manpower: Employment, Demand, and Supply, 1972-85. BLS Bulletin 1860 for a more complete discussion of the Bureau methodology used to analyze supply and demand. Projected openings and new supply for Ph.D.’s, 1 9 7 4 -8 5 Openings—1974-■85 Estimated 1974 employment Projected 1985 requirements Total Growth All fields................................. 378,400 488,600 201,900 110,100 Labor force separations 91,800 Engineering and natural science .... Engineering............................. Physical science....................... Chemistry............................ Physics ................................ Life science ............................ Mathematics ........................... Social science and psychology....... Psychology.............................. Arts and humanities.................... Education................................... Business and commerce................ Other fields ................................ 177,500 35,000 68,500 37,700 24,700 60,000 14,000 71,600 26,300 46,600 68,700 6,500 7,500 237,500 55,700 86,300 43,300 25,900 78,900 16,600 101,600 46,200 45,900 87,400 6,800 9,300 104,000 30,300 34,200 14,200 6,600 33,600 5,900 48,400 27,500 9,100 35,200 1,600 3,600 60,000 20,700 17,800 5,600 1,200 18,900 2,600 30,000 19,900 -600 18,700 200 1,800 44,000 9,600 16,400 8,600 5,400 14,700 3,200 18,300 7,700 9,800 16,500 1,400 1,800 Field NOTE: Details may not add to totals due to rounding. 21 Projected new supply 1974-85 422,900 139,400 29,100 38,300 18,000 12,100 59,500 12,400 88,800 38,100 52,600 115,400 13,300 13,300 Difference between new supply and openings 221,000 35,400 -1,200 4,200 3,800 5,500 25,900 6,500 40,400 10,600 43,400 80,200 11,700 9,700 Industrial Production and Related Occupations Foundry occupations m achinists that require less than 4 years, and m any m achinists learn on the job. A typical 4-year appren ticeship includes 8,000 hours of shop training and 570 hours of classroom training. A high school or vocational school education that includes courses in m athem atics, physics, and m achine shop is desirable. P a tte r n m a k e r s . A 5-year apprenticeship is the best way to learn the patternm aking trade. Trade school courses in patternm aking may be credited tow ard com pletion of the apprenticeship. A high school education generally is required. E m ploym ent, 1974 .................................................. Projected 1985 requirem ents................................ Percent grow th, 1974-85....................................... A verage annual openings, 1974-85 .................. G row th................................................................. R eplacem ents .................................................. E m ploym ent, 1974 ........................................................ Projected 1985 requirem ents .................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G row th ....................................................................... R eplacem ents ........................................................ 20,500 21,200 3.4 500 50 450 A vailable training data: A vailable training data: A pprenticeship com p letion s ........................... A pprenticeship c o m p le tio n s....................... 335,000 414,000 23.6 14,500 7,200 7,300 1,879 167 I n s tr u m e n t m a k e r s (m e c h a n ic a l). M ost instru m en t M o ld e rs. A 4-year apprenticeship is the recom m ended m akers learn th eir trad e th ro u g h ap p ren ticesh ip s. O thers advance from the ranks of m achinists or skilled m achine tool operators. A typical 4-year apprenticeship consists of about 8,000 hours o f shop training and 576 hours of classroom instruction. Em ployers generally prefer that apprentices have a high school education, including courses in algebra, geom etry, trigonom etry, science, and m achine shop work. training for hand m olders. Some less skilled hand mold ers acquire skills on the job. A pprenticeship training is also preferred for some kinds of m achine molding. An eighth grade education is required for apprentices, but m any em ployers require additional training. E m ploym ent, 1974 .................................................. Projected 1985 requirem ents .............................. P ercent grow th, 1974-85 ...................................... A verage annual openings, 1974-85 ................. G r o w th ............................................................... R eplacem ents .................................................. 60,000 62,000 3.3 1,300 200 1,100 E m ploym ent, 1974......................................................... Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... Growth ..................................................................... R eplacem ents ........................................................ A vailable training data: A pprenticeship com pletions ..................... *78 5,500 6,000 5.2 150 50 100 1 Includes corem akers. A vailable training d a ta ............................................... C o re m a k e rs. A 4-year apprenticeship is the recom M a c h in e to o l o p e r a to r s . A few m onths on the jo b are m ended training for core m akers. A pprentices m ust have at least an eighth grade education, but some em ployers require graduation from high school. F o r less skilled core making jobs, inexperienced w orkers may be hired and trained on the job or other foundry w orkers m ay be upgraded. E m ploym ent, 1974 ....................................................... Projected 1985 req u ir e m e n ts.................................... P ercent grow th, 1974-85 .......................................... Average annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ required for m ost semiskilled operators to learn their trade, but 1 to 2 y ears’ experience is often required for an operator to becom e skilled. Although there are no special educational requirem ents, courses in m athem a tics and blueprint reading are helpful. E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ 24,500 25,300 3.3 550 50 500 600,000 650,000 8.3 18,000 4,500 13,500 A vailable training data: A vailable training data: A pprenticeship com pletions - .......................... Job Corps com p letion s ..................................... O 76 S e tu p w o rk e rs (m a c h in e to o ls). Setup w orkers usually 1 S ee m olders. A ll-ro u n d m a c h in ists. A 4-year apprenticeship program m ust qualify as all-round m achinists. They m ust be able to operate one or m ore kinds of m achine tools and select the sequence of operations so that m etal parts will be made according to specifications. is the best w ay to learn the trade. H ow ever, some com panies have training program s for single-purpose E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Machining occupations 22 50,000 55,000 Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... Growth ..................................................................... R eplacem ents ....................................................... ally m ust be high school graduates. M any technical institutes, junior colleges, and colleges offer courses in printing technology, which provide a valuable back ground for people who are interested in becoming com positors. 5.2 1,350 250 1,100 A vailable training data: A pprenticeship com pletions ........................... 138 E m ploym ent, 1974 ....................................................... Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ...................... Growth ..................................................................... R eplacem ents ....................................................... T o o l a n d d ie m a k e rs. Skill can be acquired through a 4or 5-year apprenticeship or on the job. Several years of experience after apprenticeship often are required for the m ore difficult tool and die work. M ost em ployers prefer apprentices who have a high school or trade school education. E m ploym ent, 1974 ....................................................... Projected 1985 requirem ents .................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... Growth ..................................................................... R eplacem ents ....................................................... Available training data: A pprenticeship com pletions ........................... 170,000 200,000 19.9 6,600 3,000 3,600 learn their trades through 5-to-6 year apprenticeships that include training on the jo b and classes in related technical subjects. A pprenticeship applicants usually m ust have a high school education. E m ploym ent, 1974 ........................................................ Projected 1985 req u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ....................................................... 1,971 Printing occupations B o o k b in d e r s a n d r e la te d w o r k e r s . A 4- or 5-year Available training data .............................................. apprenticeship that com bines on-the-job training with related classroom instruction generally is the recom m ended training for skilled bookbinders. A pprentice ship applicants usually m ust have a high school educa tion. The less skilled bindery w orkers learn the trade through informal on-the-job training that may last from several m onths to 2 years. E m ploym ent, 1974 ....................................................... Projected 1985 req u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ...................... G r o w th ..................................................................... R eplacem ents ....................................................... - w orkers learn their trades through 4- or 5-year appren ticeship program s. These program s may em phasize a specific craft, such as platem aker or press operator, although an attem pt is made to m ake the apprentice familiar with all lithographic operations. A pprentice sh ip a p p lic a n ts g e n e ra lly m u st be high sc h o o l graduates. Tw o-year program s in printing technology, which m any technical institutes, junior colleges, and colleges offer, provide a valuable background for peo ple who are interested in learning lithographic crafts. 35,000 38,000 9.1 1,900 300 1,600 E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ 27 *17,658 2150 85,000 108,000 30.3 4,300 2,300 2,000 A vailable training data: 1 V o ca tio n a l ed u ca tio n data in clu d e c o m p le tio n s for bookbinders, com posin g room o ccu p ation s, lithographic o c cupations, press operators, and m iscellaneous occupations. 2 There w ere also 2,302 apprenticeship com pletions for occupations listed in footn ote 1. The number being trained for each occupation under th ese tw o programs cannot be deter mined from available data. A pprenticeship com pletions ........................... *574 1 Includes photoengravers. P h o to e n g r a v e r s . M ost photoengravers learn their skills through a 5-year apprenticeship that includes at least 800 hours of classroom instruction. A pprenticeship ap plicants usually m ust have a high school education, preferably with courses in printing, chem istry, and physics. C o m p o s in g ro o m o c c u p a tio n s . M any com positors learn their trade through apprenticeships that generally require 6 years of progressively advanced training sup plem ented by classroom instruction or correspondence courses. Some learn on the jo b by working as helpers for several years; others com bine trade school and helper experience. Applicants for apprenticeships usu 4,000 3,200 - 2 0 .9 20 80 100 L ith o g r a p h ic o c c u p a tio n s . M any lithographic craft Available training data: Job Corps com pletions ...................................... V ocational education com pletions ............... A pprenticeship com pletions ........................... 430 E le c tr o ty p e r s a n d s te r e o ty p e r s . These w orkers usually A vailable training data: A pprenticeship com pletions ........................... 165,000 158,000 - 4 .6 3,900 -7 0 0 4,600 E m ploym ent, 1974 ........................................................ Projected 1985 requirem ents .................................... Percent grow th, 1974-85 .......................................... 23 17,000 16,000 - 5 .9 A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ 250 -1 0 0 350 G r o w th ..................................................................... R eplacem ents ........................................................ A vailable training d a ta ................................................ 500 400 — A vailable training data: A pprenticeship c o m p le tio n s............................. B la c k sm ith s. M ost beginners train on the job as helpers 0) in blacksm ith shops. O thers en ter through form al apprenticeship program s which generally last 3 or 4 years. 1 S ee lithographic occu p ation s. P r in tin g p r e s s o p e r a to r s a n d a s s is ta n ts . The re c E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... P ercent grow th, 1974-85 ..................................... A verage annual openings, 1974-85 ......................... G r o w th ..................................................................... R eplacem ents ........................................................ om m ended way o f learning the press o p erato r’s trade is through apprenticeship that com bines on-the-job train ing and related classroom or correspondence school w ork. The apprenticeship period in com m ercial print ing shops is 2 years for press assistants and 4 to 5 years for operators. Some w orkers learn their skills on the jo b by working as helpers or press assistants or through a com bination of w ork experience and training in voca tional o r technical schools. High school education gen erally is required; courses in printing, physics, and chem istry are recom m ended. E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... P ercent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ A vailable training data ............................................... prom oted to blue-collar supervisor jo b s are high school graduates who have learned their skills on the job. Although few er than one-tenth of all supervisors are college graduates, a growing num ber of em ployers are hiring supervisor trainees with college backgrounds. 140,000 170,000 22.3 5,600 2,800 2,800 E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual op en in gs, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ................................................ # .... 288 581 1,460,000 1,770,000 21.0 61,000 28,000 33,000 A vailable training data: V ocational education com p letion s ............... Other industrial production and related occupa tions 8,506 B o ile rm a k e r o c c u p a tio n s . M ost boilerm akers acquire skills on the jo b , but m ost training authorities agree that a 4-year apprenticeship is the best way to learn this trade. L ayout m en and fitup men generally learn their trades on the jo b by working as helpers for 2 or m ore years. Em ployers prefer high school graduates. A s s e m b le r s . Training varies according to the level of skill re q u ired . M ost inex p erien ced people can be trained in a few days or w eeks, but some training lasts m uch longer. Although a high school diplom a usually is n o t re q u ire d , v o c a tio n a l sch o o l c o u rse s such as m achine shop m ay be helpful, especially for the more highly skilled jobs. E m ploym ent, 1974 ....................................................... Projected 1985 req u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ....................................................... - B lu e -c o lla r w o rk e r su p e r v is o r s . M ost w orkers who are A vailable training data: Job Corps com pletion s ...................................... A pprenticeship c o m p le tio n s............................. 9,000 6,100 - 3 0 .8 50 -2 5 0 300 E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... P ercent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ...................... G r o w th ..................................................................... R eplacem ents ........................................................ 1,140,000 1,350,000 18.5 63,000 19,000 44,000 45,000 62,000 40.9 2,700 1,600 1,100 A vailable training data: A pprenticeship com pletions ........................... 352 A vailable training data: 441 B o ile r te n d e rs. M ost learn their skills by working as A u to m o b ile p a in te r s . M ost autom obile painters start as helpers in boiler room s. Some large cities and a few States require boiler tenders to be licensed. Job Corps com pletions ...................................... helpers and acquire their skills informally by working for 3 to 4 years with experienced painters. A small num ber learn through a 3-year apprenticeship. A high school education is generally not required. E m ploym ent, 1974 ....................................................... Projected 1985 req u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... E m ploym ent, 1974 ........................................................ Projected 1985 requirem ents .................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ...................... G r o w th ..................................................................... R eplacem ents ........................................................ 25,000 32,000 21.1 900 90,000 86,000 -4 .4 2,100 -4 0 0 2,500 A vailable training data: V ocational education c o m p le tio n s................. 24 1,031 E le c tr o p la te r s . M ost electroplaters learn the trade on A verage annual openings, 1974-85 ....................... Growth ..................................................................... R eplacem ents ....................................................... the jo b . A small percentage of electroplaters train through a 3- or 4-year apprenticeship program . High school c o u rse s in ch em istry , ele c tric ity , p h y sics, m athem atics, and blueprint reading provide a helpful background for people who are interested in becoming electroplaters. E m ploym ent, 1974 ....................................................... Projected 1985 req u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ A vailable training d a ta ................................................ skills on the jo b or through 4-year apprenticeship p ro grams that com bine shop training with classroom in struction. M any com panies prefer that apprentice ap plicants be high school graduates. H igh sch o o l c o u rse s in sc ie n c e , m ath em atics, m echanical drawing, and m achine shop are useful to the prospective millwright. - E m ploym ent, 1974 ....................................................... Projected 1985 req u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ....................................................... F o rg e sh o p o c c u p a tio n s . M ost w orkers learn their trades on the job. Some forge shops offer apprentice training program s for skilled jo b s, such as die sinker and heat treater. High school graduates are preferred, espe cially for the m ore skilled jobs. E m ploym ent, 1974 ........................................................ Projected 1985 requirem ents .................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ...................... G r o w th ..................................................................... R eplacem ents ....................................................... A pprenticeship com pletions ........................... theaters in urban areas are unionized and young people who aspire to work as projectionists in these theaters m ust com plete a union apprenticeship program . In a nonunion theater, a trainee may start as a usher or helper and learn the trade by working with an experi enced projectionist. A high school education is pre ferred by em ployers. - this trade is to com plete on-the-job training in an uphol stery shop. O ther ways of acquiring training are by working for furniture m anufacturers in jobs closely re lated to upholstering, or through vocational or high school courses. A few people acquire the necessary skills through apprenticeship program s that last from 3 to 4 years. E m ploym ent, 1974 ....................................................... Projected 1985 re q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ Available training data .............................................. 34,000 35,500 7.6 1,200 200 1,000 139 *6,258 E m ploym ent, 1974 ....................................................... Projected 1985 requirem ents .................................... Percent grow th, 1974-85 .......................................... Average annual openings, 1974-85 ...................... G r o w th ..................................................................... R eplacem ents ....................................................... I n s p e c to rs. Inspectors generally are trained on the job. Training may last from a few hours to several m onths depending on the skill level. R equirem ents for the jo b vary. Some em ployers hire applicants who do not have a high school diplom a but who have qualifying aptitudes or related experience. O ther em ployers prefer experi enced production w orkers. - skills on the job. O thers learn through 3- to 4-year a p p r e n tic e s h ip s . E m p lo y e rs p re fe r high s c h o o l graduates who have had courses in the basic sciences. Some States require licenses for ophthalm ic laboratory technicians in retail optical shops. 1 M ay include som e upholsterers other than furniture. E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... 18,000 19,500 8.5 1,000 150 800 O p h th a lm ic la b o r a to r y te c h n ic ia n s. M ost learn their A vailable training data: Job Corps c o m p le tio n s....................................... V ocational education c o m p le tio n s................. 561 M o tio n p ic tu r e p r o je c tio n is ts . M ost m otion picture F u rn itu re u p h o ls te r e r s . The m ost com m on way to learn E m ploym ent, 1974 ........................................................ Projected 1985 requirem ents .................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ...................... Growth ..................................................................... R eplacem ents ........................................................ 95,000 115,000 21.0 3,800 1,800 2,000 A vailable training data: 65,000 73,000 8.9 1,750 550 1,200 A vailable training d a ta ................................................ - M illw r ig h ts . T hese w orkers generally acquire their 34,000 41,000 18.8 1,250 600 650 A vailable training data .............................................. 51,000 19,000 32,000 Available training data ............................................... 22,000 35,000 59.1 2,100 l ,300 800 - P h o to g r a p h ic la b o r a to r y w o r k e r s . M ost darkroom technicians learn their trade by 3 to 4 years of on-the-job training; some helpers becom e 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 mana- 790,000 1,000,000 26.5 25 gerial jobs. On-the-job training for w orkers in semi skilled photographic laboratory occupations may range from a few weeks to several m onths. E m ploym ent, 1974 ........................................................ Projected 1985 req u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual op en in gs, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ 50,000 61,000 26.5 3,300 1,200 2,100 A vailable training data: V ocational education com p letion s ............... A pprenticeship com p letion s ........................... V ocational education c o m p le tio n s................. Junior college graduates ................................... *4,680 *645 W a s te w a te r tr e a tm e n t p la n t o p e r a to r s (s e w a g e p la n t o p e ra to r s ). Trainees usually start as helpers and learn 1 M ay include other photographic occupations. their skills on the job. Some States require, and em p loyers generally prefer, high school graduates. Some positions, especially in larger cities and tow ns, are co vered by civil service regulations and applicants may be required to pass e x a m in atio n s on e le m e n ta ry m a th e m atics, m echanical a p titu d e , an d general in telli gence. A 2-year program leading to an associate de gree in w astew ater tech n o lo g y provides a g o o d general know ledge o f th e w a te r p o llu tio n co n tro l field as well as basic p re p a ra tio n fo r beco m in g an o p erato r. P o w e r tru ck o p e r a to r s . M ost w orkers can be trained on the jo b to operate a pow er truck in a few days. It may take several w eeks, how ever, to learn the physical lay out and operation of a plant and the m ost efficient way of handling the m aterials to be m oved. A vailable training data ............................................... 347,000 400,000 15.3 9,100 4,800 4,300 E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ - P ro d u c tio n p a in te r s . N ew w orkers usually learn the jo b by watching and helping experienced painters. Training may vary from a few days to several m onths. A high school diplom a generally is not required. E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 ..................................... Average annual openings, 1974-85 ......................... G r o w th ..................................................................... R eplacem ents ....................................................... 125,000 151,000 19.1 5,000 2,200 2,800 A vailable training d a ta ................................................ ~ 62,000 100,000 61.3 6,100 3,450 2,650 A vailable training data: V ocational education com p letion s .............. 2,620 W eld ers. G enerally, it takes several years o f on-the-job training to becom e a skilled welder. Some less skilled jo b s, how ever, can be learned in a few m onths. F o r entry to skilled jo b s, m any em ployers prefer applicants who have high school or vocational school training in welding. B efore being assigned to w ork w here the strength of the weld is a highly critical factor, w elders may be required to pass a qualifying exam ination given by an em ployer or governm ent agency. S ta tio n a r y e n g in e e rs. M any stationary engineers start as helpers or craftw orkers in other trades and acquire their skills informally on the job. M ost training au thorities, how ever, recom m end a 4-year apprenticeship as the best way to learn this trade. High school or trade school graduates with courses in m athem atics, m echan ical drawing, m achine shop practices, physics, and chem istry are preferred. Some States and cities require stationary engineers to be licensed. E m ploym ent, 1974 ........................................................ 11,031 164 1 Includes stationary firem en. A vailable training data: E m ploym ent, 1974 ........................................................ Projected 1985 req u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... Growth ..................................................................... R eplacem ents ........................................................ 193,000 0.0 5,000 0 5,000 E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ 645,000 815,000 26.2 27,000 15,000 11,500 A vailable training data: 193,000 Job Corps com p letion s ...................................... 1,523 Office Occupations Clerical occupations ing m eet the m inimum requirem ents for m ost book keeping jobs. Some em ployers prefer applicants who have com pleted business courses at a junior college or business school. W ork/study program s provide high B o o k k e e p in g w o rk e rs. High school graduates who have taken business arithm etic, bookkeeping, and account 26 school students w ith an opportunity to learn bookkeep ing skills through on-the-job experience. E m ploym ent, 1974......................................................... Projected 1985 requirem ents...................................... Percent grow th , 1 9 7 4 - 8 5 ............................................ A verage annual openings, 1 9 7 4 -8 5 ....................... G row th ...................................................................... R ep la cem en ts......................................................... E m ploym ent, 1974......................................................... Projected 1985 requirem ents...................................... Percent grow th, 1 9 7 4 -8 5 ............................................ A verage annual op en in gs, 1 9 7 4 -8 5 ....................... G row th...................................................................... R e p la c e m e n ts......................................................... 1,700,000 1,875,000 10.9 121,000 17,000 104,000 A vailable training d a ta ................................................ cashier jobs. C ourses in business arithm etic, bookkeep ing, typing, and other business subjects are good prep aration. M ost cashiers are trained on the job. In large firm s, training often includes classroom instruction in the use of cash registers and other equipm ent. Cashier training also is available in m any public school voca tional program s. 21 F ile c le rk s. Em ployers prefer high school graduates for beginning file clerk jobs. M any seek applicants who can type and have some knowledge of office practices. High schools, private business schools, and com m unity and ju n io r colleges teach these and other office skills. Many States and localities sponsor program s which furnish training in basic clerical skills. N ew ly hired w orkers usually begin with several w eeks of on-the-job training to learn the em ployer’s filing system and procedures. E m ploym ent, 1974 ....................................................... P rojected 1985 requirem ents...................................... P ercent grow th, 1 9 7 4 -8 5 ........................................... A verage annual openings, 1 9 7 4 -8 5 ...................... G row th...................................................................... R ep la cem en ts......................................................... E m ploym ent, 1974......................................................... Projected 1985 requirem ents..................................... Percent grow th, 1 9 7 4 -8 5 ........................................... A verage annual openings, 1 9 7 4 -8 5 ....................... G row th....................................................................... R e p la c e m e n ts......................................................... Job Corps c o m p le tio n s....................................... the minimum educational requirem ent for m ost office m achine operator jobs. N ewly hired w orkers usually are expected to be able to type and operate adding m achines and calculators. M any high schools, private business schools, and State and local governm ent train ing program s teach these skills. The am ount of on-thejo b training beginners receive depends on the type of m achines they operate. Generally, it lasts a few weeks. 393 usual requirem ent for front office jobs. Newly hired w orkers usually begin as mail, inform ation, or key clerks and are trained on the job. Some em ployers prefer college graduates with ad vancem ent potential for front office jobs. Opportunities for prom otion are good in m ost hotels, so that a key or mail clerk may be prom oted to room clerk, then to assistant front office m anager, and eventually to front office m anager. C lerks can im prove opportunities for prom otion by taking courses in hotel m anagem ent, of fered by ju nior and com m unity colleges, public and p riv a te v o c a tio n a l sc h o o ls, an d c o rre sp o n d e n c e schools. A vailable training d a ta ................................................ E m ploym ent, 1974......................................................... Projected 1985 requirem ents...................................... Percent grow th, 1 9 7 4 -8 5 ........................................... A verage annual openings, 1 9 7 4 -8 5 ....................... G row th....................................................................... R ep la c e m e n ts......................................................... 170,000 190,000 13.1 12,800 2,100 10,700 A vailable training data: Job Corps c o m p le tio n s....................................... 274 P o s ta l c le rk s. These w orkers m ust be at least 18, pass an examination that tests clerical accuracy, and have the ability to read, do simple arithm etic, and m em orize mail distribution system s. Applicants also m ust pass a phys ical exam ination and may have to show that they can lift and handle mail sacks weighing up to 70 pounds. New clerks are trained on the job. 54,000 63,000 17.3 4,250 850 3,400 E m ploym ent, 1974......................................................... Projected 1985 requirem ents...................................... Percent grow th, 1 9 7 4 -8 5 ............................................ A verage annual openings, 1 9 7 4 -8 5 ....................... G row th....................................................................... R e p la c e m e n ts......................................................... - C o lle c tio n w o r k e r s . A high school diplom a is the minimum educational requirem ent for m ost beginning jo b s in collection work. Newly hired w orkers learn their skills on the jo b , chiefly by observing experienced w orkers. 161 O ffice m a c h in e o p e r a to r s . High school graduation is H o te l f r o n t o ffice c le rk s. High school graduation is the E m ploym ent, 1974......................................................... Projected 1985 requirem ents...................................... Percent grow th, 1 9 7 4 -8 5 ........................................... A verage annual openings, 1 9 7 4 -8 5 ....................... G row th...................................................................... R ep la cem en ts......................................................... 1,111,000 1,340,000 20.6 97,000 21,000 76,000 A vailable training data: 275,000 320,000 15.9 25,000 4,000 21,000 A vailable training data: Job Corps co m p le tio n s....................................... - C a sh ie rs. Em ployers prefer high school graduates for A vailable training data: Job Corps co m p le tio n s....................................... 63,000 81,500 29.4 4,500 1,700 2,800 293,000 302,000 3.1 9,700 800 8,900 A vailable training data: Job Corps c o m p le tio n s....................................... 27 42 R e c e p tio n is ts . High school graduation generally is the ity to operate calculators, tabulating m achines, and other office equipm ent can be helpful. Newly hired w orkers are trained on the jo b , and learn the em ployer’s record system and procedures. minimum requirem ent for work as a receptionist. Busi ness courses such as typing and elem entary bookkeep ing are helpful. Some em ployers prefer applicants with college training. College or business school training can help, too, in advancing from a receptionist to a secre tary or adm inistrative assistant. E m ploym ent, 1974......................................................... Projected 1985 requirem ents...................................... Percent grow th, 1 9 7 4 -8 5 ............................................ A verage annual openin gs, 1 9 7 4 -8 5 ....................... G row th....................................................................... R ep la cem en ts............................................................... 460,000 635,000 38.3 57,500 16,000 41,500 A vailable training data: Job Corps co m p le tio n s....................................... 20 157 166,926 B ach elor’s degrees in secretarial stu d ies............................................. Junior college graduates ..................................... 1,896 18,650 490,000 610,000 25.0 26,000 11,000 15,000 A vailable training data: Job Corps c o m p le tio n s....................................... 3,300,000 4,860,000 47.8 439,000 142,500 296,500 Job Corps c o m p le tio n s....................................... V ocational education c o m p le tio n s................. 174 T y p is ts . T ypists generally need to be high school graduates, and m ust be able to type at least 40-50 words per m inute. Good spelling, punctuation, and gram m ar are im portant skills. M ost typists learn their skills in high school, or take courses at public or private voca tional schools. C om m unity and junior colleges also offer the business courses needed for a typist’s job. E m ploym ent, 1974......................................................... Projected 1985 requirem ents..................................... Percent grow th, 1 9 7 4 -8 5 ........................................... A verage annual openings, 1 9 7 4 -8 5 ....................... G row th....................................................................... R e p la c e m e n ts......................................................... S h ip p in g a n d re c e iv in g c le rk s. High school graduates are preferred for beginning jo b s in shipping and receiv ing departm ents. N ewly hired w orkers are trained on the jo b , and often begin by filing, checking addresses, attaching labels, and verifying the contents of ship m ents. 1,000,000 1,400,000 34.9 125,000 33,000 92,000 A vailable training data: Job Corps c o m p le tio n s....................................... V ocational education c o m p le tio n s................. 889 119,477 Computer and related occupations 465,000 560,000 20.4 20,500 8,700 11,800 C o m p u te r o p e r a tin g p e rso n n e l. High school graduation is the m inimum educational requirem ent for com puter operating jobs such as keypunch operator, auxiliary equipm ent operator, and console operator. M any em ployers prefer console operators to have some college education. Form al com puter training is desirable, for m ost em ployers look for applicants already skilled in op erating data-entry equipm ent or com puter consoles. C om puter training is offered in m any high schools, pub lic and private vocational schools including com puter - S t a t i s t i c a l c le r k s . H igh sch o o l g ra d u a tio n is the m inimum educational requirem ent for m ost jobs as statistical clerks. C ourses in business arithm etic, book keeping, and typing are good preparation, and the abil Job Corps c o m p le tio n s....................................... E m ploym ent, 1974......................................................... Projected 1985 requirem ents...................................... P ercent grow th, 1 9 7 4 -8 5 ............................................ A verage annual openings, 1 9 7 4 -8 5 ....................... G row th....................................................................... R e p la c e m e n ts......................................................... A vailable training data: A vailable training d a ta ................................................ A vailable training data: N ew ly hired w orkers learn their skills on the jo b , and usually begin by counting and m arking stock. Basic duties usually are learned within a few weeks. Stock clerks who handle jew elry, liquor, or drugs m ust m eet bonding standards. is the minimum educational requirem ent for practically all secretarial and stenographic positions. M any em ployers prefer applicants who have had additional train ing at a college or private business school. Courses range from several m onths’ instruction in shorthand and typing to 1- or 2-year program s teaching specialized skills such as legal or medical secretarial work. Appli cants generally m ust m eet minimum standards of typing and stenographic speed. E m ploym ent, 1974......................................................... Projected 1985 requirem ents...................................... P ercent grow th, 1 9 7 4 -8 5 ........................................... A verage annual openings, 1 9 7 4 -8 5 ...................... G row th...................................................................... R ep la cem en ts......................................................... 325,000 375,000 15.8 23,000 4,500 18,500 S to c k c le rk s. High school graduates are preferred. 38 S e c r e ta r ie s a n d s te n o g ra p h e rs. High school graduation E m ploym ent, 1974......................................................... Projected 1985 requirem ents...................................... Percent grow th, 1 9 7 4 - 8 5 ............................................ A verage annual openings, 1 9 7 4 -8 5 ....................... G row th....................................................................... R ep la cem en ts......................................................... E m ploym ent, 1974......................................................... Projected 1985 requirem ents...................................... Percent grow th, 1 9 7 4 -8 5 ............................................ A verage annual openings, 1 9 7 4 -8 5 ....................... G row th........................................... R ep la c e m e n ts......................................................... 28 m athem atics, engineering, or com puter science. In ad dition to the bachelor’s degree in a suitable field, some em ployers prefer applicants w ith w ork experience in that field. O thers require a graduate degree. F urther, m ost em ployers prefer applicants with some experience in com puter program m ing. B ecause of the im portance of program ming experience, m any who begin as pro gram m ers are p ro m o ted to a n a ly st train e es. E m ployers, com puter m anufacturers, and colleges and universities offer formal training in system s analysis. schools and business schools, and in com m unity and junior colleges. E m ploym ent, 1974......................................................... Projected 1985 requirem ents..................................... Percent grow th, 1 9 7 4 -8 5 ........................................... A verage annual openings, 1 9 7 4 -8 5 ....................... G row th ...................................................................... R ep la cem en ts......................................................... 500,000 545,000 10.1 27,500 4,500 23,000 A vailable training data: Job Corps co m p le tio n s....................................... V ocational education c o m p le tio n s................. Junior college g ra d u a te s.................................... 353 x4 1,666 24,754 E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1 9 7 4 -8 5 ........................................... A verage annual openings, 1 9 7 4 -8 5 ....................... G row th...................................................................... R e p la c e m e n ts......................................................... 1 Includes training for programmers and system analysts 2 Includes training for keypunch and other input tech n o lo g ies, com puter operators and peripheral equipm ent operators, and general data processing w orkers. 115,000 190,000 65.2 9,100 7,000 2,100 A vailable training data: P ro g ra m m e rs. There are no universal training require D egrees in system s analysis: m ents for program m ers because em p lo y ers’ needs vary. Some require college graduates; others do not. Firm s that use com puters for scientific or engineering applications usually require program m ers to have a bachelor’s degree with a major in the physical sciences, m athem atics, engineering, or com puter science. Some of these jo b s require a graduate degree. In firms that use com puters for business applications, experience in in ventory control, payroll, or accounting often is more im portant than a college degree. N onetheless, these firms usually prefer applicants who have had courses in data processing or programming. C om puter program ming is taught at public and pri vate vocational schools, com m unity and junior col leges, and colleges and universities. Instruction ranges from introductory courses to advanced courses at the graduate level. High schools also offer courses in com puter programming. E m ploym ent, 1974......................................................... Projected 1985 requirem ents...................................... Percent grow th, 1 9 7 4 -8 5 ........................................... A verage annual openings, 1974 —85 ....................... G row th...................................................................... R ep la cem en ts......................................................... B a ch elor’s d e g r e e s ...................................... M aster’s d e g r e e s.......................................... D o c to r ’s d e g r e e s.......................................... Banking occupations B a n k c le rk s. High school graduation is adequate p rep aration for m ost beginning clerical jo b s in b anks. C ourses in bookkeeping, typing, business arithm etic, and office m achine operation are useful. E m ploym ent, 1974......................................................... Projected 1985 requirem ents...................................... Percent grow th, 1 9 7 4 -8 5 ............................................ A verage annual openings, 1 9 7 4 -8 5 ....................... G row th....................................................................... R ep la c e m e n ts......................................................... A vailable training data: 200,000 285,000 42.5 13,000 7,800 5,200 - m ent trainees or by prom oting outstanding bank clerks or tellers. A bachelor’s degree is the minimum educa tional requirem ent for m anagem ent trainees. A major in banking and finance is useful, but liberal arts graduates with course w ork in accounting, econom ics, and statis tics also are well qualified. B ank em ployees who are prom oted to m anagem ent trainee positions usually are not college graduates. Often, how ever, they have taken hom e study courses offered by the A m erican Institute of Banking. In-house training program s for bank officers gener ally last from 6 m onths to a year. Trainees usually rotate among all the departm ents in the bank, and are encour aged to take courses offered by local colleges and uni versities, or through the A m erican Institute of Banking. D egrees in com puter and information sciences: 4,757 2,276 198 2,018 S y s te m s a n a ly s ts . There is no single way of preparing for a jo b as a system s analyst because em p lo y ers’ preferences d ep en d o n th e ty p e o f w ork d o n e in th e firm . G enerally, how ever, a b a c h e lo r’s degree is th e minimum educational requirem ent. F o r a jo b with a bank, insurance com pany, or business firm , a college degree in accounting, business, or econom ics is ap propriate. F o r w ork in a scientific or technical organiza tion, applicants need a degree in the physical sciences, 517,000 718,000 38.9 54,000 18,000 36,000 B a n k o ffic e rs. These positions are filled by m anage Available training data: B ach elor’s d e g r e e s ....................................... M aster’s d e g r e e s............................................ D o cto r’s d e g r e e s........................................... Junior college g r a d u a te s............................ 54 124 — E m ploym ent, 1974......................................................... Projected 1985 requirem ents...................................... Percent grow th, 1 9 7 4 -8 5 ............................................ A verages annual openings, 1 9 7 4 - 8 5 ..................... G row th....................................................................... R e p la c e m e n ts.............................. 29 240,000 333,000 38.9 16,000 8,500 7,500 to m erchandise. Som eone w ith a degree in engineering might adjust industrial claim s. College training is not always necessary, how ever. Persons experienced in autom obile repair w ork might be hired as auto adjust ers, and those with clerical w ork experience might get jobs as inside adjusters. N ew ly hired claim representatives are trained on the jo b under the supervision of an experienced w orker. The Insurance Institute of A m erica offers a 6-sem ester study program leading to a diplom a in insurance loss and claim adjusting upon successful com pletion of six exam inations. A djusters can prepare for these exam i nations through hom e study or classroom courses. The Life Office M anagem ent A ssociation (LOMA) in cooperation with the International Claim A ssociation offers a claims education program for life and health exam iners. The program is part of the LOM A Institute Insurance E ducation Program leading to the profes sional designation, FL M I (Fellow , Life M anagem ent Institute) upon successful com pletion of eight w ritten exam inations. A bout three-fourths of the States require adjusters to be licensed. State licensing requirem ents vary a great deal, but applicants usually m ust com plete an approved course in insurance or loss adjusting, and pass a w ritten exam ination. They should be bonded and at least 20 years of age. A vailable training data: D egrees in banking and finance: B ach elor’s d e g r e e s ...................................... M aster’s d e g r e e s.......................................... P h .D .’s .............................................................. 6,518 2,252 34 B a n k te lle rs. Tellers learn their skills on the job. Banks generally prefer high school graduates with some ex perience in office w ork. Prior experience is im portant because em ployers are looking for applicants with the m aturity and tact to deal with custom ers. B ecause tell ers handle large am ounts of m oney, applicants m ust m eet bonding standards. E m ploym ent, 1974......................................................... P rojected 1985 requirem ents...................................... Percent grow th, 1 9 7 4 -8 5 ............................................ A verage annual openings, 1 9 7 4 -8 5 ....................... G row th....................................................................... R eplacem ents ........................................................ A vailable training d a ta ................................................ 270,000 377,000 38.9 30,000 10,000 20,000 - Insurance occupations A c t u a r i e s . A b a c h e lo r’s d e g re e w ith a m ajo r in m athem atics or statistics is the minimum educational requirem ent for beginning actuarial jobs in large insur ance com panies. Some com panies hire applicants with an econom ics or business adm inistration m ajor, pro vided they have a thorough foundation in calculus, probability, and statistics. O ther useful courses are in surance law , econom ics, and accounting. Few er than 20 colleges and universities offer training program s specifically designed for actuarial careers. Several hundred schools offer som e of the necessary courses, how ever. It usually takes from 5 to 10 years after beginning an actuarial career to com plete the entire series of exami nations required for full professional status. Applicants w ho pass the first two exam inations while still in college usually have an advantage in com peting for actuarial jo b s upon graduation. The advanced exam inations re quire extensive hom e study and on-the-job experience. E m ploym ent, 1974......................................................... Projected 1985 requirem ents...................................... P ercent grow th, 1 9 7 4 -8 5 ............................................ A verage annual openings, 1 9 7 4 -8 5 .............. G row th ...................................................................... R ep la cem en ts......................................................... A vailable training d a ta ................................................ 125,000 152,000 21.8 6,600 2,500 4,100 A vailable training d a ta ................................................ — U n d e rw rite rs. A bachelor’s degree is the m inimum educational requirem ent for beginning underw riting jobs in m ost insurance com panies. A pplicants with d e grees in business adm inistration or liberal arts are p re ferred, but college training in alm ost any field is accept able. In som e com panies, high school graduates with experience as underw riting clerks are trained as u n der w riters. Independent study program s, which are often required for advancem ent in underw riting, are available through the A m erican Institute of Property and Liabil ity U nderw riters, the A m erican College of Life U nder w riters, the H om e Office Life U nderw riters A ssocia tion, the Institute of H om e Office U nderw riters, and the Life Office M anagem ent A ssociation. The following figures are the com bined data for in surance agents, brokers, and underw riters: 10,700 14,400 34.1 700 350 350 - C la im r e p r e s e n ta tiv e s . A growing num ber of insurance E m ploym ent, 1974......................................................... Projected 1985 requirem ents...................................... Percent grow th, 1 9 7 4 -8 5 ............................................ A verage annual openings, 1 9 7 4 -8 5 ...................... G row th....................................................................... R e p la c e m e n ts......................................................... com panies prefer college graduates for claim represen tatives (exam iners and adjusters). Although courses in insurance, econom ics, or other business subjects are helpful, a m ajor in alm ost any field is acceptable. An adjuster with a business or accounting m ajor might specialize in loss from business interruption or damage E m ploym ent, 1974......................................................... Projected 1985 requirem ents...................................... P ercent grow th, 1 9 7 4 -8 5 ............................................ A verage annual openings, 1 9 7 4 -8 5 ....................... G row th ....................................................................... R e p la c e m e n ts......................................................... A vailable training data 30 470,000 536,000 15.0 19,400 6,400 13,000 Administrative and related occupations city m anager. A m aster’s degree in public or municipal adm inistration is preferred. A c c o u n ta n ts . M ost large firms require the bachelor’s E m ploym ent, 1974......................................................... Projected 1985 requirem ents...................................... Percent grow th, 1 9 7 4 -8 5 ............................................ A verage annual openings, 1 9 7 4 -8 5 ....................... G row th....................................................................... R e p la c e m e n ts......................................................... 2,900 4,200 47.4 150 100 50 degree w ith a m ajor in accounting, or in a closely related field such as business adm inistration or econom ics. Some prefer applicants with a m aster’s degree in ac counting. In addition to program s at the college level, training in accounting is available in junior and com munity colleges, business schools, and correspondence schools. Job opportunities for graduates of these 1- and 2-year program s usually are limited to small accounting and business firms. All States require “ certified public accountants’’ to be certified by the State board of accountancy. This is done by passing the CPA exam ination adm inistered by the A m erican Institute of Certified Public A ccountants and m eeting State requirem ents as to education and experience. Three-fourths of the States require CPA candidates to be college graduates, and nearly all of them insist on 2 years or m ore of public accounting experience. quired for beginning jobs in credit m anagem ent. Newly hired em ployees w ork as m anagem ent trainees under experienced credit personnel. E m ployers generally prefer applicants who have m ajored in business adm inistration, econom ics, or ac counting. Some em ployers hire liberal arts m ajors. E x perience som etim es can be substituted for the college degree. Some em ployers accept high school graduates who have had experience in credit collection or in pro cessing credit inform ation. E m ploym ent, 1974......................................................... Projected 1985 requirem ents..................................... Percent grow th, 1 9 7 4 -8 5 ........................................... A verage annual openings, 1 9 7 4 -8 5 ....................... G row th...................................................................... R ep la cem en ts......................................................... E m ploym ent, 1974......................................................... Projected 1985 requirem ents...................................... Percent grow th, 1 9 7 4 -8 5 ............................................ A verage annual openings, 1 9 7 4 -8 5 ............................. G row th............................................................................. R e p la c e m e n ts................................................................ A vailable training d a ta ................................................ C re d it m a n a g e rs. A bachelor’s degree usually is re 805,000 995,000 23.9 45,500 17,500 28,000 A vailable training d a ta ................................................ A vailable training data: D e g re e s in accou n tin g 1 9 7 3-74 B ach elor’s degrees .. M aster’s degrees ...... D octor’s degrees ...... Junior college graduates .. P ro je c te d 1 974-85 (annual a vera g e) 29,770 1,806 70 - and m anagem ent ability are the m ost im portant consid erations in selecting hotel m anagers, em ployers in creasingly prefer college graduates. Form al training in hotel or restaurant m anagem ent can be helpful, in part because such program s provide opportunities for parttime or sum m er jo b experience and contacts with pro spective em ployers. M any em ployers prefer applicants who have com pleted a 4-year college curriculum in h o tel and re s ta u ra n t a d m in istra tio n . O th ers h ire graduates of the hotel training program s offered by some junior and com m unity colleges, public and private vocational schools, and hom e study (correspondence) schools. These program s generally take from 3 m onths to 2 years. Some large hotels have special m anagem ent trainee program s for college graduates and persons prom oted from within. 38,945 2,719 84 B u yers. M ost retail stores prefer college or junior col lege graduates for buying jobs. C ourses in m erchandis ing or m arketing may help, but em ployers generally accept graduates in any field and train them on the job. Many stores have formal training program s for all m anagem ent trainees, including buyers. These pro grams last from 6 to 8 m onths and com bine classroom instruction in m erchandising and purchasing with short rotations to various jobs in the store. E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ 110,000 150,000 37.6 9,000 4,000 5,000 120,000 150,000 22.8 6,500 2,500 4,000 Available training data: Available training data D egrees in hotel and restaurant managem ent: B ach elor’s .................................................... M aster’s ..................................................... Junior college graduates ........................ V ocational education c o m p le tio n s.................. C ity m a n a g e rs. A bachelor’s degree, preferably with a major in public adm inistration or a related field, is the minimum educational background needed to becom e a 66,000 90,000 36.4 4,500 2,200 2,300 H o te l m a n a g e rs a n d a s s is ta n ts . Although experience 7,880 E m ploym ent, 1974......................................................... Projected 1985 requirem ents...................................... Percent grow th, 1 9 7 4 -8 5 ........................................... A verage annual openings, 1 9 7 4 -8 5 ....................... G row th....................................................................... R ep la cem en ts......................................................... - 31 1,188 64 1,852 3,430 L a w y e r s . A dm ission to the bar is a prerequisite for the P u b lic re la tio n s w o rk e rs. A bachelor’s degree in jo u r practice o f law in all States. To qualify for the bar exam ination, m ost States require 4 years of college followed by 3 years of law school. F our years of parttime study usually are required to com plete a night school law curriculum . It is anticipated that about 26,000 entrants will be needed annually over the 1974-85 period to m eet pro jected requirem ents. N C E S projections indicate an av erage of about 31,700 law school graduates annually over this period. N ot all law school graduates, how ever, pass the bar exam ination and seek to practice law. In the p ast, law school graduates, either by choice or because of econom ic circum stances, have entered poli tics, public adm inistration, business, and other fields. N evertheless, unless a significant change occurs in en rollm ent trends, an oversupply of law school graduates can be expected for careers in law, and m any graduates may have to find em ploym ent in these other fields. nalism , English, or public relations usually is preferred for a beginning jo b . Som e em ployers have special needs, how ever, and seek college graduates with a d e gree in a scientific or technical field, plus appropriate com m unications skills. E xperience can be very im por tant in getting a jo b , and m any em ployers prefer appli cants with m edia or journalism experience. E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ A vailable training d a t a ................................................ large com pany, a college degree is required. M any com panies hire business adm inistration or liberal arts majors for trainee positions. Firm s th at m anufacture m achinery or chem icals, how ever, generally prefer ap plicants with a degree in science or engineering. A growing num ber of large com panies look for applicants with a m aster’s degree in purchasing m anagem ent or in a related field. Some small firms select purchasing agents from their own staff, w hether or not the w orker has a college degree. A vailable training data: L .L .B . or J.D . degrees .. 19 7 3 -7 4 29,652 31,700 E m ploym ent, 1974 ........................................................ P rojected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ P e rso n n e l a n d la b o r re la tio n s w o rk e rs. A bachelor’s degree is the minimum educational background for a beginning jo b in personnel w ork — a field which in cludes occupations such as recruiter, interview er, job analyst, position classifier, wage adm inistrator, train ing specialist, and em ployee counselor. Some em ployers look for college graduates who have m ajored in personnel adm inistration, public adm inistration, busi ness, or econom ics, while others prefer applicants with a liberal arts background and evident m anagem ent po tential. G raduate study in industrial relations, econom ics, business, or law usually is required for labor relations jobs. The com bination of a law degree plus a m aster’s in industrial relations is increasingly desirable for people seeking to enter the small and highly com petitive labor relations area. E xperience is im portant, too, and some w orkers gain essential experience in personnel work and then switch to labor relations. E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... Average annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ 189,000 258,000 36.5 11,700 6,300 5,400 A vailable training d a ta ................................................ - U rb a n p la n n e rs. The m aster’s degree in planning is th e usual requirem ent for jobs at the entry level. For som e jobs, how ever, a bachelor’s degree in city planning, architecture, landscape architecture, engineering, o r other closely related field is acceptable. The num ber of persons enrolled in graduate planning program s has risen rapidly in recent years. If this tren d continues, the num ber of applicants may outstrip avail able openings and lead to increased com petition for jo b s in this small field. E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th 1974-85 ............................................ A verage annual op en in gs, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ 320,000 450,d00 40.2 23,000 12,000 11,000 13,000 18,000 38.5 700 450 250 A vailable training data: D egrees in city, com m unity, and regional planning: B ach elor’s d e g r e e s ...................................... M aster’s degrees ......................................... D o cto r’s degrees ......................................... A vailable training data - P u rc h a sin g a g e n ts . F or a beginning position with a 342,000 490,000 43.3 26,400 13,500 12,900 P ro je c te d 1974-85 (annual a vera g e) 100,000 134,000 28.8 6,500 2,500 4,000 32 410 1,380 51 Service Occupations attendant, w aiter, or w aitress is good training. Some private schools offer short courses in bartending. G en erally, bartenders m ust be at least 21 years of age, and some em ployers prefer those who are 25 or older. Cleaning and related occupations B u ild in g c u s to d ia n s . M ost building custodians are trained on the jo b . A high school diplom a is not re quired, as a rule, but w orkers should know simple arithm etic and read well enough to follow w ritten in structions. High school shop courses are helpful be cause m inor plumbing or carpentry may be part of the job. Training in custodial skills is available through governm ent training prograjns and labor unions. E m ploym ent, 1974 ....................................................... Projected 1985 req u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... Average annual openings, 1974-85 ...................... G r o w th ..................................................................... R eplacem ents ....................................................... E m ploym ent, 1974 ........................................................ Projected 1985 req u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ...................... G r o w th .................................................................... R eplacem ents ........................................................ Available training data .............................................. 1,900,000 2,400,000 26.6 146,000 47,000 99,000 3 ,4 1 2 1,104 E m ploym ent, 1974 ....................................................... Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ....................................................... H o te l h o u se k e e p e rs a n d a s s is ta n ts . A high school edu cation usually is preferred, and experience or training in hotel housekeeping is helpful in getting ajob. C ourses in housekeeping are offered by colleges and universities having program s in hotel adm inistration, public and private vocational schools, and hom e study (corres p o n d en c e) schools. E m ploym ent, 1974 ....................................................... Projected 1985 req u ir e m e n ts.................................... Percent growth 1974-85 ............................................. A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R e p la c e m e n ts....................................................... 955,000 1,250,000 30.9 78,600 26,800 51,800 A vailable training data: V ocational education com pletions ............. A pprenticeship com pletions ........................... 18,000 21,000 15.6 1,450 250 1,200 11,803 2225 1 Includes training for bakers, m eatcutters, and servers. 2 Includes bakers. D in in g ro o m a tte n d a n ts a n d d ish w a sh e rs. Little formal training is needed to qualify for these occupations. M any em ployers will hire applicants who do not speak English, and som e m entally retarded persons can be trained as dishw ashers. A vailable training data: V ocational education com p letion s ............... - C o o k s a n d ch e fs. M ost cooks acquire their skills on the jo b while em ployed as kitchen helpers, although it is becom ing com m on for cooks to have high school or post high school training in food preparation. Less fre quently, they are trained as apprentices under trade union contracts or em ployee training program s con ducted by large hotels and restaurants. Available training data: V ocational education com pletions ............... Job Corps com pletions .................................. 233,000 200,000 28.8 15,200 6,100 9,100 4,700 P e s t c o n tro lle rs. M ost controllers can do routine w ork E m ploym ent, 1974 ........................................................ Projected 1985 requirem ents .................................... Percent grow th 1974-85 ............................................. A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ 370,000 435,000 17.6 17,200 6,800 10,400 after 2 or 3 m onths of on-the-job training. Em ployers prefer trainees w ho are high school graduates. A bout 30 States require licenses. In m ost S tates, the license is only for re g istratio n , b u t a few require ap p lican ts to pass a w ritten exam ination. Beginning in O ctober 1976, the U .S . E nvironm ental P rotection Agency will require that pest controllers be certified. F o o d c o u n te r w o rk e rs. In counter jobs that require E m ploym ent, 1974 ....................................................... Projected 1985 req u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... Average annual openings, 1974-85 ...................... G r o w th ..................................................................... R eplacem ents ....................................................... totaling bills and making change, em ployers prefer to hire persons who are good in arithm etic and have at tended high school, although a diplom a generally is not necessary. C ounter jobs in cafeterias usually require no specific education. A vailable training data ............................................... A vailable training data .............................................. 27,000 36,500 32.1 2,100 800 1,300 E m ploym ent, 1974 ....................................................... Projected 1985 requirem ents .................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ....................................................... - Food service occupations B a rte n d e rs. M ost bartenders learn their trade on the job. Experience as a b arten d er’s helper, dining room A vailable training data 33 - 350,000 425,000 21.4 29,200 6,700 22,500 M e a tc u tte r s . These w orkers acquire their skills either B e llh o p s a n d b e ll c a p ta in s. Bellhops are trained on the informally on the jo b or through apprenticeship pro gram s. Those in apprenticeship program s generally com plete 2 to 3 years of supervised on-the-job training which may be supplem ented by some classroom work. E m ployers prefer high school graduates. job. High school graduates are preferred, because they are m ore likely to have the qualities needed for prom o tion. M any h o tels fill bellh o p jo b s by pro m o tin g elevator operators. Bellhops, in turn, may advance to jobs as front office clerks. E m ploym ent, 1974 ........................................................ Projected 1985 requirem ents .................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ...................... G r o w th ..................................................................... R eplacem ents ........................................................ E m ploym ent, 1974 ........................................................ Projected 1985 requirem ents .................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ 202,000 204,000 0.9 5,000 200 4,800 A vailable training data: Job Corps com pletion s ...................................... A pprenticeship com pletions ........................... A vailable training data ............................................... 124 914 be licensed. M ost States require applicants for licensing to pass a physical exam ination, be at least 16 years old, and have com pleted at least the 10th grade. Successful com pletion of a State-approved cosm etology course is adequate preparation for a State licensing exam ination. In some States com pletion of an apprenticeship training program can substitute for graduation from cosm etol ogy school, but few cosm etologists learn their skills this way. B oth public and private vocational schools offer cosm etologist training. A daytim e course usually takes 6 m onths to 1 year; an evening course takes longer. An apprenticeship program generally lasts 1 or 2 years. w aitresses pick up their skills on the job, some attend special training courses offered by some public and private schools and restaurant associations. M ost em ployers prefer applicants who have had at least 2 or 3 years of high school. 1,180,000 1,440,000 21.8 105,000 24,000 81,000 Available training data: Job Corps com pletions ...................................... E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ 70 Personal service occupations B a rb e rs. All States require barbers to be licensed. To V ocational education com pletions ............... Job Corps com p letion s ...................................... 19,270 182 F u n era l d ire c to rs a n d e m b a lm e r s . All States require em balm ers to be licensed. Although licensing standards vary by State, an em balm er generally m ust be 21, have a high school diplom a or its equivalent, graduate from a m ortuary science school, serve an apprenticeship, and pass a State board exam ination. O ne-half of the States require a year or m ore of college in addition to training in m ortuary science. All but six States also require funeral directors to be licensed. Qualifications are similar to those for em balm ers, but directors have special apprenticeship training and board exam inations. M ost people obtain b o th licenses. 130,000 135,000 3.6 5,550 450 5,100 E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ...................... G r o w th ..................................................................... R eplacem ents ....................................................... A vailable training data: V ocational education com p letion s ............... A pprenticeship com p letion s ........................... 500,000 622,000 24.9 50,800 11,300 39,500 A vailable training data: obtain a license, a person m ust have graduated from a S tate-approved b arb er school, have com pleted the eighth grade, m eet certain health requirem ents, and be at least 16 years old (in some States 18). N early all States require a beginner to take an exam ination for an apprentice license, and then, after 1 or 2 years of work, take a second exam ination for a license as a registered barber. M any public and private schools and a few vocational schools offer barber training. C ourses usually last 6 to 12 m onths. B ecause m ost States do not recognize train ing, ap p ren ticesh ip w ork, o r licenses obtained in an other State, persons who wish to becom e barbers should review the laws of the State in which they wish to w ork before entering barber school. E m ploym ent, 1974 ........................................................ Projected 1985 req u ir e m e n ts.................................... P ercent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ - C o s m e to lo g is ts . All States require that cosm etologists W a iters a n d w a itr e s s e s . Although m ost w aiters and E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... Growth ..................................................................... R eplacem ents ........................................................ 17,000 19,000 9.6 600 150 450 940 316 A vailable training data 34 45,000 45,000 0.0 1,400 0 1,400 Private household service occupations In many com m unities, police jobs are filled by com petitive exam ination. Candidates must be high school graduates, as a rule. Police departments in large cities generally require one or more years o f col lege, and a growing number o f police departments pre fer can d id ates w ith c o lle g e training in so c io lo g y , p sychology, com m unity relations, and related subjects. Som e city police departments hire students in collegelevel law enforcem ent programs as police interns. Police departments in som e small cities consider ap plicants w ho have not finished high school, but w ho have had experience in law enforcem ent. In small com m unities police officers often are trained on the job; in large cities formal training ranges from a few w eeks to m onths. P o lic e o ffic e r s . P r i v a t e h o u s e h o l d w o r k e r s . M ost household worker jobs require no formal education. Instead, the ability to cook, sew , wash and iron, clean house, and care for children is important. Many o f the n ecessary skills are learned in the hom e; more advanced skills can be learned in hom e econom ics courses in public and pri vate sch ools. Employment, 1974 ................................................. Projected 1985 requirements ................................ Percent growth, 1974-85 ..................................... Average annual openings, 1974-85 .................... Growth ............................................................. Replacements ................................................. 1,200,000 900,000 -26.7 52,000 -30,000 82,000 Available training data Employment, 1974 ................................................. Projected 1985 requirements................................ Percent growth, 1974-85 ..................................... Average annual openings, 1974-85 .................... G rowth............................................................. Replacements ........................... Protective and related service occupations In m ost com m unities, qualifying exam ina tions are open to high school graduates. T hose who score the highest on th ese exam inations which test in telligence as w ell as strength, stamina, and agility have the best chances for appointm ent. E xperience gained as a volunteer firefighter or through training in the Armed Forces may help chances for appointm ent, too. Begin ners in large fire departments generally are trained for several w eeks at the city ’s fire school before being assigned to local fire com panies. Additional study can be valuable in preparing for promotion exam inations. Fire departm ents frequently conduct training programs, and many colleges and uni versities offer courses in fire engineering and fire sci ence. F ir e fig h te r s . Employment, 1974 ................................................. Projected 1985 requirements ................................ Percent growth, 1974-85 ..................................... Average annual openings, 1974-85 .................... Growth ............................................................. Replacements ................................................. Available training data: Junior college graduates ............................... Job Corps completions ................................. Vocational education .................................... o f f i c e r s . State civil service regulations govern the appointment o f State police officers; a com petitive exam ination generally is required. In m ost S ta te s , th e e x a m in a tio n is o p e n to high sc h o o l graduates, or to persons with an equivalent com bina tion o f education and experience. In som e States, high school graduates may enter State police work as cadets. They attend c la sses, are assigned nonenforcem ent duties and, if they qualify, may be appointed State police officers at age 21. In all States, recruits must enter a formal training program o f several m onths for classroom instruction in State laws and jurisdictions, in procedures for traffic control and accid en t in v estig a tio n , and in related topics. S ta te p o lic e 220,000 270,000 23.3 7,300 4,600 2,700 4,084 Employment, 1974 ................................................. Projected 1985 requirements ................................ Percent growth, 1974-85 ..................................... Average annual openings, 1974-85 .................... G rowth............................................................. Replacements ................................................. High school graduates are preferred, and ap plicants who have not com pleted high school may be asked to take a test to dem onstrate their ability to follow written and oral instructions. M ost guards are trained on the job. They learn the use o f firearms, first aid, w ays to handle em ergencies, and other n ecessary skills. G u ards. Employment, 1974 ................................................. Projected 1985 requirements................................ Percent growth, 1974-85 ...................................... Average annual openings, 1974-85 .................... Growth ............................................................. Replacements ................................................. 45,500 76,000 68.3 3,600 2,850 750 Available training data: Vocational education completions ............. Junior college graduates ............................... 475,000 508,000 7.4 26,000 3,000 23,000 (*) (*) 1 See police officers. i n s p e c t o r s (g o v e r n m e n t ). Construction inspectors receive m ost o f their training on the job. Applicants generally must have several years o f experi C o n s tr u c tio n Available training data 114,915 3 A23,511 1 May include some State police officers. Available training data: Vocational education completions ............. 480,000 650,000 35.5 22,000 15,500 6,500 35 en ce as a construction contractor, supervisor, or craftworker. Federal, State and m ost local governm ents also require a high school diplom a. M any em ployers prefer inspectors to be graduates o f an apprenticeship pro gram or have 2 years o f college in architecture, en gineering, or construction technology. Employment, 1974 ................................................. Projected 1985 requirements................................ Percent growth, 1974-85 ..................................... Average annual openings, 1974-85 .................... G row th............................................................. Replacements ................................................. prior work experience in the field and are likely to prefer applicants with first-hand experience in industry, insurance, or in safety. For jobs at the technician level, com pletion o f a 2-year associate degree in an appropriate curriculum, plus relevant work ex p erien ce, provides the b ack ground many em ployers seek. 22,000 30,000 43.0 1,700 750 950 Available training data ......................................... Employment, 1974 ................................................. Projected 1985 requirements ................................ Percent growth, 1974-85 ...................................... Average annual openings, 1974-85 .................... G rowth.............................................................. Replacements .................................................. - Available training data ......................................... M ost health and regulatory inspectors are required to have several years o f experience in a field related to the area in w hich they will work. Often a bachelor’s degree or several years o f college w ith courses in related subjects may be substituted for som e or all o f the required years o f experience. Specialized know ledge is learned on the job in m any inspector jo b s. A pplicants for Federal jobs often are required to take the Professional and A dm inis trative Career Exam ination (PACE). 25,000 32,500 29.0 1,100 700 400 — H e a l t h a n d r e g u l a t o r y i n s p e c t o r s (g o v e r n m e n t ) . Employment, 1974 ................................................. Projected 1985 requirements................................ Percent growth, 1974-85 ..................................... Average annual openings, 1974-85 .................... G row th............................................................. Replacements ................................................. Other service occupations M a il c a r r ie r s . T hese workers m ust be at least 18 and pass a written exam ination that tests clerical accuracy, and the ability to read, do sim ple arithm etic, and m em orize mail distribution system s. If the job involves driving, the applicant must have a driver’s license and pass a road test. A pplicants also m ust pass a physical exam ination and may be asked to show that they can lift and handle 70-pound mail sacks. 110,000 160,000 44.0 7,900 4,500 3,400 Employment, 1974 .................................................. Projected 1985 requirements................................ Percent growth, 1974-85 ..................................... Average annual openings, 1974-85 .................... G rowth............................................................. Replacements ................................................. Available training data: Junior college graduates ............................... Available training data ......................................... 464 267,000 275,000 3.0 5,600 700 4,900 - T e l e p h o n e o p e r a t o r s . N e w operators receive on-thejob training to becom e familiar with equipm ent, re cords, and work activities. After about 1 to 3 w eek s o f instruction they are assigned to regular operator job s. In this field, a b a ch elo r’s degree in sc ie n c e or engineering is the minimum requirement for beginning professionals in cluding safety engineer, fire protection engineer, indus trial hygienist, and lo ss control consultant. A degree in safety m anagem ent, industrial safety, fire protection engineering, environm ental health, or other closely re lated field is an asset; m any em ployers prefer applicants with a m aster’s degree or Ph.D . in occupational safety or health. E m ployers also attach great im portance to O c c u p a tio n a l s a f e ty a n d h e a lth w o r k e r s . Employment, 1974 ................................................. Projected 1985 requirements................................ Percent growth, 1974-85 ..................................... Average annual openings, 1974-85 .................... G row th.............................................................. Replacements ................................................. 390,000 385,000 -1 .3 28,000 -5 0 0 28,500 Available training data Education and Related Occupations Teaching occupations tion. L ocal school system s som etim es have additional requirements for em ploym ent. Over the 1974-85 period an average o f about 94,000 entrants will be needed annually to m eet projected re quirem ents for kindergarten and elem entary school teachers. This is the largest number o f openings o f any professional occupation. M ost openings are expected to result from the need to replace teachers who leave the field because o f deaths, retirem ents, and other labor force separations, rather than from growth. a n d e l e m e n t a r y s c h o o l t e a c h e r s . All States require teachers in public elem entary schools to be certified. Som e States also require teachers in pri vate and parochial schools to be certified. A bachelor’s degree w hich includes student-teaching and education cou rses is generally the m inim um requirem ent for certification. Som e States require a m aster’s degree or equivalent within a certain period after initial certifica K in d e r g a r te n 36 An average o f 37,000 entrants will be needed annually over the 1974-85 period to m eet the projected require m ents for secondary school teachers. All openings will result from the need to replace teachers w ho leave the field because o f deaths, retirem ents, and other labor force separations. In fact, the number o f secondary school teaching positions is projected to decline. The primary sources o f secondary school teacher supply are new degree recipients, reentrants, and de layed entrants. The largest source is new degree recip ients. The N C E S projects an average o f about 1 mil lion new bachelor’s degrees to be awarded annually over the 1974-85 period, although not all graduates are expected to qualify for teaching in secondary schools. During the 1960’s and early 1970’s, about one-fifth o f bachelor’s degree recipients qualified for certification. If this proportion continues from 1974 to 1985, an an nual average o f about 200,000 new graduates would be certified to teach in secondary schools over the period. Teachers w ho have left the labor force and certified teachers w ho did not enter the labor force after gradua tion also are primary sources o f teacher supply. H ow ever, the number o f prospective entrants from these sources cannot be projected with accuracy, as it is affected by the availability o f teaching jobs relative to other jo b s, and salaries o f teachers relative to other occupations. D espite the problem s o f estimating future supply, there is every indication that the potential aver age annual number o f workers seeking jobs as secon dary school teachers will greatly exceed the annual average openings over the 1974-85 period. The situa tion has existed over recent years, resulting in a decline in the rate o f entry to the profession o f new ly certified college graduates. In the 1960’s, about two-thirds o f new graduates w ho had secondary school certification obtained positions in secondary sch ools, but by 1974, the proportion had declined to under one-half. In addi tion, the number o f reentrants and delayed entrants has declined significantly. Over the 1974-85 period, it is expected that an even greater proportion o f new college graduates certified to teach in secondary schools, as w ell as potential delayed entrants and reentrants, may have to seek em ploym ent in other occupations. N ew degree recipients, reentrants, and delayed en trants are the primary sources o f elem entary school teacher supply. T he largest source is n e w degree recip ients. T he N ation al C enter for E ducation Statistics (N C ES) projects an average o f about 1 million new bachelor’s degrees to be awarded annually over the 1 9 7 4 -8 5 period, although not all graduates are ex pected to qualify for teaching in elementary schools. Dur ing the 1960’s and early 1970’s, more than one out of eight bachelor’s degree recipients qualified for certification. If this proportion continues from 1974 to 1985, an annual average o f about 130,000 new graduates w ould be certi fied to teach in elem entary sch ools over the period. Teachers w ho have left the labor force and certified teachers w ho did not enter the labor force after gradua tion also are primary sources o f supply. H ow ever, the number o f prospective entrants from these sources is influenced by factors w hich cannot be projected with great accuracy, such as availability o f teaching jobs relative to other jo b s, and salaries o f teachers relative to other occupations. D esp ite the problem o f estimating future supply, there is every indication that the poten tial average annual number o f w orkers seeking jobs as elem entary school teachers will significantly exceed the average annual openings over the 1974-85 period. This situation has existed over recent years, resulting in a decline in the rate o f entry to the profession o f new ly certified college graduates. In the 1960’s, about 80 per cent o f new graduates w ho had elem entary school certi fication obtained positions in elem entary sch ools, but by 1974 the proportion had declined to under 60 per cent. In addition, the number o f reentrants and delayed entrants has declined significantly. Over the 1974-85 period, therefore, an increasing proportion o f new col lege graduates certified to teach in elem entary schools, as w ell as d ela y ed entrants and reentrants, m ay have to seek e m p lo y m e n t in o th er o ccu p a tio n s. Employment, 1974 ................................................. Projected 1985 requirements ............ Percent growth, 1974-85 ..................................... Average annual openings 1974-85 .................... Growth ............................................................. Replacements ................................................. 1,276,000 1,439,000 12.8 94,000 15,000 79,000 Available training data: New college graduates prepared to teach in elementary schools in 1974 ..................... Employment, 1974 ................................................. Projected 1985 requirements ................................ Percent growth, 1974-85 ..................................... Average annual openings 1974-85 ..................... Growth ............................................................. Replacements ................................................. 428,800 1 Source: National Education Association. All States require teachers in public secondary schools to be certified. Som e States also require teachers in private and parochial schools to be certified. A bachelor’s degree is the minimum re quirement for certification. T w elve States usually re quire a fifth year o f study, or a m aster’s degree within a specified period after beginning em p loym en t. The number and type o f education courses, subject spe cialty cou rses, and type o f student-teaching preferred vary among States and school system s. S e c o n d a r y s c h o o l te a c h e r s . 1,086,000 998,000 -8.1 37,500 -4,000 41,500 Available training data: New college graduates prepared to teach in secondary schools in 1974 ......................... 467,839 1 Source: National Education Association. At least a m aster’s degree in the subject to be taught is required for m ost beginning instructor positions, although a Ph.D is gen C o lle g e a n d u n iv e r s ity te a c h e r s . 37 erally preferred. A dvancem ent to assistant professor, to associate professor, and then to a full professorship requires increasing am o u n ts o f ad d itio n a l teach in g and research ex p erien ce. C urrently, m ore than oneh a lf o f th e fa cu lty in un iversities and a b o u t 10 per cent o f th e fa cu lty in 2-year co lleg es have d octo rates. A n average o f about 14,000 entrants will be needed annually over the 1974-85 period to m eet projected requirem ents. T he N C E S projects an average o f about 40,000 P h .D .’s to be awarded annually over this period. In the past, about one-half o f all Ph.D . recipients entered college teaching. If this entry rate continues, the supply o f P h .D .’s alone seeking em ploym ent as college and university teachers could ex ceed requirem ents. It ap pears, therefore, that a m uch higher proportion o f ad vanced degree h old ers in th e fu tu re than in th e past m ay have to seek e m p lo y m e n t in field s oth er than college teach in g. Employment, 1974 ................................................. Projected 1985 growth ........................................... Percent growth, 1974-85 ..................................... Average annual openings, 1974-85 .................... G row th............................................................. Replacements ................................................. new library science graduates are exp ected to seek entry into the field annually. H ow ever, many qualified librarians outside the labor force w ho have not w orked in the field or w ho have left the field are exp ected to seek entry or reentry to the field. In addition, persons w ith d e g r e e s in ed u c a tio n w ith sp e c ia liz a tio n in librarianship or audiovisual technology are exp ected to seek entry. Although data on entrants from those other sources are lim ited, it is anticipated that the number o f people seeking to enter or reenter the field may ex ceed openings, and som e may have to find em ploym ent in other fields. Employment, 1974 ................................................. Projected 1985 requirements................................ Percent growth, 1974-85 ..................................... Average annual openings, 1974-85 .................... G rowth............................................................. Replacements ................................................. Available training data: D e g re e s in library sc ien ce 1527,000 *516,000 -2 .1 14,000 -1,000 15,000 Available training data ......................................... 125,000 150,000 20.0 10,700 2,300 8,400 Bachelor’s degrees ... Master’s degrees ....... Doctor’s degrees ....... 1973-74 P ro je c te d 19 7 4 -85 (annual a vera g e) 1,160 8,130 60 1,374 10,004 87 - 1 Does not include part-time junior instructors. A high sch ool di plom a or its equivalent plus on-the-job or formal posthigh sch ool training is usually required for library tech nicians and assistants. On-the-job programs generally take from 1 to 3 years to com plete, depending on the library. Junior and com munity colleges and technical institutions offer formal 2-year education programs w hich lead to an associate o f arts degree in library technology. L ib r a r y te c h n ic ia n s a n d a s s is ta n ts . Library occupations F or p r o fe ssio n a l librarians in p u b lic, academ ic, and special libraries, com pletion o f a 1-year m aster’s degree program in library scien ce is usually required. For librarians in school libraries, a bachelor’s degree in education with specialization in librarianship or audiovisual technology is the basic requirement, al though a m aster’s degree may be preferred. It is anticipated than an average o f about 10,500 en trants will be needed annually over the 1974-85 period to m eet requirem ents. N C E S projects that 11,400 bachelor’s and m aster’s degrees in library science will be awarded annually over this period. In the past, not all graduates have sought entry into the labor force im m ediately upon graduation; therefore few er than 11,400 L ib r a r ia n s . Employment, 1974 ................................................. Projected 1985 requirements................................ Percent growth, 1974-85 ..................................... Average annual openings, 1974-85 .................... G row th............................................................. Replacements ................................................. 135,000 175,000 29.3% 14,100 3,600 10,500 Available training data: Junior college graduates ............................... 506 Sales Occupations Skills for this occu pation are learned on the job and usually 2 years o f working experience are necessary before an em ployee is fully qualified. Em ployers usually prefer to hire high school graduates. High school or vocational school courses in auto m echanics, com m ercial arithm etic, sell ing, and bookkeeping are helpful. Practical working experience in a gasoline service station or auto repair shop also is an asset. Projected 1985 requirements................................ Percent growth, 1974-85 ..................................... Average annual openings, 1974-85 .................... G row th............................................................. *Replacements ................................................. A u to m o b ile p a r ts c o u n te r w o r k e r s . Employment, 1974 ................................................ 96,000 27.5 3,500 1,900 1,600 Available training data: Job Corps completions ................................. 31 M ost beginners are trained on the job , although large firms som etim es provide A u to m o b ile s a le s w o r k e r s . 75,000 38 formal classroom training. M any em ployers require be ginning autom obile salesw orkers to be at least 21 years old and high sch ool graduates. C ourses in public speak ing, com m ercial arithmetic, p sych ology, business law, and selling are useful. Previous sales experience or work requiring contact with the public also is helpful. Employment, 1974 .................................................. Projected 1985 requirements................................ Percent growth, 1974-85 ..................................... Average annual openings, 1974-85 .................... G row th............................................................. Replacements ................................................. Available training data ......................................... Projected 1985 requirements................................ Percent growth, 1974-85 ..................................... Average annual openings, 1974-85 .................... G rowth............................................................. Replacements ................................................. Available training data: Job Corps completions ................................. 130,000 160,000 25.5 5,500 2,900 2,600 s a l e s w o r k e r s . E m ployers generally prefer college graduates for m anufacturers’ salesw ork ers. A bachelor’s degree in liberal arts or in business administration is good preparation for selling nontech nical products. Industrial manufacturers look for appli cants with degrees in science or engineering, and phar m aceutical com panies usually prefer people who have studied pharm acy. Industrial marketing training is available in vocational education programs. N ew ly hired workers generally receive formal train ing before starting on the job. Som e com panies have 1 to 2 year program s; other firms offer classroom instruc tio n fo llo w e d by a d d itio n a l tra in in g u n d er the supervision o f field managers. - s e r v i c e a d v i s o r s . T rainees are usually selected from the em p loyees in the em ployer’s organi zation. For exam ple, a person may apply for a job as service advisor trainee after gaining exp erience as m echanic or parts counter worker trainee. Service ad visors trained on the job usually b ecom e qualified after 1 to 2 years o f experience. Available training data ......................................... 174 M a n u fa c tu r e r s ' A u to m o b ile Employment, 1974 ................................................. Projected 1985 requirements................................ Percent growth, 1974-85 ..................................... Average annual openings, 1974-85 .................... G row th............................................................. Replacements ....•............................................ 525,000 16.3 12,700 6,700 6,000 20,000 28,000 21.3 800 450 350 - M any em ployers prefer college graduates for insurance sales workers. D egrees in alm ost any field are acceptable, but applicants who have studied accounting, econ om ics, finance, business law , or insurance are preferred. B ecau se su ccess in selling is associated with personal qualities such as aggressiveness and self-confidence, em ployers look for these traits. Som e em ployers prefer individuals with appropriate experience and personal characteristics, whether or not they have attended college. N ew ly hired workers usually receive som e formal training. T rainees m ay attend com p an y-sp onsored classes or courses at local colleges and universities. H om e study (correspondence) courses are also availa ble. All agents and m ost brokers m ust be licensed in the State w here they sell insurance. M ost States require that candidates for a licen se pass a written exam ination in insurance fundam entals and State insurance law s. Data for insurance agents and brokers are com bined with data on underwriters. Employment, 1974 ................................................. Projected 1985 requirements ................................ Percent growth, 1974-85 ..................................... Average annual openings, 1974-85 .................... Growth............................................................. Replacements ................................................. 380,000 387,000 2.4 9,500 800 8,700 Available training data ......................................... - In su ra n c e a g e n ts a n d b ro k e rs. s a l e s w o r k e r s a n d b r o k e r s . High school graduation is g en era lly th e m inim um ed u ca tio n a l requirement for a job as a real estate salesw orker. M any large firms prefer college graduates. H ow ever, m ost em ployers consider personality traits as important as academ ic training and prefer applicants with maturity, tact, and sales ability. Many firms offer formal training programs for begin ners and experienced workers. Many com m unity and junior colleges and 4-year colleges and universities offer co u rses and program s leading to a sso c ia te , bachelor’s, or advanced degrees in real estate. Courses also are available through the N ational A ssociation of Realtors. All States and the District o f Columbia require real estate salesw orkers and brokers to pass a w ritten exam ination and to be licensed. M ost States require brokers to have a specific amount o f experience selling real estate or the equivalent in related experience or education. R e a l e s ta te Employment, 1974 .................................................. Projected 1985 requirements................................ Percent growth, 1974-85 ..................................... Average annual openings, 1974-85 .................... G rowth............................................................. Replacements ................................................. Applicants should have a driver’s licen se, a general understanding o f how an autom obile w orks, and som e sales ability. A high school education usually is not required excep t for ser vice station m anagem ent training programs conducted by oil com panies. Attendants are trained on the job. G a s o lin e s e r v ic e s ta tio n a t te n d a n ts . Employment, 1974 ................................................. 400,000 480,000 21.8 28,500 7,800 20,700 Available training data: 450,000 Vocational education completions ............. 39 37,937 securities to be licensed. Personal bonds and written exam inations are required to obtain this license. In addition, practically all salesw orkers must be registered representatives o f their firm according to the regula tions o f the securities exchanges through w hich they do bu sin ess, or the N ational A ssociation o f Securities D ealers, Inc. Exam inations and character investiga tions are required for registration. M ost em ployers provide training to help new ly hired salesw orkers m eet the requirements for registration. Depending on the size o f the firm, this initial training varies from short informal programs to com bined cla ss room instruction and on-the-job experience lasting 6 months or more. s a l e s w o r k e r s . E m p loyers prefer high school graduates. High sch ool subjects such as com mercial arithmetic and merchandising provide a good background. Som e high sch ools have distributive edu cation programs w hich teach the principles o f retail selling. M ost sales workers learn their skills on the job, how ever. In large stores, training programs for new ly hired workers usually begin with several days o f class room instruction, follow ed by on-the-job training under the supervision o f an experienced worker. R e ta il tr a d e Employment, 1974 ................................................. Projected 1985 requirements................................ Percent growth, 1974-85 ..................................... Average annual openings, 1974-85 .................... G row th............................................................. Replacements ................................................. 2,800,000 3,175,000 15.1 190,000 38,000 152,000 Available training data: Employment, 1974 ................................................. Projected 1985 requirements................................ Percent growth, 1974-85 ..................................... Average annual openings, 1974-85 .................... Growth ............................................................. Replacements ................................................. - Job corps com pletions................................... Vocational education completions ............. 141 169,319 1 Includes training for other occupations in retail trade. Available training data ......................................... R o u te d r iv e r s . M ost States require a route driver to have a chauffeur’s licen se. M ost em ployers prefer applicants w ho are high sch ool graduates and over 25 years o f age. Som e large com panies have classes in sales techniques, but training is m ostly on the job. Employment, 1974 ................................................. Projected 1985 requirements................................ Percent growth, 1974-85 ..................................... Average annual openings, 1974-85 .................... G row th............................................................. Replacements ................................................. Available training data ......................................... 100,000 130,000 31.9 6,100 2,900 3,200 - W h o l e s a l e t r a d e s a l e s w o r k e r s . High school graduation is the usual requirement for a w holesale salesw orker, although som e sales jobs require college training. An engineering degree generally is needed to sell scientific and technical products. N ew ly hired workers usually begin as trainees, and are trained in several kinds o f nonselling job s before being assigned to sales. Trainee programs for college graduates usually involve cla ss room instruction as w ell as rotations to nonselling job s. G enerally 2 years or longer are required before a trainee is ready for his or her ow n sales territory. 190,000 200,000 4.1 3,700 700 3,000 - Employment, 1974 ................................................. Projected 1985 requirements................................ Percent growth, 1974-85 ..................................... Average annual openings, 1974-85 .................... Growth ............................................................. Replacements ................................................. Em ployers generally prefer college graduates. A degree in business administration, econ om ics, finance, or liberal arts is good preparation for work selling securities. Su ccessfu l sales or m anage rial experience helps in getting a job , because many em ployers look for specific personality traits and signs o f sales ability. M ost States require persons w ho sell S e c u r itie s s a le s w o r k e r s . 770,000 883,000 15.0 30,000 10,000 20,000 Available training data: Vocational education completions ............. Construction Occupations 1 4‘Improvership” and apprenticeship are interchangeable in reference to asbestos and insulation workers. A sb estos workers learn their trade through either informal on-the-job training or a 4-year “ im provership” program. The improvership program is similar to apprenticeship. Em ployers prefer high sch ool graduates. A s b e s t o s a n d in s u la tio n w o r k e r s . Employment, 1974 ................................................. Projected 1985 requirements ................................ Percent growth, 1974—85 ..................................... Average annual openings, 1974-85 .................... G row th............................................................. Replacements ................................................. Com pletion of a 3-year apprenticeship program is the recom m ended training for these trades. A high school education or its equiva lent is important for entry to apprenticeship programs. Training may also be obtained informally on the job. During the early 1970’s apprenticeship com pletions numbered slightly more than one-half o f openings re sulting from growth and deaths and retirements. B r ic k la y e r s a n d s to n e m a s o n s . 30,000 50,000 66.7 2,300 1,800 500 Available training data: Apprenticeship completions ........................ Employment, 1974 ................................................. Projected 1985 requirements................................ *277 40 165,000 205,000 Percent growth, 1974-85 ..................................... Average annual openings, 1974-85 .................... G row th............................................................. Replacements ................................................. T hese workers usually start as helpers and learn m ost o f their skills on the job. Som e em ployers, in cooperation with unions, offer classroom instruction to supplem ent on-the-job train ing. High school graduates are preferred, but applicants with less education frequently are hired. 24.2 6,500 3,600 2,900 D r y w a ll in s ta lle r s a n d f in is h e r s . Available training data: Vocational education completions ............. Job Corps completions ................................. Apprenticeship completions ....................... 8,908 785 11,162 Employment, 1974 ................................................. Projected 1985 requirements................................ Percent growth, 1974-85 ..................................... Average annual openings, 1974-85 .................... Growth............................................................. Replacements ................................................. 1 Includes stonemasons, marble-setters, and tile setters. A 4-year apprenticeship program, includ ing 144 hours o f cla ssro o m instruction, is recom m ended. Training may also be acquired on the job. A high school education or its equivalent is desirable. Som e know ledge o f the trade may be obtained through vocational school courses in carpentry and shop. During the early 1970’s, apprenticeship com pletions numbered about 15 percent o f openings resulting from growth and deaths and retirements. C a r p e n te r s . Employment, 1974 ................................................. Projected 1985 requirements................................ Percent growth, 1974-85 ..................................... Average annual openings, 1974-85 .................... G row th............................................................. Replacements ................................................. Available training data ......................................... * A high school education usually is required for electrician job s. An apprentice ship program lasting 4 years and including 144 hours o f cla ssroom instruction each year is recom m en ded. Training also may be acquired on the job. Som e trade skills m ay be acquired through voca tio n a l sch o o l courses. M ost cities require electricians to pass licens ing exam inations. During the early 1970’s, apprenticeship com pletions numbered about 60 percent o f openings resulting from growth and deaths and retirements in the construction industry, but many individuals w ho com pleted electri cian training w ent into other industries. 1,060,000 1,300,000 22.5 49,100 21,700 27,400 30,173 2,758 5,153 Employment, 1974 ................................................. Projected 1985 requirements................................ Percent growth, 1974-85 ..................................... Average annual openings, 1974-85 .................... Growth............................................................. Replacements ................................................. C em ent m asons learn their trade either through on-the-job training as helpers or through 2 -y ea r or 3 -y ea r a p p r e n tic e s h ip s . H igh s c h o o l graduates are preferred. During the 1970’s, apprenticeship com pletions num bered about 15 percent o f openings resulting from growth and deaths and retirem ents. C em en t m ason s. Employment, 1974 ................................................. Projected 1985 requirements................................ Percent growth, 1974-85 ..................................... Average annual openings, 1974-85 .................... G rowth............................................................. Replacements ................................................. Job Corps completions ................................. Vocational education completions............... Apprenticeship completions.......................... 90,000 120,000 33.3 4,300 2,700 1,600 A high school education is re quired. A lm ost all elevator constructors learn their trade p rim arily th rou gh o n -th e-jo b training su p plem ented by classroom instruction. A trainee usually can becom e a fully qualified constructor within 4 years. E le v a to r c o n s tr u c to r s . 344 520 Employment, 1974 ................................................. Projected 1985 requirements................................ Percent growth, 1974-85 ..................................... Average annual openings, 1974-85 .................... Growth............................................................. Replacements ................................................. Employment, 1974 ................................................. 865,000 Projected 1985 requirements................................ 1,004,000 Percent growth, 1974-85 ..................................... 16.1 Average annual openings, 1974-85 .................... 28,400 Growth............................................................. 12,600 Replacements ....................................................... 15,800 Available training data: 595 112,776 *5,933 1 All electricians, including maintenance. C o n s t r u c t i o n l a b o r e r s . Little formal training is required for w o rk as a b u ild in g or c o n s tr u c tio n lab orer. Generally, applicants m ust be at least 18 years o f age and in good physical condition. Job Corps completions ................................. 245,000 320,000 30.6 11,700 6,800 4,900 Available training data: Available training data: Job Corps completions ................................. Apprenticeship completions ........................ - E le c tr ic ia n s (c o n s tr u c tio n ). Available training data: Vocational education completions ............. Job Corps completions ................................. Apprenticeship completions ........................ 60,000 75,000 25.0 1,900 1,400 500 37 Available training data ......................................... - High school graduates are preferred. Courses in general m athem atics and shop may provide a helpful background for floor covering work. M ost workers acquire their skills on the job. Others qualify through apprenticeship programs. F lo o r c o v e r in g in s ta lle r s . Employment, 1974 ................................................. 41 19,000 25,000 31.6 1,050 550 500 85,000 Projected 1985 requirements................................ Percent growth, 1974-85 ...................................... Average annual openings, 1974-85 .................... G row th............................................................. Replacements ................................................. 100,000 17.6 2,400 1,400 1,000 A high school education is preferred but not essential for painter and paperhanger em ploym ent. Although a 3-year formal apprenticeship program including related classroom instruction is recom m ended, training also may be obtained infor mally on the job. During the early 1970’s apprentice ship com pletions numbered less than 10 percent o f open ings resulting from growth and deaths and retirem ents. P a in te r s a n d p a p e r h a n g e r s . Available training data: Apprenticeship completions ........................ 295 T hese w orkers learn their trade through a 4-year apprenticeship or through on-the-job training. A high sch ool diplom a or its equivalent is required for entry into apprenticeship programs. During the early 1970’s, apprenticeship com pletions num bered nearly 50 percent o f openings resulting from growth and deaths and retirem ents in the construction industry, but som e individuals w ho com pleted glazier training w ent into other industries. G la z ie r s (c o n s tr u c tio n ). Employment, 1974 ................................................. Projected 1985 requirements................................ Percent growth, 1974-85 ..................................... Average annual openings, 1974-85 .................... G row th............................................................. Replacements ................................................. Employment, 1974 ................................................. Projected 1985 requirements ................................ Percent growth, 1974-85 ..................................... Average annual openings, 1974-85 .................... Growth .............................................................. Replacements .................................................. Available training data: Job Corps completions .................................. Apprenticeship completions ........................ 9,000 13,000 44.4 500 350 150 A 3- to 4-year apprenticeship including class room instruction is recom m ended, but many learn the trade on the job by working as plasterers’ helpers or laborers. High school graduates are preferred. Employment, 1974 .................................................. Projected 1985 requirements................................ Percent growth, 1974-85 ...................................... Average annual openings, 1974-85 .................... G row th.............................................................. Replacements .................................................. 295 A lthough many lathers acquire their skills in form ally on the job , apprenticeship is recom m ended. D epending on the local union, apprenticeship programs last 2, 3, or 4 years. A pprenticeship applicants usually are required to have a high school education or its equivalent. During the early 1970’s, apprenticeship com pletions num bered slightly m ore than 35 percent o f openings resulting from growth and deaths and retirements. L a th e r s . Employment, 1974 ................................................. Projected 1985 requirements................................ Percent growth, 1974-85 ..................................... Average annual openings, 1974-85 .................... G row th............................................................. Replacements ................................................. Job Corps completions ................................. Apprenticeship completions ........................ A 5-year apprenticeship including related cla ssro o m in stru ction is reco m m ended, but many learn the trade informally on the job. E m ployers prefer high school graduates. Som e skills may be acquired through vocational school courses. Som e localities require workers to pass a licensing e x amination. 25,000 25,000 0.0 200 0 200 Employment, 1974 ................................................. Projected 1985 requirements ................................ Percent growth, 1974-85 ..................................... Average annual openings ..................................... G row th............................................................. Replacements ................................................. 277 e n g in e e r s (c o n s tr u c tio n m a ch in ery operators). A 3-year apprenticeship program is the recom m ended training. High school graduates are pre ferred for th ese programs. M ost people, how ever, are trained inform ally on the job . 375,000 535,000 42.7 23,500 14,600 8,900 Available training data: Vocational education completions ............. Job Corps completions ................................. Apprenticeship completions......................... 400,000 610,000 51.4 27,000 18,800 8,200 7,174 127 x5,860 1 Includes sprinkler-fitters. A 3-year apprenticeship including related classroom instruction is recom m en ded for roofing work. The majority o f roofers, how ever, acquire their skills by working as helpers. R o o fers. Available training data: Job corps com pletions................................... Apprenticeship completions ........................ 187 182 P lu m b e r s a n d p ip e fitte r s . O p e r a tin g Employment, 1974 ................................................. Projected 1985 requirements................................ Percent growth, 1974-85 ..................................... Average annual openings, 1974-85 .................... G row th............................................................. Replacements ................................................. 26,000 25,000 -3 .8 450 —100 550 Available training data: Available training data: Apprenticeship completions: ....................... 605 1,037 P la s te r e r s . Available training data: Apprenticeship completions ........................ 470,000 525,000 10.8 18,100 4,700 13,400 Employment, 1974 ................................................. Projected 1985 requirements................................ 914 806 42 90,000 130,000 Percent grow th, 1974-85 .......................................... Average annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ....................................................... Growth.................................................. Replacements ........................................ 44.4 5,000 3,600 1,400 Available training data: Job Corps com pletions ...................................... A pprenticeship com pletions ........................... Available training data: A pprenticeship com pletions ........................... 129 2,464 387 S tru c tu ra l, o rn a m e n ta l, a n d re in fo rcin g iro n w o rk ers, rig g e rs, a n d m a ch in e m o v e rs. A 3-year apprenticeship S h e e t-m e ta l w o rk e rs. A 4-year apprenticeship program including classroom instruction is recom m ended for sheet-metal w orkers, but many people learn the trade informally on the job. A high school education is re quired for en try to ap prenticeship program s, and courses in m athem atics, m echanical drawing, and shop provide a helpful background for learning the trade. During the early 1970’s, the num ber of apprentice ship com pletions was greater than openings for sheetmetal w orkers in the construction industry, but m any individuals completing sheet-m etal training went into other industries. E m ploym ent, 1974 ........................................................ Projected 1985 requirem ents .................................... Percent grow th, 1974-85 .......................................... Average annual openings, 1974-85 ....................... 900 1,100 program including related classroom instruction is re com m ended for these jobs. A pplicants for apprentice ship generally m ust have a high school education. During the 1960’s and early 1970’s, apprenticeship com pletions num bered about 30 percent of openings resulting from grow th and deaths and retirem ents. E m ploym ent, 1974 ....................................................... Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ....................................................... 65,000 75,000 15.4 2,000 85,000 112,000 31.8 3,900 2,500 1,400 Available training data: A pprenticeship com pletions ........................... Occupations in Tra 1,615 portation Activities R eplacem ents ....................................................... Air tra n s p o rta tio n o c c u p a tio n s 1,800 Available training data: A ir tra ffic c o n tro lle rs. Trainees are selected through the A pprenticeship com pletions .................................... com petitive Federal Civil Service System . Applicants must have 3 years of progressively responsible work experience that dem onstrates their potential and/or a college degree. Successful applicants receive both onthe-job and formal training. It usually takes 2 to 3 years to becom e a fully qualified controller. E m ploym ent, 1974 ....................................................... Projected 1985 requirem ents .................................... Percent grow th, 1974-85 .......................................... Average annual openings, 1974-85 ...................... Growth ..................................................................... R eplacem ents ...................... 22,000 27,500 24.8 750 500 250 Available training data ............................................... — A irp la n e p ilo ts . All com m ercial pilots m ust be licensed by the Federal Aviation Adm inistration. Flying can be learned in m ilitary or civilian flying schools. Applicants hired by a scheduled airline usually start as flight en gineers, although they may begin as copilots. E m ploym ent, 1974 ........................................................ Projected 1985 req u ir e m e n ts.................................... Percent grow th, 1974—85 .......................................... Average annual openings, 1974-85 ...................... Growth ..................................................................... R eplacem ents ....................................................... V ocational education com pletions ............... red. M ost m echanics learn their jo b in the Arm ed Forces or in private trade schools certified by the F ed eral A viation A d m inistration (FAA). O thers learn through formal apprenticeship program s or on-the-job training. Some large airlines train apprentices in care fully planned 3- or 4-year program s which include both classroom instruction and w ork experience. M echanics who w ork on civilian aircraft usually m ust be licensed by the FAA. 79,000 101,000 28.7 2,800 2,100 700 A vailable training data: A irp la n e m e c h a n ic s. High school graduates are prefer E m ploym ent, 1974 ....................................................... Projected 1985 requirem ents .................................... Percent grow th, 1974-85 .......................................... Average annual openings, 1974-85 ...................... G r o w th ..................................................................... 19 1,016 F lig h t a tte n d a n ts . A pplicants m ust be high school graduates, and those who have 2 years of college, nurses’ training, or experience in dealing with the pub lic are preferred. M ost large airlines train their own flight attendants; those that do not operate schools gen erally send trainees to the school of another airline. E m ploym ent, 1974 ....................................................... Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... Average annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ....................................................... 130,000 145,000 12.1 3,200 1,400 Available training data 43 41,000 56,000 35.2 6,400 1,300 5,100 R e s e r v a tio n , tic k e t , a n d p a s s e n g e r a g e n ts . Airlines re R eplacem ents ....................................................... quire a high school education and usually prefer appli cants with some college training. A vailable training data .............................................. E m ploym ent, 1974 ....................................................... Projected 1985 req u ir e m e n ts.................................... P ercent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ Available training data .............................................. conductors on a seniority basis. To qualify, a perso n usually m ust have several y ears’ experience as a brake operator and pass exam inations covering signals, tim e tables, operating rules, and related subjects. - M e rc h a n t m a rin e o ffic e rs. C andidates m ust have at least 3 years of appropriate sea experience or be a graduate o f an approved training program . Training may be obtained at either the U .S. M erchant M arine A c a d e m y , o n e o f fiv e S ta te m e rc h a n t m a rin e academ ies, or in a trade union training program . Officer candidates also m ust pass a C oast G uard exam ination. Although there are no educational requirem ents, formal training usually is needed to pass the exam ination for an officer’s license. Available training data .............................................. 7,500 7,500 0.0 150 0 150 - — A vailable training data .............................................. 37,000 38,500 4.3 1,350 150 1,200 - S h o p tr a d e s . A pprenticeship training is the m ost com m on way of entering the railroad shop trades, although some w orkers learn on the job and are upgraded from jobs as helpers and laborers. A pplicants who have had shop training in high schools are preferred. E m ploym ent, 1974 ....................................................... Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual op en in gs, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ 20,000 17,150 - 1 4 .2 50 250 300 75,000 57,000 - 2 7 .0 —300 —1,900 1,600 A vailable training data ............................................... - S ig n a l d e p a r tm e n t w o rk e rs. N ew em ployees are as signed as helpers to experienced w orkers. A fter about 60 to 90 days of training, they may advance to assis tants; after another 2 to 4 years, qualified assistants m ay be prom oted to signal installers or m aintainers. Rail roads prefer applicants who are high school graduates. B ra k e o p e ra to r s . Em ployers prefer applicants with a high school education. O perators learn their skills on the job. It usually takes a year or so to learn the job thoroughly. A vailable training data ............................................... E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ....................................................... R ailro ad o c c u p a tio n s E m ploym ent, 1974 ........................................................ Projected 1985 requirem ents .................................... Percent grow th, 1974-85 .......................................... Average annual openin gs, 1974-85 ...................... Growth ..................................................................... 39,500 41,000 4 .6 1,250 150 1,100 usually filled by training and promoting engineer helpers according to seniority rules. A pplicants for h elp er jobs m ust be at least 21 years old; high school graduates are preferred. H elpers qualify for prom otion by proving their ability to operate locom otives and by passing a com prehensive exam on subjects such as m echanical and electrical equipm ent and operating rules and regu lations. vious sea experience in the C oast G uard or N avy is helpful. In addition, applicants m ust obtain m erchant m arine papers from the C oast Guard. M ost training program s are designed to upgrade experienced w ork ers, but the S eafarers’ International Union of N orth A m erica operates a school that trains inexperienced young people. Available training data ............................................... E m ploym ent, 1974 ....................................................... Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ L o c o m o tiv e e n g in e e rs. Openings in engineer jo b s are M e rc h a n t m a rin e s a ilo rs. Although not required, pre E m ploym ent, 1974 ....................................................... Prokected 1985 requirem ents .................................. Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ...................... Growth ..................................................................... R eplacem ents ........................................................ - C o n d u c to rs. Qualified brake operators are prom oted to 56,000 76,000 35.8 4,250 1,800 2,450 M e rc h a n t m a rin e o c c u p a tio n s E m ploym ent, 1974 ........................................................ Projected 1985 r eq u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ...................... G r o w th ..................................................................... R eplacem ents ........................................................ 1,100 E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual op en in gs, 1974-85 ...................... G r o w th ..................................................................... R eplacem ents ........................................................ 73,000 69,000 -5 .8 700 -4 0 0 Available training data 44 11,500 11,200 -2 .6 250 -5 0 300 S ta tio n a g e n ts . Station agents rise from the ranks of L o c a l tra n sit b u sd riv e rs. Generally, applicants m ust other railroad occupations. E xperienced telegraphers, telephoners, tow er operators, and clerks may advance to jobs as agents in small stations and may be prom oted to larger stations as they gain seniority. have a chauffeur’s license. N ew drivers usually are trained on the job. E m ploym ent, 1974 ....................................................... Projected 1985 req u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... Average annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ....................................................... Available training data .............................................. E m ploym ent, 1974 ....................................................... Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1 9 7 4 -8 5 .......................................... A verage annual openings, 1 9 7 4 -8 5 .................... G r o w th ..................................................................... R eplacem ents ....................................................... 7,600 3,700 - 5 1 .0 -2 0 0 -3 5 0 150 A vailable training data .............................................. the type of truck and nature of the business. In m ost States, how ever, applicants m ust have a chauffeur’s license. N ew drivers usually are trained on the job. workers receive on-the-job training that covers operat ing rules, train orders, and station operations. M ost railroads require trainees to pass exam inations on train operating rules and dem onstrate ability to use the eq u ip m en t b efo re th ey can q u alify . H igh school graduates are preferred. Available training data .............................................. E m ploym ent, 1974 ....................................................... Projected 1985 re q u ir e m e n ts.................................... Percent grow th, 1 9 7 4 -8 5 .......................................... A verage annual openings, 1 9 7 4 -8 5 G r o w th ..................................................................... R eplacem ents ....................................................... 11,000 6,600 - 3 9 .0 -1 5 0 -4 0 0 250 Job Corps com p letion s Available training data .............................................. - set by the U .S. D epartm ent of Transportation require that drivers m ust be at least 21 years old and pass written and physical examinations. Most States require a chauffeur’s license. Some trucking com panies have even higher standards. M any com panies specify height and weight lim itations for drivers and some hire only applicants who have several y ears’ experience driving trucks. In addition, they m ust pass an exam ination on the M otor C arrier Safety Regulations of the U .S. D e partm ent of T ransportation. D river training courses in high school or in a private driving school are good p rep aration. In te r c ity b u sd riv e rs. M inimum qualifications estab lished by the U .S. D epartm ent of Transportation re quire intercity bus drivers to be at least 21 years old, and pass w ritten and physical exam inations; bus com panies generally have even higher requirem ents. M ost prefer applicants who are at least 25 years old, and m any prefer those who have truck or bus driving experience. M ost companies conduct 2- to 6-week training programs for new em ployees. M ost States require busdrivers to have a chauffeur’s license. E m ploym ent, 1974 ....................................................... Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1 9 7 4 -8 5 .......................................... A verage annual openings, 1 9 7 4 -8 5 ..................... Growth ..................................................................... R eplacem ents ........................................................ 540,000 585,000 8.1 12,000 4,000 8,000 A vailable training data ............................................... ~ P a r k in g a tte n d a n ts . E m ployers prefer high school graduates. A pplicants m ust have a valid driver’s license and be able to drive all types of cars. The ability to keep records of claim tickets, com pute parking charges, and m ake change also is im portant. Some em ployers offer training program s that review proper driving tech niques and outline com pany policy on recordkeeping procedures and dam age claims. 25,000 26,000 3.9 850 100 750 E m ploym ent, 1974 ....................................................... Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1 9 7 4 -8 5 .......................................... A verage annual openings, 1 9 7 4 -8 5 ..................... Available training data x115 L o n g -d is ta n c e tru c k d riv e rs. M inimum qualifications Driving o c c u p a tio n s E m ploym ent, 1974 ....................................................... Projected 1985 req u ir e m e n ts.................................... Percent grow th, 1 9 7 4 -8 5 .......................................... A verage annual openings, 1 9 7 4 -8 5 ....................... G r o w th ..................................................................... R eplacem ents ....................................................... .................................... 1 M ay include long-distance drivers. T rack w o rk ers (ra ilro a d ). M ost learn their skills through on-the-job training that lasts about 2 years. Applicants should be able to read, write, and perform heavy work. 57,000 55,000 - 2 .9 1,050 -1 5 0 1,200 1,600,000 1,760,000 8.5 38,500 12,500 26,000 A vailable training data: - E m ploym ent, 1974 ....................................................... Projected 1985 req u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ....................................................... - L o c a l tru c k d riv e rs. Qualifications vary depending on - T e le g ra p h e rs, te le p h o n e rs, a n d to w e r o p e ra to rs. New E m ploym ent, 1984 ....................................................... Projected 1985 req u irem en ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ...................... G r o w th ..................................................................... R eplacem ents ....................................................... 71,000 78,500 10.4 2,900 700 2,200 45 42,000 45,000 7.0 1,800 Growth.................................................. Replacements ........................................ 300 1,500 A vailable training data ............................................... the location of streets. A large num ber of com panies only hire applicants who are at least 21; some require drivers to be 25 years of age. - E m ploym ent, 1974 ....................................................... Projected 1985 requirem ents .................................... Percent grow th, 1 9 7 4 -8 5 .......................................... A verage annual openings, 1 9 7 4 -8 5 ..................... G r o w th ..................................................................... R eplacem ents ........................................................ T a x ica b d riv e rs. In m ost cities taxi drivers m ust have a State-issued chauffeur’s license, as well as a special o p erato r’s license issued by the local police, safety d ep artm en t, or Public U tilities C om m ission. Some com panies teach the applicant taxicab regulations and 92,000 89,000 - 3 .7 2,450 -3 0 0 2,750 A vailable training data Scientific and Technical Occupations C o n s e rv a tio n o c c u p a tio n s E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1 9 7 4 -8 5 .......................................... A verage annual op en in gs, 1 9 7 4 -8 5 ..................... Growth ..................................................................... R eplacem ents ........................................................ F o r e s te r s . A bachelor’s degree with a m ajor in forestry generally is required to becom e a forester. Teaching and research generally require advanced degrees. It is anticipated that an average of about 950 new entrants will be required annually over the 1974-85 period to m eet projected requirem ents. Follow up data on college graduates indicate that m ore than two-thirds of those obtaining bachelor’s degrees in forestry have sought to enter the field. If this proportion were to seek em ploym ent in forestry in the future, 1,300 bachelor’s degrees w ould have to be granted annually over the 1974-85 period to m eet projected requirem ents. Projec tions of the N ational C enter for E ducation Statistics indicate an average of alm ost 2,500 bachelor’s degrees in forestry annually over this period. Thus, unless the num ber of degrees granted in forestry is low er than the num ber p ro jected , a higher p ro p o rtio n of fo restry graduates may have em ploym ent in other fields than in the past. E m ploym ent, 1974 ........................................................ Projected 1985 requirem ents ...... Percent grow th, 1 9 7 4 -8 5 .......................................... A verage annual openings, 1974—85 ..................... Growth ..................................................................... R eplacem ents ........................................................ A vailable training data: Job Corps com p letion s .................................... Junior college graduates ................................... 1 9 7 3 -7 4 B achelor’s degrees . M aster’s degrees .... D octor’s degrees .... 2,337 408 35 range m anagem ent, range conservation, or a closely related field usually is required to becom e a range m an ager. An advanced degree is generally necessary for research and teaching positions. M any college students obtain valuable experience through sum m er jo b s with Federal G overnm ent agencies such as the F orest Ser vice or B ureau of L and M anagem ent. E m ploym ent, 1974 ........................................................ Projected 1985 requirem ents .................................... Percent grow th 1974—85 ............................................ A verage annual openings, 1 9 7 4 -8 5 ..................... Growth ........... R eplacem ents ........................................................ 24,000 29,000 20.5 950 450 500 2,500 3,850 53.9 150 100 50 A vailable training data: D egrees in range m anagem ent: B ach elor’s degrees .................................. M aster’s degrees .............. D o cto r’s degrees ............ P ro je c te d 1 9 7 4 -8 5 (annual a vera g e) 163 43 19 E n g in e e rs 2,480 462 89 A b a c h e lo r’s degree in engineering generally is required for m ost entry positions. College graduates trained in one of the physical sciences or m athem atics also may qualify for some jobs. Experienced techni cians with some engineering education may advance to engineering jobs. G raduate training is em phasized for an increasing num ber of jobs; it is essential for college and university teaching and for some research posi tions, and is desirable for advancem ent in m any areas. All 50 S tates and the D istrict of Colum bia require licensing for engineers w hose w ork may affect life, F o r e s tr y te c h n ic ia n s. C om pletion of specialized 1- or 2-year p o stseco n d ary school curriculum s, govern m e n t s p o n s o re d tra in in g p ro g ra m s , o r e x p e ri ence in forest w ork such as planting trees or fighting fires generally is required for beginning technician jobs. P ostsecondary training can be obtained in technical institutes, ju nior or com m unity colleges, and some uni versities. 216 1,980 R a n g e m a n a g e rs. A bachelor’s degree with a m ajor in A vailable training data: D eg rees in fo r e str y 10,500 13,800 32.1 500 300 200 46 health, or property, or who offer their services to the public. New graduates with engineering m ajors are the pri mary source of engineers. Lim ited data on past patterns of entry into the occupation indicate large num bers also have entered from other sources: w orkers who shift occupations (including workers who are upgraded); per sons not in the labor force (including those in the Armed Forces); im migrants; and college graduates with majors in fields other than engineering.15 However, pat terns of entry from these other sources are affected, to some extent, by the availability of engineering graduates. If the same proportion of openings as during the 1960’s were to be filled from these o ther sources, an estim ated 32.000 other entrants could be expected annually over the 1974-85 period. U nder these assum ptions, about 41.000 new engineering graduates would have to enter the field annually to m eet projected requirem ents. Followup studies of new college graduates indicate that about 85 percent of bachelor’s degree recipients in engineering eventually enter the profession. Therefore, about 48,000 engineering graduates would be needed an n u ally to o b tain th is re q u ire d n u m b er o f new entrants. Projections of the N ational C enter for E ducation S tatistics, how ever, indicate an average of alm ost 57.000 bachelor’s degrees in engineering annually over this period. T herefore, to the extent that em ployers prefer to hire new engineering graduates, requirem ents for engineers could be m et with less reliance on other entrants than in the past. Em ploym ent, 1974 ........................................................ Projected 1985 requirem ents .................................... Percent grow th, 1 9 7 4 -8 5 .......................................... Average annual openings, 1 9 7 4 -8 5 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ E n v iro n m en tal s c ie n tis ts G e o lo g is ts . A bachelor’s degree in geology or a related field is adequate training for m any entry jobs. An ad vanced degree is helpful for prom otion in m ost types of w ork and is necessary for college teaching and some research positions. N ew college graduates with a m ajor in geology are the m ajor source of supply. H ow ever, limited data on past patterns of entry into the occupation indicate that a significant num ber of w orkers have entered geology from other sources: new college graduates not majoring in geology, im m igrants, persons not in the labor force, and persons employed in other occupations.16 Although many factors affect the num ber of other entrants, in cluding the availability of geology graduates, significant num bers probably will continue to enter. If past p at terns of entry from these other sources continue, it is expected that about 900 new geology graduates would need to enter the occupation each year to m eet pro jected requirem ents. Followup data on college grad uates indicate that in the past, less than one-third of those who received bachelor’s degrees in geology, in cluding those who did graduate study in geology, actu ally entered the field. (Many of those not entering the field becam e high school teachers, or entered other occupations.) If this entry rate were to continue, an average of about 2,800 bachelor’s degree graduates in geology would be needed annually to m eet projected requirem ents. Projections of the N C ES indicate an av erage of about 4,000 bachelor’s degrees annually in geology. 1,100,000 1,500,000 32.8 73,000 33,500 x39,600 E m ploym ent, 1974 ............. Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1 9 7 4 -8 5 .......................................... A verage annual openings, 1 9 7 4 -8 5 ........................ G r o w th ..................................................................... R eplacem ents ....................................................... A vailable training data: D eg rees in en g in eerin g 2 197 3 —74 B achelor’s degrees . M aster’s degrees .... D octor’s degrees .... 50,693 15,385 3,312 P ro je c te d 1 9 7 4 -8 5 (annual a vera g e) A vailable training data: D e g re e s in g e o lo g y 56,714 17,128 2,827 73—74 B ach elor’s degrees M aster’s degrees .... D o cto r’s degrees .... in c lu d e s an estim ated 20,600 replacem ents for th ose w ho transfer to other occupations, in c lu d e s engineering tech n ology. 15 Data on past patterns of entry are available from Two Years After the College D egree-W ork and Further Study Patterns (National Science Foundation, 1963), and thePostcensal 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, Resources, and Training Needs, Bulletin 1512 (Bureau of Labor Statistics, 1966). The Bureau currently is developing more recent entry rates. The National Science Founda tion has published data on scientists and engineers from abroad, based on special tabulations prepared by the Immigration and Naturalization Service of the Department of Justice. 23,000 32,000 39.4 1,900 800 1 1,100 47 3,151 870 258 P ro je c te d 1 9 7 4 -8 5 (annual a vera g e) 4,054 866 302 1 Includes an estim ated 600 replacem ents for th ose w ho transfer to other occupations. G e o p h y s ic is ts . A bachelor’s degree in geophysics or a geophysical specialty, or a bachelor’s degree in a re lated field of science or engineering with courses in geophysics, physics, geology, m athem atics, chem istry, and engineering is generally the m inimum requirem ent 16 See footnote 15. for em ploym ent as a geophysicist. G raduate training is usually necessary for research, college and university teaching, and for supervisory positions in exploration activities. E m ploym ent, 1974 ........................................................ P rojected 1985 r eq u ir e m e n ts.................................... P ercent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ Life s c ie n c e o c c u p a tio n s L ife s c ie n tis ts . A bachelor’s degree is adequate p rep aration for some jobs. H ow ever, m any positions re quire graduate training; a Ph.D usually is required for college teaching and for senior research positions. A professional health degree is necessary for some jo b s in medical research. N ew graduates with a m ajor in one of the life sciences are the prim ary source o f supply of life scientists. H ow ever, limited data on patterns of entry into the occupa tion indicate that a significant num ber of w orkers have entered from other sources: im migration, reentran ts to the labor force; graduates with m ajors other than in the life sciences; and w orkers who transfer from other o c cupations. A lthough m any factors, including the rela tive availability of life science graduates, affect the num ber of other entrants, significant num bers probably will continue to enter the occupation. If past pattern s of entry from these sources continue, it is expected th at about 9,200 life science graduates would need to enter each year to m eet projected requirem ents. L ess than one-third of those w ho received bachelor’s degrees in the life sciences in the p ast, including those who did graduate study in the life sciences, actually entered the field. (M any have becom e secondary school teachers and laboratory technicians or gone to m edical, dental, and veterinary schools; som e with degrees in agri culture have becom e farm ers and ranchers.) If this entry rate w ere to continue, an average of 32,200 bachelor’s degree graduates in the life sciences would be needed annually to m eet projected requirem ents. Projections of the N C E S indicate an average of about 68,000 bachelor’s degrees annually in the life sciences over this period. T herefore, unless the num ber o f de grees granted in the life sciences is low er than the num ber projected, a higher proportion of graduates may have to seek em ploym ent in other fields than in the past. 8,200 11,400 39.4 650 300 *350 A vailable training data: D egrees in geop h y sics and seism ology: B ach elor’s degrees .................................... M aster’s degrees ......................................... D o cto r’s degrees ......................................... 84 56 47 1 Includes an estim ated 200 replacem ents for th ose w ho transfer to other occupations. M e te o r o lo g is ts . A bachelor’s degree in m eteorology or in a related science—usually physics, m athem atics, or engineering with courses in m eteorology— is generally the minimum education required to becom e a m eteo rologist. An advanced degree is necessary for some positions, particularly in research and in college and university teaching. E m ploym ent, 1974 ........................................................ Projected 1985 req u ir e m e n ts.................................... P ercent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ 5,000 6,900 23.3 200 100 100 A vailable training data: D egrees in atm ospheric scien ces and m eteorology: B ach elor’s degrees .................................... M aster’s degrees ......................................... D o cto r’s degrees ......................................... 294 195 54 E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... P ercent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ O c e a n o g ra p h e rs. An advanced degree, preferably a Ph.D . in oceanography, one of the natural sciences, or e n g in e e rin g g e n e ra lly is re q u ire d to b e c o m e an oceanographer. A bachelor’s degree is sufficient for beginning jo b s as research or laboratory assistant in oceanography. E m ploym ent, 1974 ........................................................ P rojected 1985 requirem ents ..................................... P ercent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ A vailable training data: 2,500 3,100 22.5 100 50 50 D e g re e s in b io lo g ic a l scien ces a n d in agricu ltu ral a n d natural reso u rces A vailable training data: B ach elor’s degrees . M aster’s degrees .... D o cto r’s degrees .... D egrees in oceanography: B achelor’s degrees ......................................... M aster’s degrees ............................................. D octor’s degrees ............................................. 190,000 245,000 29.0 16,400 5,400 1 11,00 237 199 70 1 9 7 3-74 P ro je c te d 1 974-85 (annual averaQ e) 65,159 9,520 4,370 68,427 10,665 4,765 1 Includes an estim ated 5,700 replacem ents for th ose w ho transfer to other occu p ation s. 48 M a th e m a tic s o c c u p a tio n s A vailable training data: D egrees in statistics: M a th e m a tic ia n s . F or the m ajority of positions, at least a m aster’s degree in m athem atics generally is required; a Ph.D. generally is required for teaching in colleges and u n iv ersities. H o w ev er, fo r som e po sitio n s, a bachelor’s degree is adequate. It is anticipated that an average of about 1,550 new entrants will be needed annually over the 1974-85 period to m eet projected requirem ents. Projections of the N C ES indicate an annual average of about 800 d o c to ra te s and a b o u t 4,200 m a s te r’s d eg rees in m athem atics over the period. Lim ited followup d ata on college graduates indicate that in the past, alm ost all doctorate holders and about a third of m aster’s degree holders entered the field. (Many m aster’s degree hold ers not entering the field have becom e high school teachers or entered com puter-related occupations.) Limited d ata on past patterns of entry into the occupa tion indicate that some w orkers also entered from other sources: transfers from other occupations, reentrants into the labor force, im m igrants, and new college graduates not majoring in m athem atics.17 Data, however, are not sufficient to estim ate future entrants from these sources. N e v e rth e le ss, it ap p e ars likely th a t u n less the num ber of advanced degrees granted in m athem atics is lower than the num ber projected, a higher proportion of m athem atics graduates may have to seek em ploym ent in other fields than in the past. E m ploym ent, 1974 ........................................................ Projected 1985 requirem ents .................................... Percent grow th, 1974-85 .......................................... Average annual openings, 1974-85 ....................... Growth ..................................................................... R eplacem ents ........................................................ B ach elor’s degrees .................................... M aster’s degrees ........................................ D o cto r’s degrees ........................................ P h y sic a l s c ie n tis ts A s tr o n o m e r s . A Ph.D. degree in astronom y usually is required for jobs as astronom ers. Persons with less education may qualify for some jobs, but their ad vancem ent opportunities are limited. E m ploym ent, 1974 ....................................................... Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings .......................................... G r o w th ..................................................................... R eplacem ents ....................................................... 1 9 7 3-74 B achelor’s degrees . M aster’s degrees .... D o cto r’s degrees .... 21,813 4,840 1,031 D egrees in astronom y: B ach elor’s degrees .................................... M aster’s degrees .................................................. D o cto r’s degrees .................................................. th e m inim um re q u ire m e n t fo r e n try p o sitio n s in analysis and testing, quality control, technical service and sales, or jobs as assistants to senior chem ists in research and developm ent laboratories. G raduate train ing is essential for many positions, and is helpful for advancem ent in all types of work. A Ph.D . degree gen erally is required for teaching in colleges and univer sities. The m ajor source of supply of chem ists is from new graduates m ajoring in chem istry. H ow ever, limited data on past patterns of entry into the occupation indi cate that a significant num ber of w orkers have entered chem istry from other sources: immigration; persons reentering the labor force; graduates who did not m ajor in chem istry; and persons entering from other occupa tio n s.18 Although m any factors affect the num ber of other entrants, including the availability of chem istry graduates, significant num bers probably still will con tinue to enter the occupation. If past entry patterns continue, about 4,600 entrants could be expected from these other sources. Therefore it is expected that about 5,300 chem istry graduates would need to enter each year to m eet projected re quirem ents. Followup data on college graduates indi cate that in the past few er than half of those who re ceived bachelor’s degrees in chem istry, including those who did graduate study in chem istry, actually entered the field. (Many of those not entering chem istry have gone on to m edical, dental or veterinary schools, or becom e secondary school teachers.) If this entry rate P ro je c te d 1974-85 (annual a vera g e) 19,205 4,154 769 S ta tis tic ia n s . A b a c h e lo r’s degree in statistics or m athem atics generally is required to becom e a statis tician. F or some jo bs, how ever, a bachelor’s degree in econom ics or another applied field and a m inor in statis tics is preferable. An advanced degree is required for some positions, particularly college teaching. 24,000 31,000 32.6 1,450 650 800 18 See footnote 15, p. 47. 17 See footnote 15„, p. 47. 152 C h e m ists. A bachelor’s degree in chem istry is usually 40,000 46,100 16.5 1,550 600 950 Em ploym ent, 1974 ....................................................... Projected 1985 requirem ents .................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ...................... G r o w th ..................................................................... R eplacem ents ........................................................ 2,000 2,080 4.0 30 10 20 Available training data: Available training data: D eg rees in m a th em a tics 257 453 147 49 82 77 continues, an average of about 10,900 bachelor’s degree graduates in chem istry would be needed annually over the 1974-85 period to m eet projected requirem ents. Projections of the N C ES indicated an average of about 10,100 bachelor’s degrees annually in chem istry over this period. E m ploym ent, 1974 ........................................................ Projected 1985 req u ir e m e n ts.................................... Percent grow th, 1974-85 ...................................... Average annual openin gs, 1974-85 ......................... G r o w th ..................................................................... R eplacem ents ........................................................ Projected 1985 requirem ents .................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... A vailable training data: D e g re e s in p h y sic s 135,000 173,000 28.6 10,000 3,500 ^ ,5 0 0 1 973-74 B ach elor’s degrees . M aster’s d egrees .... D o cto r’s d egrees .... D eg rees in ch em istry 19 7 3 -7 4 P ro je c te d 1974-85 (annual avera g e) 3,936 1,645 1,100 3,625 1,514 794 10,517 2,095 1,760 10,064 2,076 1,507 O th er sc ie n tific a n d te c h n ic a l o c c u p a tio n s B r o a d c a s t te c h n ic ia n s . T echnicians m ust ob tain a R adio-Telephone F irst Class O perator license from the F ederal Com m unications Com m ission. To obtain the license, applicants m ust pass a series of w ritten tests covering subjects such as the construction and o p era tion of transm ission and receiving equipm ent. C ourses in m athem atics, science, and electronics and special courses designed to prepare students for the F C C ’s license test are good preparation. Technical school or college education is an advantage for those wanting to advance to supervisory positions or to m ore specialized jobs in large stations and in the netw orks. 1 Includes an estim ated 3,600 replacem ents for those w ho transfer to other occup ation s. P h y s ic is ts . G raduate training in physics or a related field is necessary for m ost jobs; a doctorate is usually required for teaching in colleges and universities and for senior research positions. F or som e jo b s, how ever, a bachelor’s degree is adequate. College graduates with a m ajor in physics are the prim ary source of supply of new physicists. H ow ever, limited data on past patterns of entry into the occupa tion indicate that a significant num ber of w orkers also have entered physics from other sources: immigration; college graduates with nonphysics m ajors; persons re entering the labor force; and persons entering from other occu p atio n s.19 A lthough m any factors, including the availability o f physics graduates, affect the num ber of other entrants, significant num bers probably will continue to enter the occupation. If past entry patterns continue, about 1,400 entrants could be expected from these sources. Thus, it is ex pected that about 1,600 physics graduates would need to enter each year to m eet projected requirem ents. F ol lowup data on college graduates indicate that in the past few er than half of those who received bachelor’s de grees in physics, including those who did graduate study in physics, actually entered the field. (M any of those not becom ing physicists entered high school teaching, com puter-related occupations, and engineer ing.) If this entry rate w ere to continue, about 3,300 b a c h e lo r’s d eg ree g ra d u ates in ph y sics w ould be needed annually to m eet projected requirem ents. * Projections of the N C ES indicate an average of about 3,600 bachelor’s degrees annually over this period. E m ploym ent, 1974 ....................................................... E m ploym ent, 1974 .............................................. Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ....................................................... 22,000 26,000 18.2 1,350 350 1,000 A vailable training data .............................................. — D r a fte r s . Post-high school drafting training in technical institutes, junior and com m unity colleges, extension divisions of universities, and vocational and technical high schools generally provides adequate training for beginning drafters. N ecessary skills also m ay be ob tained on the job, com bined with part-tim e schooling or through 3- or 4-year apprenticeship program s. E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... Average annual op en in gs, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ 313,000 444,000 41.7 17,300 12,000 5,300 * Available training data: Job Corps com p letion s ...................................... V ocational education com p letion s ............... A pprenticeship com p letion s ........................... 48,000 65 30,151 324 E n g in e e rin g a n d s c ie n c e te c h n ic ia n s. Persons can qual ify as engineering and science technicians through m any com binations of education and w ork experience. See footnote 15, p. 47. P ro je c te d 1 9 7 4 -85 (annual a v era g e) 1 Includes an estim ated 1,300 replacem ents for th o se w ho transfer to other occu p ation s. A vailable training data: B achelor’s degrees . M aster’s degrees .... D o cto r’s degrees .... 59,400 25.0 3,000 11,900 50 Post-high school technical training consists of 1 to 4 years o f full-time study at a technical training institute, junior and com m unity college, extension division of a college and university, or vocational-technical high school. Training also may be acquired on the jo b or through part-tim e courses in postsecondary schools or in correspondence schools. Qualifications also can be obtained through experience in technical jobs in the Arm ed Forces. A pprenticeship com pletions ........................... Junior co llege graduates ................................... *138 39,024 1 E lectronics technicians. S u r v e y o rs. A com bination of postsecondary school courses in surveying and extensive on-the-job training is the m ost com m on m ethod of entry. Junior colleges, technical institutes, and vocational schools offer 1-, 2-, and 3-year program s in surveying. All 50 States require licensing or registration of those land surveyors respon sible for locating and describing land boundaries. E m ploym ent, 1974 ........................................................ Projected 1985 r eq u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... Average annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ....................................................... 560,000 794,000 41.4 32,000 21,000 11,000 E m ploym ent, 1974 ....................................................... Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings .......................................... G r o w th ..................................................................... R eplacem ents ....................................................... 55,000 86,600 592 3,600 2,700 900 Available training data: V ocational education com pletions ............... 42,408 Available training data: Junior college graduates ................................... 2,203 Mechanics and Repairers Telephone craft occupations E m ploym ent, 1974 ....................................................... Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ...................... G r o w th ..................................................................... R eplacem ents ........................................................ C e n tra l o ffic e c ra ft o c c u p a tio n s . Trainee jobs are filled by em ployees already with the com pany such as tele phone operators, and occasionally by w orkers from outside the com pany. Although no formal education is required, a basic knowledge of electricity and elec tronics and/or telephone training in the Arm ed Forces is helpful. N ew craftw orkers receive classroom instruc tion and on-the-job training. E m ploym ent, 1974 ....................................................... Projected 1985 req u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ....................................................... Available training data .............................................. Available training data .............................................. T e le p h o n e 110,000 130,000 18.2 2,900 1,800 1,100 - and Available training data .............................................. r e p a ir e r s . 115,000 130,000 12.1 2,400 1,300 1,100 - Other mechanics and repairers 30,000 36,000 18.0 800 500 300 A ir -c o n d itio n in g , r e f r ig e r a tio n , a n d h e a tin g m e c h a n ic s. M ost m echanics start as helpers and learn their skills on the job. Em ployers prefer high school graduates who have studied m athem atics, physics, electronics, and blueprint reading. M any high schools and vocational schools offer courses to prepare stu dents for entry jobs. - L in e in sta lle rs a n d c a b le sp lic e r s . Com panies hire in experienced w orkers as trainees. Knowledge of the basic principles of electricity and/or telephone training in the A rm ed Forces is helpful. Applicants usually m ust pass physical exam s because som e line and cable work is strenuous. Training includes classroom and on-thejo b instruction. in s ta lle r s E m ploym ent, 1974 ....................................................... Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... Average annual openings, 1974-85 ....................... Growth ..................................................................... R eplacem ents ........................................................ ceive on-the-job training and classroom instruction. It takes several years to becom e a skilled installer. A vailable training data ............................................... PBX - Applicants are selected from telephone com pany em ployees and inexperienced people from outside the com pany who have passed an aptitude test. Training includes both on-the-job and classroom instruction. C e n tra l o ffic e e q u ip m e n t in sta lle rs. N ew w orkers re E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ...................... G r o w th ..................................................................... R eplacem ents ........................................................ and 55,000 53,500 - 3 .6 150 -2 0 0 350 E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings .......................................... G r o w th ..................................................................... R eplacem ents ....................................................... 51 200,000 285,000 33.6 10,900 7,000 3,900 Available training data: Job Corps com pletions ...................................... V ocational education com pletions ............... A pprenticeship com pletions ........................... B o a t m o to r m e c h a n ic s. G enerally, 2 to 3 years of on- the-job training are necessary to becom e skilled in re pairing both outboard and inboard gasoline m otors. A high school diplom a is preferred but not required. C ourses in small engine repair, auto m echanics, and m achine shop are helpful. 240 13,215 279 A p p lia n c e re p a ire rs. These w orkers usually start as helpers and are trained on the job. High school courses in electricity, electronics, shop m ath, and blueprint reading provide a good background for appliance repair work. Form al training in appliance repair and related subjects is available from som e vocational schools, technical schools, and com m unity colleges. E m ploym ent, 1974 ........................................................ Projected 1985 req u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings .......................................... G r o w th ..................................................................... R eplacem ents ........................................................ E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings .......................................... Growth ..................................................................... R eplacem ents ........................................................ A vailable training data .............................................. 135,000 170,000 24.1 5,600 3,000 2,600 their skills at schools m aintained by bowling-m achine m anufacturers or on the job. A fter attending factory schools, trainees need several m onths of on-the-job ex p erien ce. E m ployers p refer to hire high school graduates. 4,877 108 E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ A u to m o b ile b o d y re p a ire rs. G enerally, 3 to 4 years of on-the-job training are necessary to becom e fully qual ified. M ost training authorities recom m end the com ple 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 jo b , m ost em ployers consider this an asset. Employment, 1974 ................................................. Projected 1985 requirements ............................... Percent growth, 1974-85 .................................... Average annual openings, 1974-85 .................... G row th............................................................ Replacements ....'............................................ A vailable training data ............................................... 765 17,310 307 E m ploym ent, 1974 ........................................................ Projected 1985 requirem ents .................................... Percent change, 1974-85 .......................................... A verage annual op en in gs, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ learn the trade through 3 to 4 years of on-the-job experi ence. A dditional time may be needed to learn a difficult specialty such as autom atic transm ission repair. T rain ing authorities usually recom m end com pletion of a 3- or 4-year apprenticeship program as the best way to learn the trade. Auto m echanic training in the Arm ed Forces and courses offered at high schools, vocational schools, or private trade schools are helpful. 65,000 97,000 49.8 3,100 2,900 200 A vailable training data: Job Corps com pletions ...................................... V ocational education com pletions ............... A pprenticeship c o m p le tio n s............................. 60 x988 *387 1 M ay include som e com puter service technicians. C o m p u te r se r v ic e te c h n ic ia n s. Em ployers usually re 735.000 875.000 19.3 24,400 12,900 11,500 quire applicants to have 1 to 2 years of post-high school training in basic electronics or electrical engineering from a com puter school, a technical institute, a ju n io r college, or a college. E lectronics training in the A rm ed Forces is also excellent preparation for trainees. Available training data: Job Corps completions ................................ Vocational education completions ............ Apprenticeship com pletions........................ - through on-the-job training following instruction in m an u fa ctu rers’ training schools. E m ployers desire applicants who are at least high school graduates, and like to hire veterans who have had electronics training in the A rm ed Forces. Trainees usually need 1 to 3 years of on-the-job training following a formal training p ro gram before they are considered fully qualified. A u to m o b il e m e c h a n ic s . M ost autom obile m echanics Employment, 1974 ................................................. Projected 1985 requirements............................... Percent growth, 1974-85 ..................................... Average annual openings, 1974-85 ................... G row th............................................................ Replacements ................................................ 5,000 5,600 7.7 150 50 100 B u sin e ss m a c h in e re p a ire rs. M ost acquire their skills 145.000 176.000 21.4 4,700 2,800 1,900 Available training data: Job Corps completions ................................ Vocational education completions ............ Apprenticeship com pletions........................ - B o w lin g -p in -m a c h in e m e c h a n ic s . M echanics learn Available training data: V ocational education com pletions ............... Job Corps com pletions ...................................... 11,000 14,000 29.0 550 300 250 E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ...................... 1,962 76,280 1,330 52 50,000 93,000 86.0 4,300 Growth ..................................................................... R eplacem ents ........................................................ 3,900 400 Available training data: Junior college com pletions .............................. 226 formal apprenticeship program s consisting of on-thejob training and related classroom instruction. E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... Average annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ D ie se l m e c h a n ic s. G enerally, m echanics need 3 to 4 years of on-the-job training or formal apprenticeship to become fully qualified. Em ployers prefer to hire high school graduates. Trade and technical school courses in diesel engine m aintenance and experience in repairing gasoline engines are helpful. E m ploym ent, 1974 ........................................................ Projected 1985 req u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... Average annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ....................................................... 95,000 125,000 29.5 3,400 1,700 1,700 Available training data: Job Corps com pletions ...................................... V ocational education com pletions ............... 93 4,308 Available training data: Job Corps c o m p le tio n s...................................... A pprenticeship com pletions ........................... or through formal apprenticeship program s. A ppren ticeships generally last 4 years and com bine classroom instruction with work experience. Some repairers train for instrum ent w ork in technical institutes or junior colleges. These schools offer program s that usually last 2 years and em phasize basic engineering courses, sci en c e, and m ath em atics. A rm ed F o rc e s tech n ic al schools also offer training. Trainees or apprentices gen erally m ust be high school graduates. the job. Some repairers qualify through 4-year elec tricians’ apprenticeship program s. Em ployers prefer to hire high school graduates. M any cities require repair ers to pass a com prehensive exam ination in electrical theory and its application to receive a license. Available training data .............................................. 9,000 12,000 29.4 450 250 200 - Available training data .............................................. — E m ploym ent, 1974 ............. Projected 1985 requirem ents .................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ...................... Growth ..................................................................... R eplacem ents ........................................................ 18,000 18,600 2.8 750 50 700 A vailable training data ............................................... — L o c k sm ith s. A bout 4 years of on-the-job training are 60,000 75,000 25.0 2,700 1,300 1,400 needed to qualify as a locksm ith. A dditional training is needed to service electronic security system s. High school graduates are preferred. Some cities require locksm iths to be licensed. E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ...................... G r o w th ..................................................................... R eplacem ents ........................................................ 49 *27,822 1 In c lu d e s o th er o c c u p a tio n s r e la te d to agricu ltu ra l machinery. Available training data .............................................. In d u stria l m a c h in e ry re p a ire rs. M ost w orkers who be 9,000 11,000 27.3 400 200 200 - M a in te n a n c e e le c tr ic ia n s . A high school education come industrial m achinery repairers begin as helpers and acquire their skills through several y ea rs’ experi ence on the job. O thers learn their trade through 4-year 110,000 154,000 40.0 6,600 4,000 2,600 trade either by serving a 3 to 4 year formal apprentice ship or through inform al on-the-job training while w ork ing for an experienced jew eler. Some technical schools offer courses in jew elry repair. mechanics begin as helpers and learn skills on the job. Em ployers prefer high school graduates who have a farm background. Generally, at least 3 years of on-thejob training are necessary before a person can becom e a qualified m echanic. Some m echanics qualify by com pleting a 3- to 4-year ap p ren ticesh ip program , or through a vocational education program . Available training data: Job Corps com pletions ...................................... Vocational education com pletions ............... E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... Growth ............................ ........................................ R eplacem ents ........................................................ J e w e le r s . These w orkers generally learn the jew elry F a rm e q u ip m e n t m e c h a n ic s. M ost farm equipm ent E m ploym ent, 1974 ........................................................ Projected 1985 requirem ents .................................... Percent grow th, 1974-85 .......................................... Average annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ 68 721 In stru m e n t re p a ire rs. M ost learn their trade on the jo b E le c tric sign re p a ire rs. M ost repairers are trained on Em ploym ent, 1974 ........................................................ Projected 1985 req u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... Average annual openings, 1974-85 ....................... Growth ..................................................................... R eplacem ents ........................................................ 500,000 840,000 65.8 42,500 30,500 12,000 usually is required for electrician jo b s. The skills o f the trade are learned on the jo b or through formal appren 53 ticeship program s. A pprenticeships usually last 4 years a n d co m b in e o n -th e -jo b tra in in g w ith c la ssro o m instruction in related technical subjects. It may take m ore than 4 years to learn the trade informally on the job. M any cities and counties require electricians to pass a com prehensive exam ination and get a license. E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openin gs, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ A vailable training data: Job Corps com p letion s ...................................... A pprenticeship com p letion s ........................... 280,000 370,000 32.1 13,800 8,200 5,600 m echanics learn their skills on the job. A formal 4-year apprenticeship is the recom m ended way to learn these trades. A pprentices typically have about 8,000 hours of shop training and at least 576 hours of related classroom instruction. High school or vocational school courses in autom obile repair and m athem atics provide a helpful background. F or som e jobs that require driving, the m echanic m ust have a State chauffeur’s license and m eet qualifications for drivers established by the U .S. D epartm ent of T ransportation. 811 0) 1 S ee construction electricians. P ia n o a n d o rg a n tu n ers a n d re p a ire rs. Trainees gener ally learn the trade on the job. It usually takes 3 to 4 years to becom e qualified in one o f these fields, al though piano tuning alone may be learned in less than 2 years. E lectronic organ technician applicants usually need form al training in electronics available from tech nical schools, ju n io r colleges, and som e technicalvocational high schools. E m ploym ent, 1974 ........................................................ Projected 1985 r eq u ir e m e n ts.................................... P ercent grow th, 1974-85 .......................................... A verage annual openings 1974-85 .......................... G r o w th ..................................................................... R eplacem ents ........................................................ A vailable training data ............................................... E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ A vailable training data ............................................... 8,000 8,000 0.0 350 0 350 - on-the-job training in large shoe repair shops. It usually takes about 2 years to becom e fully qualified. Some repairers learn the trade in vocational schools and a few en ter the occupation through apprenticeship training program s. A vailable training data ............................................... E m ploym ent, 1974 ........................................................ Projected 1985 requirem ents .................................... Percent grow th, 1 9 7 4 -8 5 .......................................... A verage annual openings, 1 9 7 4 -8 5 ..................... G r o w th ..................................................................... R eplacem ents ........................................................ 30,000 26,800 - 1 0 .5 1,300 -3 0 0 1,600 A vailable training data .............................................. - ing in electronics in technical, vocational, or high schools or in the military com bined with 2 to 4 years of on-the-job training is required to becom e a qualified technician. Inexperienced persons who show an ap titude for the w ork or have a hobby in electronics may be hired as helpers. - 24,000 25,000 4.2 600 100 500 - W a tch re p a ire rs. M ost persons prepare for this trade through 18- to 24-month courses in watch repair schools. O thers are trained informally on the jo b or through formal apprenticeship. M ost students in w atch repair schools are high school graduates. A few States require w atch repairers to pass a qualifying exam ination and obtain a license. T e le v isio n a n d ra d io se rv ic e te c h n ic ia n s. Form al train E m ploym ent, 1974 ........................................................ Projected 1985 r eq u ir e m e n ts.................................... P ercent grow th, 1974-85 .......................................... 135,000 173,000 27.9 5,600 3,400 2,200 V en din g m a c h in e m e c h a n ic s. M any vending m achine m echanics are high school graduates. High school or vocational school courses in electricity, refrigeration, and m achine repair are helpful, but 1 to 2 years o f o n -th e -jo b train in g , so m etim e s su p p le m e n te d by m anufacturer-sponsored training sessions, are required to qualify as a skilled m echanic. A com m ercial d riv er’s license and a good driving record usually are required. S h o e re p a ire rs. M ost are hired as helpers and receive E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... P ercent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ...................... G r o w th ..................................................................... R eplacem ents ........................................................ 87 247 T ruck m e c h a n ic s a n d b u s m e c h a n ic s . M ost truck or bus A vailable training data: A pprenticeship com p letion s ........................... V ocational education com p letion s ............... 6,600 4,200 2,400 E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... P ercent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ 135,000 180,000 26.9 A vailable training data 54 17,000 17,700 5.6 800 100 700 Health Occupations Dental occupations years and lead to a certificate or an associate degree. Some schools have 4-year bachelor’s degree program s. Generally the 2-year program s are sufficient for work in a private dental office. A bachelor’s degree usually is required for research, teaching, and w ork in public or school health program s. D e n tists. 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 exam ination. In 13 States a dentist cannot be licensed as a “ specialist” w ithout 2 or 3 years of g ra d u a te e d u c a tio n an d p a ssin g a sp e c ia l S ta te examination. Dental colleges require 2 or 3 years of predental college education. H ow ever, about 3 out of 4 students entering dental school have a bachelor’s de gree. Dental school generally lasts 4 academ ic years although some school condense this into 3 calendar years. If, over the 1974—85 period, the immigration of foreign dentists continues in line with past trends, (about 400 net additions a year), it is expected that dental schools will have to graduate about 5,800 dentists annually to m eet projected requirem ents. U .S. Public H ealth Ser vice projections indicate an average of about 5,200 den tal school graduates annually over this period. Em ploym ent, 1974 ....................................................... Projected 1985 req u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... Average annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ E m ploym ent, 1974 ........................................................ Projected 1985 requirem ents .................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ...................... G r o w th ..................................................................... R eplacem ents ....................................................... A vailable training data: V ocational education com pletions ............... Junior college graduates ................................... B ach elor’s degrees ............................................. acquire their skills on the job. This training usually lasts 4 or 5 years. Some are trained in 2-year education program s accredited by the A m erican Dental A ssocia tion. D ental technicians may becom e certified by p ass ing an exam ination given by the N ational Board for Certification, a trust established by the N ational A sso ciation of Dental L aboratories. E m ploym ent, 1974 ....................................................... Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... Average annual openings, 1974-85 ...................... G r o w th ..................................................................... R eplacem ents ....................................................... Available training data: ^ „ Graduates of dental schools ............... 1973-74 4,478 5,195 V ocational education com pletions ............... Junior college graduates .................................. skills on the job. An increasing num ber, how ever, are trained in formal post-high school program s. M ost of these program s, available in vocational and technical schools, last 1 year, and lead to a certificate or a di ploma. Two-year program s offered in junior and com m unity colleges lead to an associate degree. C h iro p ra c to rs. All States require chiropractors to m eet certain educational requirem ents and to pass a State board exam ination for a license. Although the type of practice perm itted and the educational requirem ents vary, m ost States require graduation from a 4-year chiropractic course after 2 years of preprofessional col lege work. To m eet projected needs for chiropractors betw een 1974 and 1985, schools would have to provide an aver age of 1,200 graduates each year or about 50 percent more than current levels. If the expansion in enroll ments of recent years continues, supply could exceed projected requirem ents. 120,000 155,000 32.5 14,500 3,500 11,000 35 7,949 1,197 E m ploym ent, 1974 ....................................................... Projected 1985 requirem ents .................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ...................... G r o w th ..................................................................... R eplacem ents ....................................................... D e n ta l h y g ie n ists. Dental hygienists m ust be licensed, and for all States except Alabam a, only graduates of accredited dental hygiene schools are eligible for licens ing. To get a license they m ust pass both a written and a clinical exam ination. M ost accredited program s last 2 1,211 594 Medical practitioners A vailable training data: Job Corps com pletions ..................................... Vocational education com pletions ............... Junior college graduates .................................. 32,000 47,500 47.8 2,600 1,400 1,200 Available training data: D e n ta l a s s is ta n ts . M any dental assistants learn their E m ploym ent, 1974 ....................................................... Projected 1985 requirem ents .................................... Percent grow th, 1974-85 .......................................... Average annual openings, 1974-85 ...................... G r o w th ..................................................................... R eplacem ents ........................................................ 1,699 3,738 875 D e n ta l la b o ra to ry te c h n ic ia n s. M ost dental technicians 105,000 145,000 34.9 6,200 3,400 2,800 P ro je c te d 1974-85 (annual average) 23,000 58,000 156.7 6,300 3,200 3,100 55 18,000 22,500 25.6 1,200 400 800 Available training data: Percent grow th, 1974-85 .......................................... Average annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ....................................................... 1973-74 D octor o f Chiropractic degrees ..................... *794 1 R eported by chiropractic sch ools. 49.3 23,000 15,600 7,400 Available training data: 1 9 7 3-74 P ro je c te d 1 9 7 4 -85 (annual a vera g e) 11,447 685 14,966 811 O p to m e tr is ts . All States require that optom etrists be licensed. Applicants for a license m ust have a D octor of O ptom etry degree from an accredited school of op tom etry and pass an exam ination. The D octor of O p tom etry degree requires a minimum of 6 years of educa tion after high school, consisting of 4 years of op to m e try sch o o l p re c e d e d by at le a s t 2 y e a rs o f pre-optom etric study at an approved university, college, or junior college. In 1974, the A m erican O ptom etric A ssociation accredited 12 optom etric schools. It is anticipated that optom etry schools will have to graduate an average of 900 new optom etrists annually over the 1974-85 period to m eet projected require m ents. U .S. Public H ealth Service projections indicate an average of about 960 graduates annually in op tom etry over this period. E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ...................... G r o w th ..................................................................... R eplacem ents ........................................................ M .D . degrees .................... D .O . degrees ..................... P o d ia tr is ts . All States require a license for the practice of podiatry. To qualify for a license an applicant m ust graduate from an accredited 4-year program in a college of podiatric m edicine and pass a State board exam ina tion. A t least 2 years of college are required for adm is sion to any of the six colleges of podiatric m edicine. It is anticipated that podiatry schools will have to graduate an average of about 400 podiatrists annually over the 1974-85 period to m eet projected req u ire m ents. U .S. Public H ealth Service projections indicate an average of about 470 graduates of podiatry schools annually over this period. 19,000 23,500 22.8 900 400 500 E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... 7,500 8,700 15.8 400 100 Available training data: Graduates in optom etry sch ools 1 9 7 3-74 P ro je c te d 1974-85 (annual avera g e) 791 960 A vailable training data: Graduates in podiatry sch o o ls P h y sic ia n s a n d o s te o p a th ic p h y s ic ia n s . All States re 371 471 V e te rin a ria n s. A license is required to practice veteri quire a license for the practice of medicine. Applicants for a license m ust be graduates of an approved medical school or school of osteopathy, pass a State board exam ination, and in m any S tates, serve a 1-year hospi tal internship. M ost students who enter medical school or a school of osteopathy have earned a bachelor’s degree, although many schools accept students with ju s t 3 years of college. M ost m edical schools and sch o o ls o f o s te o p a th y h av e 4 -y e ar c u rric u lu m s. Specialists m ust have 2 to 5 years of additional hospital training followed by 2 years of supervised practice in the specialty. If, over the 1974-85 period, the influx of foreign medical graduates continues as in the past (about 5,000 net additions a year), m edical schools will need to graduate about 18,000 physicians a year to m eet pro jected requirem ents. U .S. Public H ealth Service projections indicate that over the 1974-85 period the num ber of M.D. and D.O. degrees g ranted will average som ew hat below the num ber needed to m eet projected requirem ents. Employment, 1974 ........................................ Projected 1985 requirements .......................... 1 973-74 P ro je c te d 1 9 7 4-85 (annual a v e ra g e nary m edicine in all States and the D istrict of Colum bia. To be licensed a candidate m ust earn the D octor of V eterinary M edicine (D.V.M .), pass a State board ex am ination, and in some States have some practical ex perience under supervision. Minimum requirem ents for the D.V.M . degree are 2 years of preveterinary college w ork (m ost applicants to veterinary schools have 3 or 4 years of college), fol lowed by 4 years of study in a college of veterinary m edicine. It is anticipated that veterinary schools will have to graduate an average of about 1,500 veterinarians annu ally over the 1974-85 period to m eet projected require m ents. U .S. Public H ealth Service projections indicate an average of alm ost 1,600 veterinary graduates annually over this period. E m ploym ent, 1974 ........................................................ Projected 1985 requirem ents .................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ...................... G r o w th ..................................................................... R eplacem ents ........................................................ 350,000 520,000 56 29,000 38,500 33.0 1,450 850 600 Available training data: _ . . Graduates m veterinary sch ools ............................ 1 9 7 3-74 P ro je c te d 1974-85 (annual avera g e) 1,384 1,586 Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ....................................................... A vailable training data: Job Corps com pletions ..................................... V ocational education com pletions ............... D egrees in m edical laboratory technologies: B ach elor’s degrees .................................... M aster’s degrees ................... Junior college graduates .......................... A pprenticeship com pletions ........................... Medical technician, technologist, and assistant occupations E le c tr o c a r d io g r a p h (E K G ) te c h n ic ia n s . M ost EK G technicians are trained on the jo b for 3 m onths to a year by a senior E K G technician or a cardiologist. High school graduation generally is required for entry into the occupation. E m ploym ent, 1974 ....................................................... Projected 1985 req u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... Average annual openings, 1974-85 ...................... G r o w th ..................................................................... R eplacem ents ....................................................... 11,000 15,000 39.0 1,000 400 600 E m ploym ent, 1974 ....................................................... Projected 1985 req u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... Average annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ 29 *24 E le c tr o e n c e p h a lo g r a p h ic (E E G ) te c h n ic ia n s . M ost Junior college graduates .................................. cians are trained in vocational and technical schools, com m unity and ju n io r colleges, and in the A rm ed F orces. M ost training program s last from 9 m onths to 1 year; some junior college program s take 2 years and lead to an associate degree. 3,800 5,500 44.7 350 150 200 E m ploym ent, 1974 ........................................................ Projected 1985 requirem ents .................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... Growth ..................................................................... R eplacem ents ........................................................ *24 28,000 41,000 43.7 2,700 1,100 1,600 A vailable training data: 1 Includes electrocardiograph (EK G ) technicians. Junior college graduates ................................... M e d ic a l la b o r a to r y w o rk e rs. A medical technologist 183 O p to m e tr ic a s s is ta n ts . M ost op tom e trie assistants are usually needs at least 4 years of college including com pletion of a specialized training program in medical technology. M edical laboratory technicians generally need 1 year or m ore of post-high school training in a ju n io r college or vocational school, although some are trained in the Arm ed Forces. M ost m edical laboratory assistants are trained on the job. In recent years, how ever, an increasing num ber have studied in 1-year train ing program s conducted by hospitals, junior colleges, and vocational schools. 627 O p e ra tin g ro o m te c h n ic ia n s. Operating room techni A vailable training data: Employment, 1974 ........................................ Projected 1985 requirements.......................... 53,000 120,000 121.7 11,500 5,900 5,600 A vailable training data: E E G technicians are trained on the jo b by experienced E E G personnel. H ow ever, with advances in medical technology, electroencephalograph equipm ent has be com e increasingly m ore com plex and requires techni cians with m ore training. A few training program s, last ing 6 m onths to 1 year, are available in som e colleges and medical schools. Junior college graduates .................................. 4,840 164 2,617 116 prefer to hire m edical record technicians who have graduated from an accredited college or hospital-based program . These program s range from 10 m onths for a certificate to 2 years for an associate degree. High school graduates with basic secretarial skills can enter the m edical record field as clerks. A bout one m onth of on-the-job training will prepare them for routine tasks. 1 Includes electroencephalographic (EEG ) technicians. E m ploym ent, 1974 ........................................................ Projected 1985 req u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ....................................................... 21 3,376 M e d ic a l r e c o r d te c h n ic ia n s a n d cle rk s. M ost em ployers Available training data: Job Corps com pletions ...................................... Junior college graduates .................................. 42.9 18,800 6,800 12,000 trained on the job. Training also can be acquired in 1-year courses or in 2-year courses leading to an as sociate degree. High school graduation or its equiva lent, including knowledge of m athem atics and office procedures, is preferred for both on-the-job and formal training. E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ 175,000 250,000 57 11,500 19,000 63.8 1,800 700 1,100 A vailable training data: Junior college graduates ................................... It is anticipated that an average of about 71,000 en trants will be needed annually over the 1974-85 period to m eet p ro jec ted req u irem en ts. T he U .S . Public H ealth Service projects that the average annual num ber of graduates of nursing schools will approxim ate this total over the period. A clear assessm ent of the adequacy of training in this field is d ifficu lt, h o w e v er. T ra d itio n a lly , n o t all g raduates have en tered nursing im m ediately upon graduation, or have left the labor force early in their careers. Thus, a substantial pool of qualified nurses exists outside the labor force. M any of these nurses are expected to seek entry or reentry into the field, but the num ber depends on m any factors, which are difficult to analyze, including the availability of jobs in specific localities, overall econom ic conditions, and relative salaries betw een nursing and other occupations for which nurses are qualified. 395 R a d io lo g ic (X -ra y) te c h n o lo g is ts . A form al training program in X-ray technology generally is required to enter the field. These program s, which usually last 24 m onths, are offered in hospitals, medical schools, col leges, com m unity colleges, vocational schools, and the m ilitary services. A few schools conduct 3- or 4-year program s and some aw ard a bachelor’s degree in X-ray technology. High school graduation is required for ad m ission to all program s. E m ploym ent, 1974 ........................................................ Projected 1985 requirem ents .................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... Growth ..................................................................... R eplacem ents ........................................................ 82,000 112,000 36.5 8,600 2,700 5,900 A vailable training data: V ocational education com pletions ............... D egrees in radiologic technologies: B ach elor’s degrees .................................... M aster’s degrees ......................................... Junior college graduates .......................... E m ploym ent, 1974 ........................................................ Projected 1985 requirem ents .................................... Percent grow th, 1974-85 ...................................... A verage annual openings, 1974-85 ......................... G r o w th ..................................................................... R eplacem ents ........................................................ 2,413 169 48 2,758 860,000 1,290,000 50.0 71,000 39,000 32,000 A vailable training data: R e s p ir a to r y th e ra p y w o rk e rs. Although a few therapists P ro je c te d E stim a te d 1 9 7 4-85 19 7 3 -7 4 (annual a vera g e) are trained on the jo b, m ost entry level positions require form al training. High school graduation is required for entry to the more than 100 institutions offering educa tional program s in respiratory therapy. Courses last from 18 m onths to 4 years and include both theory and clinical work. A b achelor’s degree is aw arded for com pleting the 4-year program . E m ploym ent, 1974 ........................................................ Projected 1985 requirem ents .................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th .................................... R eplacem ents ....................................................... Graduates in sch ools o f nursing1 ...... L ic e n s e d p r a c tic a l n u rse s. All S tates regulate the 38,000 80,000 110.5 6,800 3,800 3,000 licensing of practical nurses. To be licensed, applicants m ust com plete an approved course in practical nursing and pass an exam ination. Educational requirem ents for enrollm ent in State-approved training program s range from com pletion 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. 2 1,608 1,824 E m ploym ent, 1974 ........................................................ Projected 1985 re q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ....................................................... Nursing occupations R e g is te r e d n u rse s. All States require the licensing of 495,000 965,000 95.0 93,000 43,000 50,000 Available training data: professional nurses. To obtain a license, a nurse m ust be a graduate of a school approved by the State board of nursing and pass the State board exam ination. All nurs ing schools require a high school diplom a for entry. Program s vary in length from 2 to 5 years. N urses com pleting 2-year co u rses earn asso ciate degrees; those in 3-year courses earn a diplom a; and bachelor’s degrees are aw arded to graduates of 4 and 5-year courses. A m aster’s degree is preferred for research, consultation, teaching, and clinical specialization. 71,054 1 Includes, associate degree, baccalaureate degree, and di plom a programs. Available training data: Job Corps com pletions ...................................... V ocational education com p letion s ............... Junior college graduates ................................... 61,951 Job Corps com pletions ..................................... V ocational education com pletions ............... Junior college graduates ................................... 76 34,455 2,447 N u rsin g a id e s , o rd e rlie s, a n d a tte n d a n ts . Although some em ployers prefer high school graduates, m any hire nongraduates. Training is usually acquired on the jo b , often in com bination with classroom instruction. E m ploym ent, 1974 ........................................................ 58 970,000 Projected 1985 req u irem en ts.................................... Percent grow th, 1974-85 .......................................... Average annual openings, 1974-85 ...................... G r o w th ..................................................................... R eplacem ents ....................................................... 1,500,000 54.6 123,000 48,000 75,000 E m ploym ent, 1974 ....................................................... Projected 1985 requirem ents .................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ....................................................... Available training data: Job Corps com pletions ..................................... Vocational education com pletions ............... Available training data: 2,237 32,220 D egrees in physical therapy: B ach elor’s degrees .................................... M aster’s degrees ......................................... Therapy and rehabilitation occupations now license physical therapist assistants. Com pletion of an approved 2-year associate degree program is re quired for a license. M any of these States, how ever, also license experienced physical therapist assistants who learned their skills in vocational, technical, or adult education program s or from on-the-job training before associate degree program s w ere available. pational therapy generally is required to enter this pro fession. Some schools, how ever, offer program s lead ing to a certificate or a m aster’s degree in occupational therapy for students who have a bachelor’s degree in another field. G raduates with 6 to 9 m onths of clinical ex p e rien ce m ay tak e th e A m erican O ccu p atio n al Therapy A ssociation exam ination to becom e registered occupational therapists (OTR). E m ploym ent, 1974 ....................................................... Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ 9,400 13,800 46.5 1,000 400 600 B achelor’s degrees .................................... M aster’s degrees ......................................... Job Corps com pletions ..................................... V ocational education com pletions ............... Junior college graduates .................................. 1973-74 1,277 174 25 583 717 S p e e c h p a th o lo g is ts a n d a u d io lo g is ts . M ost States pre fer and some require a m aster’s degree or its equivalent in speech pathology or audiology for beginning jo b s in public schools. A teach er’s certificate often is required also and some States require that w orkers dealing with handicapped children have special training. M any F ed eral program s, such as M edicare and M edicaid, require participating speech pathologists and audiologists to have a m aster’s degree. O c c u p a tio n a l th e ra p y a s s is ta n ts . M ost occupational therapy assistants are trained on the jo b in hospitals and other health care facilities. Some learn their skills in vocational and technical program s. O ther assistants graduate from 1- or 2-year junior college program s or com plete an approved military occupational therapy assistant program . A pplicants for training program s must be high school graduates or the equivalent. Em ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... Average annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ 10,500 18,000 71.4 1,400 650 750 A vailable training data: Available training data: D egrees in occupational therapy: 1,900 I ll P h y s ic a l th e r a p is t a s s is ta n ts a n d aides.* Some States O c c u p a tio n a l th e ra p ists. A bachelor’s degree in occu Em ploym ent, 1974 ........................................................ Projected 1985 req u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... Average annual openings, 1974-85 ...................... G r o w th ..................................................................... R eplacem ents ....................................................... 20,000 32,000 60.0 2,400 1,100 1,300 E m ploym ent, 1974 ........................................................ Projected 1985 re q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... Average annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ....................................................... 7,900 14,300 81.4 1,150 600 550 31,000 51,000 63.0 3,700 1,800 1,900 Available training data: Available training data: D egrees in sp eech pathology and audiology: V ocational education com pletions ............... Junior college graduates ................................... 829 491 B ach elor’s degrees .................................... M aster’s degrees ......................................... D o cto r’s degrees ......................................... P h y sic a l th e r a p is ts . All States require a license to prac tice therapy. A pplicants for a license m ust have a bachelor’s degree in physical therapy and pass a State board exam ination. F or those with bachelor’s degrees in other fields, 12- to 16-month certificate program s and 2-year m a ste r’s degree program s are available. A graduate degree com bined with clinical experience in crease s ad v a n c e m e n t o p p o rtu n itie s, esp ecially in teaching, research, and adm inistration. 3,278 1,964 78 Other health occupations D ie titia n s . A bachelor’s degree, preferably with a major in foods and nutrition or institution m anagem ent, usu ally available in departm ents of hom e econom ics, is the basic educational requirem ent for dietitians. To qualify for professional recognition, the A m erican D ietetic 59 A ssociation recom m ends the com pletion after gradua tion o f an approved dietetic internship or 2 years of experience. Some new program s com bine a bachelor’s degree and internship in a 4-year program . E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... P ercent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ A vailable training data ............................................... M aster’s degrees ........................................ D o cto r’s degrees ......................................... M e d ic a l r e c o r d a d m in is tr a to r s . A bachelor’s degree in m edical record librarianship usually is required for this occupation. O ne-year certificate program s are avail able, how ever, for those who already have a bachelor’s degree in another field. 33,000 42,500 29.4 3,200 900 2,300 E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... P ercent grow th, 1974-85 .......................................... A verage annual op en in gs, 1974-85 ....................... Growth ..................................................................... R eplacem ents ........................................................ - D is p e n s in g o p tic ia n s. Em ployers prefer high school graduates w ho have had courses in the basic sciences. M ost trainees learn their skills on the job. Some learn through 3- to 4-year apprenticeship program s. A small num ber of schools offer post-high school training, lead ing to an associate degree in optical fabricating and dispensing work. In 1974, 19 States had licensing re quirem ents for dispensing opticians. E m ploym ent, 1974 ........................................................ P rojected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ...................... G r o w th ..................................................................... R eplacem ents ........................................................ D egrees in m edical record librarianship: B a ch elor’s degrees .................................... M aster’s d e g r e e s ......................................... m acy in all S tates. To obtain a license one m ust graduate from an accredited pharm acy college, pass a State board exam ination, and usually have a specified am ount of practical experience under the supervision of a registered pharm acist. A t least 5 years of study beyond high school are required to graduate from one of the 73 accredited colleges of pharm acy and receive a bachelor of science degree. M ost colleges provide 3 or 4 years of professional instruction after prepharm acy education in an accredited junior college, college, or university. It is anticipated that pharm acy schools will have to graduate an average of about 6,500 pharm acists annu ally over the 1974-85 period to m eet projected require m ents. U .S. Public H ealth Service projections indicate an average o f ab o u t 6,300 graduates of pharm acy schools annually over the period. 150 395 m ents for health adm inistrators vary. A m aster’s degree in hospital and health care adm inistration or in public health is som etim es required. H ow ever, some em ployers hire persons with other backgrounds. A few require adm inistrators to be physicians or registered nurses. 150,000 250,000 66.7 17,400 9,100 8,300 E m ploym ent, 1974 .............................. Projected 1985 requirem ents ........... Percent grow th, 1974-85 ................. A verage annual op en in gs, 1974-85 G r o w th .......................................... R eplacem ents ....................................... A vailable training data: A vailable training data: D eg rees in hospital and h ea lth care a d m in istration : B achelor’s degrees .................................... 420 7 P h a r m a c is ts . A license is required to practice ph ar 17,000 27,000 58.8 1,550 900 650 H e a lth s e r v ic e s a d m in is tr a to r s . Educational require E m ploym ent, 1974 ....................................................... P rojected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... Growth ..................................................................... R eplacem ents ....................................................... 12,000 14,500 27.6 1,100 300 800 A vailable training data: A vailable training data: A pprenticeship com pletions ........................... Junior college graduates ................................... 990 21 Pharm acy sch ool graduates ........ 185 117.000 137.000 17.4 6,500 1,900 4,600 1 9 7 3-74 P ro je c te d 1 9 7 4-85 (annual a vera g e) 5,773 6,306 Social Scientists projected requirem ents. N C ES projects that an average o f alm ost 600 d o cto ra te degrees and alm ost 1,400 m aster’s degrees will be aw arded in anthropology an nually over the period. Lim ited followup data on col lege graduates indicate that in the past, the m ajority of graduate degree holders have entered the field. (Some A n th r o p o lo g is ts . A Ph.D . degree is usually necessary to becom e a professional anthropologist. A m aster’s degree, plus field experience, is sufficient for many beginning jo b s but advancem ent generally is limited. It is anticipated that an average of about 250 entrants will be required annually over the 1974-85 period to m eet 60 n o t e n te rin g th e field h av e b ec o m e high school teachers.) U nless the num ber of degrees granted in the future is low er than the num ber projected, a higher proportion of graduates may have to find em ploym ent in other fields than in the past. Em ploym ent, 1974 ....................................................... Projected 1985 requirem ents .................................... Percent change, 1974-85 .......................................... Average annual openings, 1974-85 ....................... Growth ..................................................................... R eplacem ents ........................................................ H isto ria n s. G raduate education usually is necessary for em ploym ent as a historian. A m aster’s degree is the minimum requirem ent for college instructors. Many colleges and universities, how ever, require a Ph.D. de gree for advancem ent. M ost historians in the Federal G overnm ent and in nonprofit organizations have Ph.D. degrees or their equivalent. It is anticipated that an average of about 1,300 entrants will be required annu ally over the 1974-85 period to m eet projected require m ents. Projections of the N C ES indicate an average of m ore than 1,000 d o c to r’s degrees and about 4,400 m aster’s degrees will be aw arded annually over this period. Lim ited followup data show that in the past, the m ajority of doctorate degree holders and about one-fourth of the m aster’s degree holders entered the field. (Many not entering the field becam e high school teachers.) U nless the num ber of degrees granted in the future is low er than the num ber projected, a higher proportion of graduates may have to find em ploym ent in other fields than in the past. 3,800 5,400 42.9 250 150 100 Available training data: D eg rees in an th ro p o lo g y 1973-74 B achelor’s degrees . M aster’s degrees .... D octor’s degrees .... P ro je c te d 1974-85 (annual a vera g e) 6,002 885 376 8,396 1,356 584 E c o n o m ists. A bachelor’s degree in econom ics is suffi cient for m any beginning jobs in governm ent and pri vate industry, but a m aster’s degree is required for some positions. A Ph.D. degree generally is required for teaching in colleges and universities and is an asset for advancem ent in all areas. E m ploym ent, 1974 ....................................................... Projected 1985 requirem ents .................................... ..................................... Percent change, 1974-85 Average annual openings, 1974-85 ......................... G r o w th ..................................................................... R eplacem ents ....................................................... E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... Growth ..................................................................... R eplacem ents ....................................................... 71,000 104,000 45.9 4,700 3,000 1,700 A vailable training data: D e g re e s in h istory 1973-74 B ach elor’s degrees . M aster’s degrees .... D o cto r’s degrees .... Available training data: D eg rees in eco n o m ics 1 973-74 B achelor’s degrees M aster’s degrees .... D o cto r’s degrees .... P ro je c te d 1974-85 (annual a vera g e) 14,418 2,145 788 26,000 32,000 19.8 1,300 500 800 P ro je cted 1974-85 (annual average) 37,381 4,543 1,114 33,436 4,409 1,051 P o litic a l s c ie n tis ts . G raduate training generally is re quired for em ploym ent as a political scientist. A P h .D . norm ally is necessary for teaching in colleges and uni versities and is helpful for advancem ent in nonacademic areas. Those with a master’s degree often qualify for vari 13,972 2,184 748 G e o g r a p h e r s . A b a c h e lo r ’s d e g r e e w ith a m a jo r in g e o g o u s a d m in istr a tiv e an d r e s e a r c h j o b s in g o v e r n m e n t an d raphy is the minimum education required to becom e a geographer. H ow ever, for research, college, and uni versity teaching, and for advancem ent in other areas, an advanced degree, preferably a P h.D ., is often re quired. in nonprofit research or civic organizations. It is antici pated that an average of about 600 entrants will be required annually over the 1974-85 period to m eet pro jected requirem ents. The N C ES projects that an aver age of alm ost 800 doctorates and m ore than 2,600 m aster’s degrees will be aw arded annually over the period. Lim ited followup data on college graduates indicate that in the past, the m ajority of doctorate de gree holders and about one-third of m aster’s degree holders entered the field. (Many advanced degree hol ders who did not enter the field reported being adm inis trators, high school teachers, and writers and jo u r nalists.) Unless the num ber of degrees granted in the future is lower than the num ber projected, a higher proportion of graduates may have to find em ploym ent in other fields than in the past. E m ploym ent, 1974 ....................................................... Projected 1985 requirem ents .................................... Percent change, 1974—85 .......................................... Average annual openings, 1974-85 ...................... Growth ..................................................................... R eplacem ents ....................................................... 9,000 13,000 42.8 650 350 300 Available training data: D eg re e s in g e o g ra p h y B achelor’s degrees . M aster’s degrees .... D o cto r’s.degrees .... 1973-74 P ro je c te d 1974-85 (annual avera g e) 4,239 763 217 5,202 822 247 Employment, 1974 ........................................ Projected 1985 requirements .......................... 61 11,500 14,500 P ercent grow th, 1974-85 .......................................... A verage annualopenings, 1974-85 ................................. Growth .............................................................................. R eplacem ents .............................................................. Available training data: D eg re e s in p o litic a l scien ce 19 7 3 -7 4 B achelor’s degrees . M aster’s degrees .... D octor’s degrees .... S o c io lo g is ts . A m aster’s degree in sociology is gener 27.5 600 ally the minimum requirem ent for em ploym ent as a 300 sociologist. A Ph.D . is necessary for teaching at m ost 300 colleges and universities. It also com m only is needed fo r jo b s as d ire c to rs o f m ajor re se a rc h p ro je c ts, adm inistrative positions, and for consultants. It is an ticipated that an average of about 750 entrants will be required annually over the 1974-85 period to m eet p ro jected requirem ents. The N C ES projects an average o f m ore than 800 doctorate degrees and m ore than 2,800 m aster’s degrees to be aw arded annually over this period. Lim ited followup data on college graduates indicate that in the past, the m ajority o f those with advanced degrees have entered the field. U nless the num ber of degrees granted in the future is low er than the num ber projected, a larger proportion of graduates may have to find em ploym ent in other fields than in the past. P ro je c te d 1974-85 (annual a vera g e) 30,932 2,448 766 32,760 2,639 781 P s y c h o lo g is ts . A m aster’s degree in psychology is gen erally the minimum education required for em ploym ent as a psychologist. A P h.D ., considered the full profes sional degree, is needed for m any entrance positions and is becoming increasingly im portant for advance m ent. Psychologists who w ant to enter independent practice m ust m eet certification or licensing require m ents in m ost States. E m ploym ent, 1974 ........................................................ Projected 1985 requirem ents .................................... Percent grow th, 1974-85 ...................................... A verage annual openings, 1974-85 ......................... G r o w th ..................................................................... R eplacem ents ........................................................ A vailable training data: D eg rees in p sy c h o lo g y 1973-74 B achelor’s degrees . M aster’s degrees .... D octor’s degrees .... E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ 75,000 105,000 40.7 5,200 2,800 2,400 A vailable training data: D e g re e s in so c io lo g y P ro je c te d 1974-85 (annual avera g e) 52,258 6,616 2,630 1 9 7 3-74 B ach elor’s degrees . M aster’s degrees .... D o cto r’s d egrees .... 69,045 8,164 3,534 14,000 18,000 28.7 750 350 400 P ro je c te d 1 9 7 4-85 (annual a vera g e) 35,896 2,196 632 37,150 2,871 804 Social Service Occupations Counseling occupations counseling-related experience may be substituted for 15 graduate hours. F or higher level jobs and w ork in pri vate and com m unity agencies, a m aster’s degree in vocational counseling or in a related field such as psychology, personnel adm inistration, or guidance education is preferred and som etim es required. All States require counselors in public em ploym ent offices to m eet State civil service requirem ents that include minimum education and experience standards. S c h o o l c o u n se lo rs. M ost States require school coun selors to have counseling and teaching certificates. D e pending on the State, graduate w ork and from 1 to 5 years of teaching experience usually are required for a counseling certificate. M ost college students interested in becoming school counselors usually take the regular program of teacher education with additional courses in psychology and sociology. E m ploym ent, 1974 ....................................................... Projected 1985 req u ir e m e n ts.................................... Percent grow th, 1 9 7 4 -8 5 .......................................... A verage annual openings, 1 9 7 4 -8 5 ..................... Growth ..................................................................... R eplacem ents ........................................................ A vailable training data .............................................. E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1 9 7 4 -8 5 .......................................... A verage annual op en in gs, 1 9 7 4 -8 5 ..................... G r o w th ..................................................................... R eplacem ents ........................................................ 44,000 48,000 8.9 2,050 350 1,700 A vailable training data .............................................. 7,000 10,800 54.2 650 350 300 _ - R e h a b ilita tio n c o u n se lo rs. The minimum educational E m p lo y m e n t c o u n se lo rs. State em ploym ent service of re q u ir e m e n t fo r re h a b ilita tio n c o u n s e lo rs is a bachelor’s degree with courses in counseling, psychol ogy, and related fields. Increasing em phasis is being fices require em ploym ent counselors to have 30 hours o f graduate courses in a counseling field. One year of 62 placed, how ever, on a m aster’s degree in vocational counseling or rehabilitation counseling or in related subjects such as psychology, education, and social work. W ork experience in fields such as vocational counseling and placem ent, psychology, education, and social work is an asset for em ploym ent as a rehabilita tion counselor. E m ploym ent, 1974 ....................................................... Projected 1985 req u ir e m e n ts.................................... Percent grow th, 1 9 7 4 -8 5 .......................................... A verage annual openings, 1 9 7 4 -8 5 ..................... G r o w th ..................................................................... R eplacem ents ....................................................... A vailable training data .............................................. E m ploym ent, 1974 ........................................................ Projected 1985 requirem ents .................................... Percent grow th, 1 9 7 4 -8 5 .......................................... A verage annual openings, 1 9 7 4 -8 5 ..................... Growth ..................................................................... R eplacem ents ....................................................... A vailable training data ............................................... 19,000 29,000 52.6 2,100 900 1,200 erally is not required for social service aide jobs. Em ployers do not always look for the m ost highly skilled applicants. A p erson’s need for w ork, as well as po tential for upgrading skills, often is considered. - E m ploym ent, 1974 ....................................................... Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ bachelor’s degree is generally the minimum require m ent for career planning and placem ent work and a m aster’s degree is being increasingly stressed. An un dergraduate m ajor in a behavioral science such as psychology or sociology and courses in counseling, personnel adm inistration, and related business ad m inistration subjects are preferred for entry in the field. A vailable training data .............................................. 70,000 115,000 60.9 8,400 3,900 4,500 A vailable training data: Junior college graduates .................................. 4,100 5,000 22.0 250 100 150 3,731 S o c ia l w o rk e rs. A bachelor’s degree, preferably in so cial w ork or a related field, generally is the minimum educational requirem ent for beginning jobs in social work. H ow ever, m any positions require a m aster’s de gree in social work. - E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 ...................................... A verage annual op en in gs, 1974-85 ......................... G r o w th ..................................................................... R eplacem ents ....................................................... Other social service occupations R e c r e a tio n w o rk ers. An associate degree from a com 300,000 435,000 45.7 30,500 12,500 18,000 A vailable training data: m unity or ju nior college is preferred for jobs as recrea tion leaders. Activity specialists need training in a par ticular field such as dram a, art, dance, or athletics. G enerally, recreation directors have a bachelor’s de gree with a m ajor in recreation or a related field as well as experience; a m aster’s degree is helpful for ad vancem ent. D e g re e s in so c ia l work B ach elor’s degrees . M aster’s degrees .... D o cto r’s degrees .... 19 7 3 -7 4 P ro je c te d 1974-85 (annual a verage) 9,960 7,974 109 11,220 9,060 204 tions-Related Occupations Art, Design, and Communi entrants will be required in architecture annually over the 1974-85 period to m eet projected requirem ents. A bout 60 percent of those receiving bachelor’s degrees in architecture in 1965 becam e licensed architects, according to a followup study. If this entry rate con tinues, an average of alm ost 5,000 graduates would be needed annually to m eet projected requirem ents. The N C ES projected an average of about 4,800 bachelor’s degree recipients annually in architecture betw een 1971 and 1982 who would be eligible for licensing over the 1974-85 period. Design occupations A r c h ite c ts . A rchitects m ust obtain a license to practice in every State and the D istrict of Columbia. To qualify for a license, applicants m ust have a bachelor’s degree in a rch itectu re , have 3 years of ex p erien ce in an architect’s office, and pass a 2-day written examination. Those with a m aster’s degree need 2 years of experi ence. In m ost States 12 years of practical experience as an architect m ay be substituted for the bachelor’s de gree. It is anticipated that an average of about 3,000 new — S o c ia l s e r v ic e a id e s. G raduation from high school gen C o lle g e c a r e e r p la n n in g a n d p la c e m e n t c o u n se lo rs. A E m ploym ent, 1974 Projected 1985 req u ir e m e n ts.................................... Percent grow th, 1 9 7 4 -8 5 .......................................... A verage annual openings, 1 9 7 4 -8 5 ..................... G r o w th ..................................................................... R eplacem ents ........................................................ 65,000 96,000 42.6 5,900 2,700 3,200 E m ploym ent, 1974 ....................................................... 63 40,000 Projected 1985 requirem ents .................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... Growth ..................................................................... R eplacem ents ....................................................... Percent grow th, 1974-85 .......................................... Average annual openings, 1974-85 ...................... Growth ..................................................................... R eplacem ents ....................................................... 60,000 52.3 3,000 1,900 1,100 15.0 450 150 300 A vailable training data .............................................. - A vailable training data: D eg rees in arch itectu re In te rio r d e sig n e rs. Form al training in interior design is 1971-82 (annual 1973-74 a vera g e) B ach elor’s degrees ........................ 4,531 M aster’s degrees ............................. 929 D octor’s degrees ............................. 16 becoming increasingly im portant for entry. Training is available through 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 degree in interior design and decoration. In m ost cases, 1 to 5 years of on-the-job training also are re quired. 4,860 1,145 22 C o m m e rc ia l a r tis ts . A rtistic ability and good taste are the m ost im portant qualifications for success in com m ercial art. H ow ever, these qualities m ust be de veloped by specialized training in the techniques of com m ercial and applied art. The course of study gener ally takes 2 or 3 years; a certificate is aw arded on graduation. A growing num ber of art schools, par ticularly those connected with universities, require 4 years or m ore of study and confer a bachelor’s degree. Lim ited training in com m ercial art also may be obtained through public vocational high schools and on-the-job experience but supplem ental training usually is needed for advancem ent. E m ploym ent, 1974 ........................................................ Projected 1985 req u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... Average annual openings, 1974-85 ...................... Growth ..................................................................... R eplacem ents ........................................................ E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ...................... Growth ..................................................................... R eplacem ents ....................................................... A vailable training data: D egrees in interior design: B ach elor’s degrees .................................... M aster’s degrees ......................................... scape architecture requiring 4 to 5 years of study is the usual requirem ent for em ploym ent. M ore than half of all States require a license for independent practice. To qualify for a license, applicants m ust have a degree in landscape architecture from an accredited school. 2 to 4 y e a rs’ experience, and m ust pass an exam ir \tion Experience som etim es may be substituted foi gree. 42 6,272 E m ploym ent, 1974 ........................................................ Projected 1985 requirem ents .................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... Growth ..................................................................... R eplacem ents ........................................................ D is p la y w o rk e rs. M ost display w orkers learn their trade on the jo b in 2 or 3 years. Em ployers require high school graduates and some prefer applicants who have studied interior decorating, fashion design, and art. E m p lo y m e n t.................................................................... Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... A verage annual openings, 1974-85 ...................... G r o w th ..................................................................... R eplacem ents ....................................................... 489 15 L a n d s c a p e a rc h ite c ts . A bachelor’s degree in land 64,000 80,000 24.3 4,000 1,400 2,600 A vailable training data: Job Corps com pletions ..................................... V ocational education com pletions ............... 34,000 40,000 18.0 1,550 550 1,000 34,000 40,000 17.6 2,200 500 1,700 12,000 18,000 52.3 900 600 300 Available training data: D egrees in landscape architecture: B ach elor’s degrees .................................... M aster’s degrees ........................................ D o cto r’s degrees ........................................ 601 170 - A vailable training data: Job Corps com pletions ..................................... P h o to g r a p h e r s . T here are several ways to prepare for 2 work as a professional photographer. People interested in com m ercial photography often start as trainees in a com m ercial studio, and undergo 2 or 3 years of on-thejob training. F or w ork in industrial, scientific, or news photography, formal training and experience usually are needed. Photographic training is available in col leges, universities, com m unity and junior colleges, and art schools. Program s leading to associate, bachelor’s, and m aster’s degrees in photography are offered, and some schools have certificate program s. In d u stria l d e sig n e rs. Persons usually enter this field by com pleting an industrial design curriculum in an art school, an art departm ent o f a university, or a technical college. Those with degrees in other fields such as en gineering, architecture, and fine arts may qualify as industrial designers if they have the appropriate experi ence and artistic talent. Employment, 1974 ........................................ Projected 1985 requirements .......................... 10,000 11,500 64 Em ploym ent, 1974 ......... Projected 1985 requirem ents .................................... ..................................... Percent grow th, 1974-85 Average annual openings, 1974-85 ......................... Growth ..................................................................... R eplacem ents ........................................................ R a d io a n d te le v isio n a n n o u n c e rs. A college liberal arts 80,000 95,000 19.2 3,400 1,400 2,000 education provides an excellent background for an an nouncer, and many universities offer courses of study in the broadcasting field. A num ber of private voca tional schools also offer training. Some radio stations require announcers to have a Federal Com m unications Com mission radiotelephone operator license. A vailable training data: D egrees in photography: B achelor’s degrees .................................... M aster’s degrees ........................................ Junior college graduates .......................... E m ploym ent, 1974 ........................................................ Projected 1985 requirem ents .................................... Percent grow th, 1974-85 .......................................... Average annual openings, 1974-85 ...................... Growth ..................................................................... R eplacem ents ....................................................... 663 59 645 Communications-related occupations A vailable training data ............................................. N e w s p a p e r r e p o rte rs. M ost large new spapers will con sider only applicants with a college education; graduate work is becoming increasingly im portant. Some jobs for talented writers w ithout college training are available on rural, small-town, and suburban papers. E m ploym ent, 1974 ........................................................ Projected 1985 requirem ents .................................... Percent change, 1974-85 .......................................... A verage annual openings, 1974-85 ....................... G r o w th ..................................................................... R eplacem ents ........................................................ Available training data: D eg rees in jo u rn a lism B ach elor’s degrees . M aster’s degrees .... D octor’s degrees .... 19 7 3 -7 4 6,710 998 20 7,709 1,272 20 - T ech n ica l w rite rs. A bachelor’s degree generally is re quired to begin work in technical writing. Technical w riters may 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 sub je c ts . S o m e tim es, e x p e rie n c e d w rite rs w ith less academ ic training but some knowledge of technical fields can qualify. 40,000 45,500 13.9 2,200 500 1,700 P ro je c te d 1974-85 (annual a vera g e) 19,000 23,000 21.1 600 350 250 E m ploym ent, 1974 ........................................................ Projected 1985 r e q u ir e m e n ts.................................... Percent grow th, 1974-85 .......................................... Average annual openings, 1974-85 ...................... G r o w th ..................................................................... R eplacem ents ........................................................ Available training data 65 20,000 26,000 24.9 1,150 450 700 Appendix A. Methods and Assumptions for Projections of Manpower Requirements O nce developed for these products and services, estim ates are translated into detailed projections of industry output, not only for the industries producing the final product, but also for the interm ediate and basic industries which provide the raw m aterials, electric pow er, transportation, and other inputs required in the production process. To facilitate this translation, the D epartm ent of C om m erce has developed input-output tables which indicate the am ount of output of each industry—steel, glass, plastics, e tc .—that is required to produce a final product, autom obiles for example. Using estim ates of future output p er hour based on studies of productivity and technological trends for each industry, industry em ploym ent projections may be derived from the output estim ates. These projections then are com pared with em ploy m en t p ro je c tio n s fro m re g re ssio n a n a ly sis. T his analysis develops equations that relate em ploym ent by industry to com binations of econom ic variables, such as population and incom e, that are considered d eter m inants of long-run changes in em ploym ent. By com paring projections from input-output and regression analysis, it is possible to identify areas w here one m ethod produces a projection inconsistent with past trends or the B ureau’s econom ic m odel, and the projec tions are adjusted accordingly. Projections of industry em ploym ent then are tran s lated into occupational em ploym ent projections from an industry-occupation m atrix. This m atrix, which is divided into 201 industry sectors and 421 occupation sectors, describes the current and expected occupa tional structure of each industry.3 By applying the p ro jected patterns of occupational structure for each indus try to the industry em ploym ent projection and aggregat ing the resulting estim ates, em ploym ent for each o f the 421 occupations contained in the m atrix can be p ro jected. In some cases em ploym ent is related directly to one of the com ponents of the B ureau’s model—for exam ple, the num ber of cosm etologists is related to con sum er expenditures for beauty shop services. In others, em ploym ent is related to an independent variable not The B ureau of L abor Statistics has developed a com prehensive model o f the econom y in 1985. The model is com prised of internally consistent projections of gross national product (GNP) and its com ponents — con sum er expenditures, investm ent, governm ent expendi tures, and net exports; industrial output and produc tivity; labor force; average w eekly hours of w ork; and e m p lo y m e n t fo r d e ta ile d in d u s try g ro u p s an d occu p atio n s.1 The m ethods and assum ptions used to develop the projected 1985 m anpow er requirem ents presented in this bulletin are the sam e as those used in other B LS studies of the econom y. These are briefly sum m arized in the following sections. Projection methods Beginning with population projections by age, sex, and race developed by the B ureau of the Census, the total labor force is projected, using expected labor force participation rates. In developing the participation rates, the B ureau takes into account a variety of factors th at affect a p erso n ’s decision to enter the labor m arket, such as school attendance, retirem ent practices, and family responsibilities. The labor force projection is then translated into the level o f G N P th at would be produced by a fully em ployed labor fo rc e .2 U nem ployed persons are sub tracted from the labor force estim ate and the result is multiplied by a projection o f output per w orker. The estim ates of future output per w orker are based on analysis o f trends in productivity growth among indus tries and changes in the average w eekly hours of work. N ex t, the projection o f G N P is divided among its m ajor com ponents: consum er expenditures, business invest m ent, and governm ent expenditures — Federal, State, and lo cal— and n et exports. E ach of these com ponents is broken dow n by producing industry. Thus, consum er expenditures, for exam ple, are divided among indus tries producing goods and services such as housing, food, autom obiles, m edical care, and education. 1 See the Monthly Labor Review, March 1976. 2 The Bureau’s labor force projections, which were developed in 3 A detailed report will be published as a supplement to Tomorrow’s Manpower Needs. January 1975, assume a 4-percent unemployment rate. 66 Supply estim ates used to analyze the prospective job outlook for certain occupations represent the numbers o f workers who w ould seek jobs in particular occupa tion if past trends o f entry to the occupation continue. T hese estim ates are developed independently o f the demand estim ates and, therefore, demand relationships are not discussed in the usual econom ic sense in which w ages play a major role in equating supply and demand. explicitly projected in the m odel, but b elieved to be a primary determinant o f em ploym ent in that occupation. The projection o f autom obile m echanics, for exam ple, is based on the exp ected stock o f motor vehicles. Pro jections that are developed independently are com pared with those in the matrix and revised, if necessary, to assure con sisten cy. In addition to a projection o f em ploym ent for each occupation, the number o f replacem ents is estim ated. Separations constitute a significant source o f openings. In m ost occupations, more workers are needed to re place those w ho retire or die than to fill job s created by grow th. C on seq u en tly, ev en declining occu p ations offer em ploym ent opportunities. To estim ate replacem ent openings, the Bureau has developed tables o f working life based on actuarial ex perience for deaths and on decennial census data on general patterns o f labor force participation by age and s e x .4 W ithdrawals from each occupation are calcu lated separately for m en and w om en by age group and used to com pute a separation rate for the occupation. T hese rates are used to estim ate average annual re placem ent needs for each occupation over the period. The effects o f interoccupational transfers are not considered w hen calculating replacem ent needs be cause little information is available on this type o f sep aration. The B L S is currently developing such esti m ates from the 1970 D ecennial C ensus. Assumptions The Bureau’s projections to 1985 are based on the follow ing general assum ptions: The institutional framework o f the U .S . econom y will not change radically. Current social, technological, and scientific trends will continue, including values placed on work, educa tion, incom e, and leisure. The econom y will gradually recover from the high unem ploym ent levels o f the m id -1970’s and reach full em ploym ent (defined as 4-percent unem ploym ent) in the m id-1980’s. N o major event such as widespread or long-lasting energy shortages or war will significantly alter the in dustrial structure o f the econom y or alter the rate of econom ic growth. Trends in the occupational structure o f industries will 4 F o r d e ta ile d in fo r m a tio n s e e Tomorrow's Manpower Needs, not be altered radically by changes in relative w ages, Supplement No. 4, Estimating Occupational Separations from the technological changes, or other factors. Labor Force for States (B u rea u o f L a b o r S ta tis tic s , 1974). 67 Appendix B. Detailed Occupational Projections in chapter 4 are classified by the same 13 clusters as are the training data in appendix C. Within each o f the 13 major occupational clusters, data are subclassified into related fields: printing occupations, engineers, etc. W hen applicable, table B -l includes the program codes for related instructional programs for both v o ca tional and higher education (V ocational E ducation C odes and Higher Education General Information Sur vey (H EG IS) C odes). This coding helps to bridge the gap betw een education and m anpower data. In the table, absolute figures are rounded and percen tages are show n to one decim al place. H en ce, totals and percentages calculated on the basis o f unrounded fig ures do not alw ays correspond exactly with rounded data. This appendix presents em ploym ent estim ates, pro jected requirem ents, and average annual job openings in tabular form for 241 occupations, analyzed as part of the research underlying information in the 1976-77 edi tion o f the O c c u p a t i o n a l O u t l o o k H a n d b o o k . These date are classified into the 13 occupational clusters used to group H a n d b o o k occupations: industrial production and related occupations; office occupations; service occupations; education and related occupations; sales o c c u p a tio n s ; c o n s tr u c tio n o c c u p a tio n s ; o c c u p a tio n s in tr a n sp o r ta tio n a c tiv itie s ; s c ie n tific and technical occupations; m echanics and repairers; health occupations; social scientists; social service occupa tions; and art, design, and com m unications - related occupations. The descriptions o f occupational training Table B -1 . Estim ated 1974 em ploym ent, projected 1985 requirem ents, and ave ra g e annual openings, by occupa tion, 1 974-85 V o c a t io n a l O c c u p a ti o n e d u c a tio n code1 H e g is code2 E s tim a te d P ro je c te d P ercen t e m p lo y m e n t r e q u ir e m e n ts change 1974 1985 1 9 7 4 -8 5 A n n u a l a v e ra g e o p e n in g s , 1 9 7 4 - 8 5 T o ta l E m p lo y m e n t R e p la c e m e n t change needs3 I n d u s tr ia l p ro d u c tio n a n d re la te d o c c u p a tio n s : F o u n d ry o c c u p a tio n s : P a tte rn m a k e rs ........................................................... 1 7 .2 3 0 2 2 0 ,5 0 0 2 1 ,2 0 0 3 .4 500 50 450 1 7 .3 6 9 9 ........................................................................... 1 7 .2 3 0 1 6 0 ,0 0 0 6 2 ,0 0 0 3 .3 1 ,3 0 0 200 1 ,1 0 0 C o r e m a k e r s ................................................................... 1 7 .2 3 0 1 2 4 ,5 0 0 2 5 ,3 0 0 3 .3 550 50 500 1 7 .2 3 0 2 3 3 5 ,0 0 0 4 1 4 ,0 0 0 2 3 .6 1 4 ,5 0 0 7 ,2 0 0 7 ,3 0 0 M o ld e r s M a c h in in g o c c u p a tio n s : A l l- r o u n d m a c h i n i s t s ............................................. In stru m e n t m ak e rs 1 7 .2 3 0 2 5 ,5 0 0 6 ,0 0 0 5 .2 150 50 100 ........................................ 1 7 .2 3 0 3 6 0 0 ,0 0 0 6 5 0 ,0 0 0 8 .3 1 8 ,0 0 0 4 ,5 0 0 1 3 ,5 0 0 ( m a c h i n e t o o l s ) ....................................................... (m e c h a n ic a l) ............................................................. M a c h i n e to o l o p e r a t o r s S e tu p w o rk e rs T ool a n d d i e m a k e r s P r in tin g o c c u p a tio n s 1 7 .2 3 0 2 5 0 ,0 0 0 5 5 ,0 0 0 5 .2 1 ,3 5 0 250 1 ,1 0 0 .............................................. 1 7 .2 3 0 7 1 7 0 ,0 0 0 2 0 0 ,0 0 0 1 9 .9 6 ,6 0 0 3 ,0 0 0 3 ,6 0 0 ................................................. 1 7 .1 9 0 0 5009 B o o k b in d e rs a n d re la te d w o rk ers ......................................................................... C o m p o s in g ro o m o c c u p a t i o n s ........................ E le c tro ty p e rs a n d s te r e o ty p e r s 1 7 .1 9 0 6 3 5 ,0 0 0 3 8 ,0 0 0 1 7 .1 9 0 1 1 6 5 ,0 0 0 1 5 8 ,0 0 0 - 9 .1 1 ,9 0 0 300 1 ,6 0 0 4 .6 3 ,9 0 0 -7 0 0 4 ,6 0 0 ...................... 1 7 .1 9 0 3 4 ,0 0 0 3 ,2 0 0 - 2 0 .9 20 80 100 .................................. 1 7 .1 9 0 2 8 5 ,0 0 0 1 0 8 ,0 0 0 3 0 .3 4 ,3 0 0 2 ,3 0 0 2 ,0 0 0 P h o t o e n g r a v e r s ........................................................... 1 7 .1 9 0 4 1 7 ,0 0 0 1 6 ,0 0 0 5 .9 250 -1 0 0 350 L ith o g r a p h ic o c c u p a tio n s See footnotes at end of table. 68 - - Table B-1. Estimated 1974 employment, projected 1985 requirements, and average annual openings, by occupa tion, 1974-85—Continued V o c a t io n a l O c c u p a tio n e d u c a tio n code1 H e g is code2 E s tim a te d P r o je c t e d P ercen t e m p lo y m e n t re q u ir e m e n ts 1985 change 1974 1 9 7 4 -8 5 A n n u a l a v e ra g e o p e n in g s , 1 9 7 4 - 8 5 T o ta l E m p lo y m e n t R e p la c e m e n t change n eeds3 In d u s tr ia l p ro d u c tio n a n d r e l a t e d o c c u p a t i o n s — C o n t in u e d P r i n t i n g o c c u p a t i o n s — C o n t in u e d P rin tin g p r e s s o p e ra to rs ....................................................... and a s s is ta n ts 1 7 .1 9 0 2 1 4 0 ,0 0 0 1 7 0 ,0 0 0 2 2 .3 5 ,6 0 0 2 ,8 0 0 2 ,8 0 0 O th e r in d u s tr ia l p ro d u c tio n a n d r e la te d o c c u p a tio n s : 1 ,1 4 0 ,0 0 0 1 ,3 5 0 ,0 0 0 1 8 .5 6 3 ,0 0 0 1 9 ,0 0 0 4 4 ,0 0 0 A u to m o b ile p a i n t e r s ..................................................... 1 7 .0 3 0 1 2 5 ,0 0 0 3 2 ,0 0 0 2 1 .1 900 500 400 B la c k s m ith s 1 7 .2 3 9 9 9 ,0 0 0 6 ,1 0 0 - 3 0 .8 50 -2 5 0 300 3 3 ,0 0 0 A s s e m b le rs ......................................................................... ....................................................................... B l u e - c o l la r w o r k e r s u p e r v i s o r s ....................................................................... 1 7 .1 7 0 0 1 ,4 6 0 ,0 0 0 1 ,7 7 0 ,0 0 0 2 1 .0 6 1 ,0 0 0 2 8 ,0 0 0 B o i le r m a k i n g o c c u p a t i o n s ........................................ 1 7 .1 0 9 9 4 5 ,0 0 0 6 2 ,0 0 0 4 0 .9 2 ,7 0 0 1 ,6 0 0 1 ,1 0 0 B o ile r t e n d e r s ................................................................... 1 7 .3 2 0 0 9 0 ,0 0 0 8 6 ,0 0 0 4 .4 2 ,1 0 0 -4 0 0 2 ,5 0 0 E le c tr o p la te r s - ................................................................... 1 7 .2 3 9 9 3 4 ,0 0 0 4 1 ,0 0 0 1 8 .8 1 ,2 5 0 600 650 F o rg e s h o p o c c u p a t i o n s ............................................ F u r n it u r e u p h o l s t e r e r s ................................................ 1 7 .2 3 9 9 6 5 ,0 0 0 7 3 ,0 0 0 8 .9 1 ,7 5 0 550 1 ,2 0 0 1 7 .3 5 0 0 3 4 ,0 0 0 3 5 ,5 0 0 7 .6 1 ,2 0 0 200 1 ,0 0 0 In sp e c to rs ........................................................................... 1 7 .2 4 0 0 7 9 0 ,0 0 0 1 ,0 0 0 ,0 0 0 2 6 .5 5 1 ,0 0 0 1 9 ,0 0 0 3 2 ,0 0 0 M il lw r ig h t s ......................................................................... 1 7 .1 0 9 9 9 5 .0 0 0 1 1 5 ,0 0 0 2 1 .0 3 ,8 0 0 1 ,8 0 0 2 ,0 0 0 1 8 .0 0 0 1 9 ,5 0 0 8 .5 1 ,0 0 0 150 850 2 2 ,0 0 0 3 5 ,0 0 0 5 9 .1 2 ,1 0 0 1 ,3 0 0 800 M o tio n p i c t u r e p r o j e c t i o n i s t s ................................ O p h t h a l m i c l a b o r a t o r y ............................................... te c h n ic ia n s ..................................................................... 0 7 .0 6 0 1 1 7 .2 1 0 1 5212 1 7 .0 9 0 0 5007 P h o to g ra p h ic la b o r a to r y o c c u p a tio n s ..................................................................... Pow er tru c k o p e ra to rs P ro d u c tio n p a in t e r s ................................................ 5 0 ,0 0 0 6 1 ,0 0 0 2 6 .5 3 ,3 0 0 1 ,2 0 0 2 ,1 0 0 1 7 .1 0 0 3 0 2 3 4 7 ,0 0 0 4 0 0 ,0 0 0 1 5 .3 9 ,1 0 0 4 ,8 0 0 4 ,3 0 0 1 2 5 .0 0 0 1 5 1 ,0 0 0 1 9 .1 5 ,0 0 0 2 ,2 0 0 2 ,8 0 0 1 7 .3 2 0 0 1 9 3 .0 0 0 1 9 3 ,0 0 0 0 .0 5 ,0 0 0 0 5 ,0 0 0 6 2 ,0 0 0 1 0 0 ,0 0 0 6 1 .3 6 ,1 0 0 3 ,4 5 0 2 ,6 5 0 6 4 5 ,0 0 0 8 1 5 ,0 0 0 2 6 .2 2 7 ,0 0 0 1 5 ,5 0 0 1 1 ,5 0 0 ..................................................... ................................................... S ta tio n a ry e n g in e e r s W a ste w a te r tre a tm e n t p l a n t o p e r a t o r s ............................................................. W e ld e r s ................................................................................. O f f ic e o c c u p a t i o n s ........................................................... 1 7 .3 2 0 3 1 7 .2 3 0 6 5308 1 4 .0 0 C le ric a l o c c u p a tio n s : B o o k k e e p in g w o r k e r s ............................................. 1 4 .0 1 0 2 1 ,7 0 0 ,0 0 0 1 ,8 7 5 ,0 0 0 1 0 .9 1 2 1 ,0 0 0 1 7 ,0 0 0 1 0 4 ,0 0 0 C a s h ie rs 1 4 .0 1 0 3 1 ,1 1 1 ,0 0 0 1 ,3 4 0 ,0 0 0 2 0 .6 9 7 ,0 0 0 2 1 ,0 0 0 7 6 ,0 0 0 ......................................................................... C o l le c t io n w o r k e r s ................................................... F ile c l e r k s ..................................................................... 0 4 .0 8 0 0 1 4 .9 9 0 0 6 3 ,0 0 0 8 1 ,5 0 0 2 9 .4 4 ,5 0 0 1 ,7 0 0 2 ,8 0 0 1 4 .0 3 0 2 2 7 5 ,0 0 0 3 2 0 ,0 0 0 1 5 .9 2 5 ,0 0 0 4 ,0 0 0 2 1 ,0 0 0 H o te l f r o n t o f f i c e c le r k s ............................................................................. O f f ic e m a c h i n e o p e r a t o r s 0 4 .1 1 0 0 .................................. 1 4 .0 1 0 4 5005 5 4 ,0 0 0 6 3 ,0 0 0 1 7 .3 4 ,2 5 0 850 3 ,4 0 0 1 7 0 ,0 0 0 1 9 0 ,0 0 0 1 3 .1 1 2 ,8 0 0 2 ,1 0 0 1 0 ,7 0 0 ............................................................... 1 4 .0 4 0 3 2 9 3 ,0 0 0 3 0 2 ,0 0 0 3 .1 9 ,7 0 0 800 8 .9 0 0 R e c e p t i o n i s t s ............................................................... 1 4 .0 4 0 6 4 6 0 ,0 0 0 6 3 5 ,0 0 0 3 8 .3 5 7 ,5 0 0 1 6 ,0 0 0 4 1 ,5 0 0 S e c r e t a r i e s a n d s t e n o g r a p h e r s ...................... 1 4 .0 7 0 0 3 ,3 0 0 ,0 0 0 4 ,8 6 0 ,0 0 0 4 7 .8 4 3 9 ,0 0 0 1 4 2 ,5 0 0 2 9 6 ,5 0 0 S h i p p i n g a n d r e c e i v in g c l e r k s ........................ 1 4 .0 5 0 3 4 6 5 ,0 0 0 5 6 0 ,0 0 0 2 0 .4 2 0 ,5 0 0 8 ,7 0 0 1 1 ,8 0 0 S t a ti s t i c a l c le r k s ..................................................... 1 4 .0 3 0 3 3 2 5 ,0 0 0 3 7 5 ,0 0 0 1 5 .8 2 3 ,0 0 0 4 ,5 0 0 1 8 ,5 0 0 ................................................................. 1 4 .0 5 0 4 4 9 0 ,0 0 0 6 1 0 ,0 0 0 2 5 .0 2 6 ,0 0 0 1 1 ,0 0 0 1 5 ,0 0 0 ............................................................................. 1 4 .0 9 0 0 5005 1 ,0 0 0 ,0 0 0 1 ,4 0 0 ,0 0 0 3 4 .9 1 2 5 ,0 0 0 3 3 ,0 0 0 9 2 ,0 0 0 5 0 0 ,0 0 0 5 4 5 ,0 0 0 1 0 .1 2 7 ,5 0 0 4 ,5 0 0 2 3 ,0 0 0 2 0 0 ,0 0 0 2 8 5 ,0 0 0 4 2 .5 1 3 ,0 0 0 7 ,8 0 0 5 ,2 0 0 1 1 5 ,0 0 0 1 9 0 ,0 0 0 6 5 .2 9 ,1 0 0 7 ,0 0 0 2 ,1 0 0 5 1 7 ,0 0 0 7 1 8 ,0 0 0 3 8 .9 5 4 ,0 0 0 1 8 ,0 0 0 3 6 ,0 0 0 P o s ta l c le r k s S to c k c l e r k s T y p is ts C o m p u te r a n d r e l a t e d o c c u p a t i o n s C o m p u te r o p e r a t i n g p e r s o n n e l 5005 ................ 1 4 .0 2 0 0 ...................... 1 4 .0 2 0 1 5102 1 4 .0 2 0 2 5104 14 020201 P ro g ra m m e rs ............................................................... 1 4 .0 2 0 3 0704 5103 S y s te m s a n a ly s ts ...................................................... 1 4 .0 2 0 4 0705 B a n k in g o c c u p a tio n s : B a n k c l e r k s .................................................................... 1 4 .0 1 0 2 1 4 .0 1 0 4 14 0 3 0 3 1 4 .0 3 9 9 See footnotes at end of table. 69 Table B-1. Estimated 1974 employment, projected 1985 requirements, and average annual openings, by occupa tion, 1974-85—Continued V o c a t io n a l O c c u p a ti o n e d u c a tio n code1 H e g is code2 E s tim a te d P r o je c t e d P e rce n t e m p lo y m e n t r e q u ir e m e n ts change 1974 1985 1 9 7 4 -8 5 A n n u a l a v e ra g e o p e n in g s , 1 9 7 4 - 8 5 T o ta l E m p lo y m e n t R e p la c e m e n t change n eeds3 O f f ic e o c c u p a t i o n s — C o n t in u e d B a n k i n g o c c u p a t i o n s — C o n t in u e d B a n k o f f i c e r s ................................................................ 0 4 .0 4 0 0 0504 2 4 0 ,0 0 0 3 3 3 ,0 0 0 3 8 .9 1 6 ,0 0 0 8 ,5 0 0 7 ,5 0 0 2 7 0 ,0 0 0 3 7 7 ,0 0 0 3 8 .9 3 0 ,0 0 0 1 0 ,0 0 0 2 0 ,0 0 0 5003 B ank te lle rs ................................................................. In su ra n c e o c c u p a tio n s .............................................. 1 4 .0 1 0 5 0 4 .1 3 0 0 A c t u a r i e s ......................................................................... C la im r e p r e s e n t a t i v e s .......................................... 0512 1 0 ,7 0 0 1 4 ,4 0 0 3 4 .1 700 350 350 0 4 .1 3 0 0 1703 1 2 5 ,0 0 0 1 5 2 ,0 0 0 2 1 .8 6 ,6 0 0 2 ,5 0 0 4 ,1 0 0 0 4 .1 3 0 0 4 7 0 ,0 0 0 5 3 6 ,0 0 0 1 5 .0 1 9 ,4 0 0 6 ,4 0 0 1 3 ,0 0 0 8 0 5 ,0 0 0 9 9 5 ,0 0 0 2 3 .9 4 5 ,5 0 0 1 7 ,5 0 0 2 8 ,0 0 0 1 1 0 ,0 0 0 1 5 0 ,0 0 0 3 7 .6 9 ,0 0 0 4 ,0 0 0 5 ,0 0 0 In su ra n c e a g e n ts , b ro k ers a n d u n d e r w r i t e r s .................................................... A d m in is tr a tiv e a n d r e la te d o c c u p a tio n s: A c c o u n ta n ts 0502 ................................................................. 5002 B u y ers ............................................................................... 0 4 .0 8 0 0 0509 5004 C ity m a n a g e r s ........................................................... C r e d i t m a n a g e r s ........................................................ 1 4 .0 8 9 9 H o te l m a n a g e r s a n d a s s i s t a n t s .................... 0 4 .1 1 0 0 2102 2 ,9 0 0 4 ,2 0 0 4 7 .4 150 100 50 0504 6 6 ,0 0 0 9 0 ,0 0 0 3 6 .4 4 ,5 0 0 2 ,2 0 0 2 ,3 0 0 1 2 0 ,0 0 0 1 5 0 ,0 0 0 2 2 .8 6 ,5 0 0 2 ,5 0 0 4 ,0 0 0 3 4 2 ,0 0 0 4 9 0 ,0 0 0 4 3 .3 2 6 ,4 0 0 1 3 ,5 0 0 1 2 ,9 0 0 3 2 0 ,0 0 0 4 5 0 ,0 0 0 4 0 .2 2 3 ,0 0 0 1 2 ,0 0 0 1 1 ,0 0 0 5003 0508 5010 L a w y e rs ........................................................................... 1401 P e rso n n e l a n d la b o r r e l a t i o n s w o r k e r s .................................................... 1 4 .0 6 0 2 1 4 .0 6 0 3 0515 1 4 .0 6 9 9 0516 P u b l i c r e l a t i o n s w o r k e r s ...................................... 0 4 .0 1 0 0 P u rc h a s in g a g e n ts 0 4 .0 8 0 0 .................................................. 0509 1 0 0 ,0 0 0 1 3 4 ,0 0 0 2 8 .8 6 ,5 0 0 2 ,3 0 0 4 ,0 0 0 1 8 9 ,0 0 0 2 5 8 ,0 0 0 3 6 .5 1 1 ,7 0 0 6 ,3 0 0 5 ,4 0 0 1 3 ,0 0 0 1 8 ,0 0 0 3 8 .5 700 450 250 1 ,9 0 0 ,0 0 0 2 ,4 0 0 ,0 0 0 2 6 .6 1 4 6 ,0 0 0 4 7 ,0 0 0 9 9 ,0 0 0 1 8 ,0 0 0 2 1 ,0 0 0 1 5 .6 1 ,4 5 0 250 1 ,2 0 0 2 7 ,0 0 0 3 6 ,5 0 0 3 2 .1 2 ,1 0 0 800 1 ,3 0 0 5004 U rb a n p la n n e r s .......................................................... 0206 S e r v ic e o c c u p a t i o n s : C le a n in g a n d r e la te d o c c u p a tio n s: B u i ld i n g c u s t o d i a n s ................................................ 1 7 .1 1 0 0 H o te l h o u s e k e e p e r s a n d a s s is ta n ts ................................................................... P e s t c o n tr o lle r s 0 9 .0 2 0 5 ......................................................... Food s e rv ic e o c c u p a tio n s ............................ ........... 1 7 .2 9 0 0 B a r t e n d e r s ...................................................................... C ooks a n d c h e fs ........................................................ 1 7 .2 9 0 2 2 3 3 ,0 0 0 3 0 0 ,0 0 0 2 8 .8 1 5 ,2 0 0 6 ,1 0 0 9 ,1 0 0 9 5 5 ,0 0 0 1 ,2 5 0 ,0 0 0 3 0 .9 7 8 ,6 0 0 2 6 ,8 0 0 5 1 ,8 0 0 D in in g ro o m a t t e n d a n t s a n d d ish w a sh e rs .................................................... F ood c o u n t e r w o r k e r s M e a tc u tte rs ............................................ .................................................................. W a ite rs a n d w a i tr e s s e s ...................................... 1 7 .2 9 0 4 3 7 0 ,0 0 0 4 3 5 ,0 0 0 1 7 .6 1 7 ,2 0 0 6 ,8 0 0 1 0 ,4 0 0 3 5 0 ,0 0 0 4 2 5 ,0 0 0 2 1 .4 2 9 ,2 0 0 6 ,7 0 0 2 2 ,5 0 0 1 7 .2 9 0 3 2 0 2 ,0 0 0 2 0 4 ,0 0 0 0 .9 5 ,0 0 0 200 4 ,8 0 0 1 7 .2 9 0 4 1 ,1 8 0 ,0 0 0 1 ,4 4 0 ,0 0 0 2 1 .8 1 0 5 ,0 0 0 2 4 ,0 0 0 8 1 ,0 0 0 1 3 0 ,0 0 0 1 3 5 ,0 0 0 3 .6 5 ,5 5 0 450 5 ,1 0 0 1 7 ,0 0 0 1 9 ,0 0 0 9 .6 600 150 450 5 0 0 ,0 0 0 6 2 2 ,0 0 0 2 4 .9 5 0 ,8 0 0 1 1 ,3 0 0 3 9 ,5 0 0 0 7 .0 9 0 9 4 5 ,0 0 0 4 5 ,0 0 0 0 .0 1 ,4 0 0 0 1 ,4 0 0 0 9 .0 2 0 1 1 ,2 0 0 ,0 0 0 9 0 0 ,0 0 0 - 2 6 .7 5 2 ,0 0 0 - 3 0 ,0 0 0 8 2 ,0 0 0 P e r s o n a l s e r v i c e o c c u p a t i o n s .B a r b e r s .............................................................................. 1 7 .2 6 0 1 B e l lh o p s a n d b e ll c a p t a i n s .............................. 0 4 .1 1 0 0 C o s m e t o l o g i s t s ............................................................ 1 7 .2 6 0 2 5006 5006 F u n e ral d ire c to rs a n d e m b a lm e rs .................................................................. P riv a te h o u s e h o ld s e rv ic e o c c u p a t i o n s .P r iv a te h o u s e h o ld w o rk e rs ................................ 0 9 .0 2 0 2 0 9 .0 2 0 3 0 9 .0 2 0 5 See footnotes at end of table. 70 Table B-1. Estimated 1974 employment, projected 1985 requirements, and average annual openings, by occupa tion, 1974-85—Continued V o c a t io n a l O c c u p a ti o n e d u c a tio n code1 H e g is code2 E s tim a te d P r o je c t e d P e rce n t e m p lo y m e n t re q u ir e m e n ts change 1974 1985 1 9 7 4 -8 5 A n n u a l a v e ra g e o p e n in g s , 1 9 7 4 - 8 5 T o ta l E m p lo y m e n t R e p la c e m e n t change needs3 S e r v ic e o c c u p a t i o n s — C o n t in u e d P r o te c t iv e a n d r e l a t e d s e r v i c e o c c u p a tio n s: F ire f ig h te rs ................................................................... 1 7 .2 8 0 1 ............................................................................. 1 7 .2 8 0 2 P o l ic e o f f i c e r s ............................................................. 1 7 .2 8 0 2 G u a rd s 5507 2105 2 2 0 ,0 0 0 2 7 0 ,0 0 0 2 3 .3 7 ,3 0 0 4 ,6 0 0 2 ,7 0 0 4 7 5 ,0 0 0 5 0 8 ,0 0 0 7 .4 2 6 ,0 0 0 3 ,0 0 0 2 3 ,0 0 0 4 8 0 ,0 0 0 6 5 0 ,0 0 0 3 5 .5 2 2 ,0 0 0 1 5 ,5 0 0 6 ,5 0 0 4 5 ,5 0 0 7 6 ,0 0 0 6 8 .3 3 ,6 0 0 2 ,8 5 0 750 2 2 ,0 0 0 3 0 ,0 0 0 4 3 .0 1 ,7 0 0 750 950 1 1 0 ,0 0 0 1 6 0 ,0 0 0 4 4 .0 7 ,9 0 0 4 ,5 0 0 3 ,4 0 0 2 5 ,0 0 0 3 2 ,5 0 0 2 9 .0 1 ,1 0 0 700 400 2209 5505 S t a t e p o l ic e o f f i c e r s .............................................. 1 7 .2 8 0 2 2105 2209 5505 C o n s tru c tio n in s p e c to r s ( g o v e r n m e n t ) ............................................................. 1 7 .2 8 9 9 H e a l th a n d r e g u l a t o r y .................................. 1 7 .2 8 9 9 h e a l t h w o r k e r s ......................................................... 1 6 .0 6 0 2 in s p e c to r s (g o v e rn m e n t) 5408 O c c u p a tio n a l s a f e ty a n d 1 7 .2 8 0 1 17 2 8 9 9 O th e r s e rv ic e o c c u p a tio n s : ............................................................... 1 4 .0 4 0 3 2 6 7 ,0 0 0 2 7 5 ,0 0 0 T e l e p h o n e o p e r a t o r s ................................................ 1 4 .0 4 0 1 3 9 0 ,0 0 0 3 8 5 ,0 0 0 M a il c a r r i e r s - 3 .0 5 ,6 0 0 1 .3 2 8 ,0 0 0 - 700 4 ,9 0 0 500 2 8 ,5 0 0 E d u c a ti o n a n d r e l a t e d o c c u p a t i o n s : T e a c h in g o c c u p a tio n s : K i n d e r g a r te n a n d e l e m e n t a r y ..................................................... 0802 1 ,2 7 6 ,0 0 0 1 ,4 3 9 ,0 0 0 1 2 .8 9 4 ,0 0 0 1 5 ,0 0 0 7 9 ,0 0 0 S e c o n d a r y s c h o o l t e a c h e r s ................................ 0803 1 ,0 8 6 ,0 0 0 9 9 8 ,0 0 0 - 8 .1 3 7 ,5 0 0 - 4 ,0 0 0 4 1 ,5 0 0 0805 5 2 7 ,0 0 0 5 1 6 ,0 0 0 - 2 ,1 1 4 ,0 0 0 - 1 ,0 0 0 1 5 ,0 0 0 1601 1 2 5 ,0 0 0 1 5 0 ,0 0 0 2 0 .0 1 0 ,7 0 0 2 ,3 0 0 8 ,4 0 0 5504 1 3 5 ,0 0 0 1 7 5 ,0 0 0 2 9 .3 1 4 ,1 0 0 3 ,6 0 0 1 0 ,5 0 0 0509 7 5 ,0 0 0 9 6 ,0 0 0 2 7 .5 3 ,5 0 0 1 ,9 0 0 1 ,6 0 0 1 3 0 ,0 0 0 1 6 0 ,0 0 0 2 5 .5 5 ,5 0 0 2 ,9 0 0 2 ,6 0 0 2 0 ,0 0 0 2 8 ,0 0 0 2 1 .3 800 450 350 4 5 0 ,0 0 0 5 2 5 ,0 0 0 1 6 .3 1 2 ,7 0 0 6 ,7 0 0 6 ,0 0 0 3 8 0 ,0 0 0 3 8 7 ,0 0 0 2 .4 9 ,5 0 0 800 8 ,7 0 0 4 0 0 ,0 0 0 4 8 0 ,0 0 0 2 1 .8 2 8 ,5 0 0 7 ,8 0 0 2 0 ,7 0 0 2 ,8 0 0 ,0 0 0 3 ,1 7 5 ,0 0 0 1 5 .1 1 9 0 ,0 0 0 3 8 ,0 0 0 1 5 2 ,0 0 0 sch o o l te a c h e rs C o lle g e a n d u n i v e r s i t y te a c h e rs ....................................................................... L ib ra r y o c c u p a t i o n s : L i b r a r i a n s ....................................................................... L ib ra r y t e c h n i c i a n s a n d a s s i s t a n t s ................................................................... S a le s o c c u p a tio n s: ............................................................. 1 4 .0 4 9 9 0 4 .0 0 0 0 A u to m o b ile p a r t s c o u n t e r w o rk ers ............................................................................... 0 4 .0 3 0 0 5004 A u to m o b ile s a l e s w o r k e r s .......................................... 0 4 .0 3 0 0 0509 5004 A u to m o b ile s e r v i c e a d v i s o r s .................................. 0 4 .0 3 0 0 0509 5004 G a s o l in e s e r v i c e s t a t i o n a t t e n d a n t s ....................................................................... 0 4 .1 6 0 0 M a n u f a c tu r e r s ’ s a le s w o r k e rs 0 4 .1 2 0 0 ................................ 0509 5004 R eal e s ta t e s a le s w o r k e rs an d b ro k ers ..................................................................... 0 4 .1 7 0 0 0511 5004 R e t a il t r a d e s a l e s w o r k e r s ........................................ 0 4 .0 8 0 0 0509 5004 R o u te d r iv e r s ..................................................................... S e c u ritie s s a le s w o r k e rs ............................................ 0 4 .0 4 0 0 0505 1 9 0 ,0 0 0 2 0 0 ,0 0 0 4 1 3 ,7 0 0 700 3 ,0 0 0 1 0 0 ,0 0 0 1 3 0 ,0 0 0 3 1 .9 6 ,1 0 0 2 ,9 0 0 3 ,2 0 0 7 7 0 ,0 0 0 8 8 3 ,0 0 0 1 5 .0 3 0 ,0 0 0 1 0 ,0 0 0 2 0 ,0 0 0 3 0 ,0 0 0 5 0 ,0 0 0 6 6 .7 2 ,3 0 0 1 ,8 0 0 500 5004 W h o le s a le t r a d e s a le s w o r k e rs ................................................................... 0 4 .0 8 0 0 0509 5004 C o n s tru c tio n o c c u p a tio n s : 5317 ............................................ A s b e s to s a n d in s u la tio n w o rk e rs ...................... 1 7 .1 0 9 9 See footnotes at end of table. 71 Table B-1. Estimated 1974 employment, projected 1985 requirements, and average annual openings, by occupa tion, 1974-85—Continued V o c a t io n a l * O c c u p a ti o n e d u c a tio n code1 H e g is code2 E s tim a te d P r o je c t e d P ercen t e m p lo y m e n t r e q u ir e m e n ts change 1974 1985 1 9 7 4 -8 5 A n n u a l a v e ra g e o p e n in g s , 1 9 7 4 - 8 5 T o ta l E m p lo y m e n t R e p la c e m e n t change needs3 C o n s tru c tio n o c c u p a tio n s — C o n tin u e d B ric k la y e rs a n d s to n e m a s o n s .... C a r p e n t e r s ..................................................... 1 7 .1 0 0 4 1 6 5 ,0 0 0 1 7 .1 0 0 1 1 ,0 6 0 ,0 0 0 2 0 5 ,0 0 0 1 ,3 0 0 ,0 0 0 2 4 .2 6 ,5 0 0 2 2 .5 4 9 ,1 0 0 3 ,6 0 0 2 ,9 0 0 2 1 ,7 0 0 2 7 ,4 0 0 C em en t m a so n s (ce m e n t an d c o n c r e t e f i n i s h e r s ) .............................. 1 7 .1 0 9 9 9 0 ,0 0 0 C o n s t r u c t i o n l a b o r e r s ........................... 1 7 .1 0 9 9 8 6 5 ,0 0 0 1 2 0 ,0 0 0 1 ,0 0 4 ,0 0 0 3 3 .3 4 ,3 0 0 2 ,7 0 0 1 ,6 0 0 1 6 .1 2 8 ,4 0 0 1 2 ,6 0 0 1 5 ,8 0 0 D ry w a ll i n s t a l l e r s a n d f i n i s h e r s ....................................................... E le c tr ic ia n s ( c o n s tru c tio n ) ............... 1 7 .1 0 0 8 6 0 ,0 0 0 7 5 .0 0 0 2 5 .0 1 ,9 0 0 1 .4 0 0 500 1 7 .1 0 0 2 2 4 5 ,0 0 0 3 2 0 .0 0 0 3 0 .6 1 1 ,7 0 0 6 ,8 0 0 4 ,9 0 0 ........................... 1 7 .1 0 9 9 1 9 .0 0 0 2 5 .0 0 0 3 1 .6 1 ,0 5 0 550 500 F lo o r c o v e r i n g i n s t a l l e r s ...................... 1 7 .1 0 9 9 8 5 .0 0 0 1 0 0 .0 0 0 1 7 .6 2 ,4 0 0 1 .4 0 0 1 ,0 0 0 E le v a to r c o n s tr u c to r s G l a z ie r s ........................................................... 1 7 .1 0 9 9 9 ,0 0 0 1 3 .0 0 0 4 4 .4 500 350 150 L a th e rs ............................................................. 1 7 .1 0 0 6 2 5 .0 0 0 2 5 .0 0 0 0 .0 200 0 200 1 7 .1 0 0 3 0 2 4 0 0 ,0 0 0 6 1 0 ,0 0 0 5 1 .4 2 7 ,0 0 0 1 8 ,8 0 0 8 ,2 0 0 1 7 .1 0 0 5 4 5 0 .0 0 0 5 0 0 .0 0 0 1 0 .1 1 6 ,7 0 0 4 ,2 0 0 1 2 ,5 0 0 2 0 ,0 0 0 2 5 .0 0 0 2 5 .0 1 ,4 0 0 500 900 3 .8 450 -1 0 0 550 2 3 ,5 0 0 1 4 ,6 0 0 8 ,9 0 0 O p e r a tin g e n g in e e r s ( c o n s tru c tio n m a c h in e ry o p e ra to rs ) ......................... P a in te rs a n d p a p e rh a n g e rs : P a in te rs ..................................................... P a p e rh a n g e rs .............................. P l a s t e r e r s ...................................................... 1 7 .1 0 0 6 2 6 ,0 0 0 2 5 .0 0 0 P l u m b e r s a n d p i p e f i t t e r s .................. 1 7 .1 0 0 7 3 7 5 .0 0 0 5 3 5 .0 0 0 4 2 .7 R o o f e r s ........................................................... 1 7 .1 0 1 0 9 0 .0 0 0 1 3 0 .0 0 0 4 4 .4 5 .0 0 0 3 ,6 0 0 1 ,4 0 0 S h e e t- m e ta l w o rk e rs 1 7 .2 3 0 5 6 5 .0 0 0 7 5 .0 0 0 1 5 .4 2 .0 0 0 900 1 ,1 0 0 1 7 .1 0 9 9 8 5 ,0 0 0 1 1 2 ,0 0 0 3 1 .8 3 ,9 0 0 2 ,5 0 0 1 ,4 0 0 ............................. - S tru c tu ra l, o rn a m e n ta l, a n d r e i n f o r c i n g iro n w o r k e r s , r ig g e r s , a n d m a c h in e m o v ers ... O c c u p a t i o n s in t r a n s p o r t a t i o n a c tiv itie s : A ir t r a n s p o r t a t i o n o c c u p a t i o n s : A ir t r a f f i c c o n t r o l l e r s A i r p la n e m e c h a n i c s A i r p la n e p i l o t s 1 7 .0 4 0 0 .. 1 7 .0 4 0 3 2 2 ,0 0 0 2 7 .5 0 0 2 4 .8 750 500 250 .... 1 7 .0 4 0 1 1 3 0 ,0 0 0 1 4 5 .0 0 0 1 2 .1 3 ,2 0 0 1 ,4 0 0 1 ,8 0 0 ................... 1 6 .0 6 0 1 F l ig h t a t t e n d a n t s .............. 0 4 .1 9 0 0 5006 7 9 .0 0 0 1 0 1 .0 0 0 2 8 .7 2 ,8 0 0 2 ,1 0 0 700 4 1 .0 0 0 5 6 ,0 0 0 3 5 .2 6 ,4 0 0 1 ,3 0 0 5 ,1 0 0 5 6 ,0 0 0 7 6 ,0 0 0 3 5 .8 4 ,2 5 0 1 ,8 0 0 2 ,4 5 0 R e s e rv a tio n , tic k e t, a n d p a s s e n g e r a g e n ts ........ 0 4 .1 9 0 0 M e rc h a n t m a rin e o c c u p a tio n s: M e rc h a n t m a rin e o ffic e rs .................................. 1 7 .0 8 0 2 7 ,5 0 0 7 ,5 0 0 0 .0 150 0 150 M e rc h a n t m a rin e s a ilo rs .................................... 1 7 .0 8 0 1 2 0 ,0 0 0 1 7 ,1 5 0 1 4 .2 50 250 300 R a i lr o a d o c c u p a t i o n s : B r a k e o p e r a t o r s ........................ 7 3 .0 0 0 6 9 .0 0 0 5 .8 700 400 1 ,1 0 0 C o n d u c to rs .................................. 3 9 .5 0 0 4 1 .0 0 0 4 .6 1 ,2 5 0 150 1 ,1 0 0 .......... 3 7 .0 0 0 3 8 ,5 0 0 4 .3 1 ,3 5 0 150 1 ,2 0 0 ................................ 7 5 .0 0 0 5 7 .0 0 0 - 2 7 .0 -3 0 0 - 1 ,9 0 0 1 ,6 0 0 - L o c o m o tiv e e n g i n e e r s Shop tra d e s S ig n a l d e p a rtm e n t w o rk e rs 1 7 .1 4 0 2 1 1 .5 0 0 1 1 ,2 0 0 S ta tio n a g e n ts 0 4 .1 9 0 0 7 ,6 0 0 3 ,7 0 0 .......................... - - 2 .6 250 - 5 1 .0 -2 0 0 50 -3 5 0 - 3 9 .0 -1 5 0 400 250 - 1 ,0 5 0 150 1 ,2 0 0 - 300 150 1 4 .0 1 0 3 T e le g ra p h e rs , te le p h o n e rs , 1 1 ,0 0 0 6 ,6 0 0 5 7 ,0 0 0 5 5 ,0 0 0 0 4 .1 9 0 0 2 5 .0 0 0 2 6 ,0 0 0 3 .9 850 100 750 0 4 .1 9 0 0 7 1 .0 0 0 7 8 ,5 0 0 1 0 .4 2 ,9 0 0 700 2 ,2 0 0 ................. 1 ,6 0 0 ,0 0 0 1 ,7 6 0 ,0 0 0 8 .5 3 8 ,5 0 0 1 2 ,5 0 0 2 6 ,0 0 0 L o n g d i s t a n c e t r u c k d r iv e r s 5 4 0 ,0 0 0 5 8 5 ,0 0 0 8 .1 1 2 ,0 0 0 4 ,0 0 0 8 ,0 0 0 300 1 ,5 0 0 300 2 ,7 5 0 a n d to w e r o p e r a to r s T ra ck w o rk e rs .......... 1 4 .0 4 0 1 ............................ 2 .9 D r iv in g o c c u p a t i o n s : I n te r c ity b u s d riv e rs .............. L ocal t r a n s it b u s d riv e rs L ocal tr u c k d r iv e r s ... P a r k i n g a t t e n d a n t s .................. 0 4 .0 3 0 0 4 2 .0 0 0 4 5 .0 0 0 7 .0 1 ,8 0 0 T a x i c a b d r i v e r s ............................ 0 4 .1 9 0 0 9 2 .0 0 0 8 9 .0 0 0 3 .7 2 ,4 5 0 See footnotes at end of table. 72 - Table B-1. Estimated 1974 employment, projected 1985 requirements, and average annual openings, by occupa tion, 1974-85—Continued V o c a t io n a l O c c u p a tio n e d u c a tio n code1 H e g is c o d .e 2 E s tim a te d P r o je c t e d P e rce n t e m p lo y m e n t r e q u ir e m e n ts change 1974 1985 1 9 7 4 -8 5 A n n u a l a v e ra g e o p e n in g s , 1 9 7 4 - 8 5 T o ta l E m p lo y m e n t R e p la c e m e n t change . needs3 S c ie n tific a n d te c h n ic a l o c c u p a tio n s : C o n s e rv a tio n o c c u p a tio n s : F o re ste rs ......................................................................... 0 1 .0 7 0 0 0114 2 4 ,0 0 0 2 9 ,0 0 0 2 0 .5 950 450 500 .............................................. 0 1 .0 6 0 1 5403 1 0 ,5 0 0 1 3 ,8 0 0 3 2 .1 500 300 200 R a n g e m a n a g e r s ........................................................ 0 1 .0 6 0 8 0117 2 ,5 0 0 3 ,8 5 0 5 3 .9 150 100 50 3 2 .8 45 2 ,5 0 0 43 3 ,5 0 0 4 1 9 ,0 0 0 F o re stry te c h n i c ia n s E n g in e e rs : ........................................................................... 0900 4 1 ,1 0 0 0 0 0 A e r o s p a c e ....................................................................... 0902 5 2 ,0 0 0 5 8 ,3 0 0 1 2 .1 1 ,1 0 0 550 550 A g r i c u l t u r a l ................................................................... 0903 1 2 ,0 0 0 1 5 ,9 0 0 3 2 .5 550 350 200 4 1X1sJ\J\J 5 0 0 j 0vV/v 00 B i o m e d i c a l ..................................................................... 0905 3 ,0 0 0 4 ,0 0 0 3 3 .3 150 100 50 C e ra m ic 0916 12 0 0 0 1 5 ,9 0 0 3 2 .5 550 350 200 ........................................................................... C h e m i c a l ......................................................................... 0906 5 0 ,0 0 0 6 2 ,8 0 0 2 5 .6 1 ,8 5 0 1 ,2 0 0 650 C i v i l ..................................................................................... 0908 1 7 0 ,0 0 0 2 2 8 ,1 0 0 3 6 .6 9 ,3 0 0 5 ,6 0 0 3 ,7 0 0 E l e c t r i c a l ......................................................................... 0909 2 9 0 ,0 0 0 3 7 8 ,9 0 0 3 2 .0 1 2 ,2 0 0 8 ,4 0 0 3 ,8 0 0 I n d u s tr ia l ....................................................................... 0913 1 8 0 ,0 0 0 2 2 7 ,1 0 0 2 6 .2 7 ,2 0 0 4 ,3 0 0 2 ,9 0 0 .................................................................... 0910 1 8 5 ,0 0 0 2 3 7 ,0 0 0 2 9 .5 7 ,9 0 0 4 ,9 0 0 3 ,0 0 0 M e t a l l u r g i c a l ............................................................... 0914 1 7 ,0 0 0 2 0 ,0 0 0 2 1 .2 • 550 300 250 M i n i n g ............................................................................... 0918 5 ,0 0 0 7 ,1 0 0 4 2 .0 350 200 150 P e tro le u m 0907 1 2 ,0 0 0 1 8 ,2 0 0 5 1 .7 750 550 200 M e c h a n ic a l ....................................................................... E n v i r o n m e n ta l s c i e n t i s t s : ..................................................................... 1914 2 3 ,0 0 0 3 2 ,0 0 0 3 9 .4 1 ,3 0 0 800 500 ............................................................. 1916 8 ,2 0 0 1 1 ,4 0 0 3 9 .4 450 300 150 ........................................................... 1913 5 ,6 0 0 6 ,9 0 0 2 3 .3 200 100 100 O c e a n o g r a p h e r s ......................................................... 1919 2 ,5 0 0 3 ,1 0 0 2 2 .5 100 50 50 0400 1 9 0 ,0 0 0 2 4 5 ,0 0 0 2 9 .0 1 0 ,7 0 0 5 ,4 0 0 5 ,3 0 0 ........................................................ 1701 4 0 ,0 0 0 4 6 ,1 0 0 1 6 .5 1 ,5 5 0 600 950 ............................................................... 1702 2 4 ,0 0 0 3 1 ,0 0 0 3 2 .6 1 ,4 5 0 650 800 G e o l o g is t s G e o p h y s ic is ts M e te o r o lo g is ts L ife s c i e n c e o c c u p a t i o n s : L ife s c i e n t i s t s ............................................................. M a th e m a tic s o c c u p a tio n s : M a th e m a tic ia n s S ta tis tic ia n s P h y s ic a l s c ie n t is t s : ................................................................. 1911 2 ,0 0 0 2 ,1 0 0 4 .0 30 10 20 C h e m i s t s ......................................................................... 1905 1 3 5 ,0 0 0 1 7 3 ,0 0 0 2 8 .6 6 ,4 0 0 3 ,5 0 0 2 ,9 0 0 P h y s i c i s t s ....................................................................... 1902 4 8 ,0 0 0 5 9 ,4 0 0 2 5 .0 1 ,7 0 0 1 ,1 0 0 600 A s tro n o m e rs O th e r s c i e n t i f i c a n d t e c h n i c a l o c c u p a tio n s: B r o a d c a s t t e c h n i c i a n s .......................................... 1 6 .0 1 0 8 5008 2 2 ,0 0 0 2 6 ,0 0 0 1 8 .2 1 ,3 5 0 350 1 ,0 0 0 D r a f te r s 1 7 .1 3 0 0 5304 3 1 3 ,0 0 0 4 4 4 ,0 0 0 4 1 .7 1 7 ,3 0 0 1 2 ,0 0 0 5 ,3 0 0 5300 5 6 0 ,0 0 0 7 9 4 ,0 0 0 4 1 .4 3 2 ,0 0 0 2 1 ,0 0 0 1 1 ,0 0 0 5 5 ,0 0 0 8 6 ,6 0 0 5 9 .2 3 ,6 0 0 2 ,7 0 0 900 1 7 .1 5 0 1 1 1 0 ,0 0 0 1 3 0 ,0 0 0 1 8 .2 2 ,9 0 0 1 ,8 0 0 1 ,1 0 0 1 7 .1 5 0 1 3 0 ,0 0 0 3 6 ,0 0 0 1 8 .0 800 500 300 1 7 .1 4 0 2 5 5 ,0 0 0 5 3 ,5 0 0 3 .6 150 -2 0 0 350 1 7 .1 5 0 1 1 1 5 ,0 0 0 1 3 0 ,0 0 0 1 2 .1 2 ,4 0 0 1 ,3 0 0 1 ,1 0 0 ........................................................................... E n g in e e rin g a n d s c ie n c e te c h n ic ia n s ............................................................... 1 6 .0 1 0 0 5401 5407 S u r v e y o r s ......................................................................... 5309 M e c h a n ic s a n d r e p a ire r s : T e le p h o n e c r a f t o c c u p a tio n s : C e n tra l o ffic e c r a f t o c c u p a tio n s ............................................................... C e n tra l o ffic e e q u ip m e n t in s ta lle rs ..................................................................... L in e i n s t a l l e r s a n d c a b l e s p lic e rs ......................................................................... - T e l e p h o n e a n d PBX i n s t a l l e r s a n d re p a ire rs ........................................................... See footnotes at end of table. 73 Table B-1. Estimated 1974 employment, projected 1985 requirements, and average annual openings, by occupa tion, 1974-85—Continued V o c a t io n a l e d u c a tio n O c c u p a ti o n code1 H e g is code2 E s tim a te d P r o je c t e d P e rce n t e m p lo y m e n t r e q u ir e m e n ts change 1974 1985 1 9 7 4 -8 5 A n n u a l a v e ra g e o p e n in g s , 1 9 7 4 - 8 5 T o ta l E m p lo y m e n t R e p la c e m e n t change n eeds3 M e c h a n ic s a n d r e p a ir e r s — C o n tin u e d O th e r m e c h a n ic s a n d r e p a ir e r s : A ir-c o n d itio n in g , r e f r ig e r a tio n , .................................... 1 7 .0 1 0 0 5317 2 0 0 ,0 0 0 2 8 5 ,0 0 0 3 3 .6 1 0 ,9 0 0 7 ,0 0 0 3 ,9 0 0 ................................................ 1 7 .0 2 0 0 5310 1 3 5 ,0 0 0 1 7 0 ,0 0 0 2 4 .1 5 ,6 0 0 3 ,0 0 0 2 ,6 0 0 1 4 5 ,0 0 0 1 7 6 ,0 0 0 2 1 .4 4 ,7 0 0 2 ,8 0 0 1 ,9 0 0 5306 7 3 5 ,0 0 0 8 7 5 ,0 0 0 1 9 .3 2 4 ,4 0 0 1 2 ,9 0 0 1 1 ,5 0 0 250 a n d h e a tin g m e c h a n ic s A p p lia n c e r e p a ir e r s ................................ 1 7 .0 3 0 1 A u t o m o b il e m e c h a n i c s .......................................... A u t o m o b il e b o d y r e p a i r e r s 1 7 .0 3 0 2 B o a t m o to r m e c h a n i c s .......................................... 1 7 .2 2 0 0 1 1 ,0 0 0 1 4 ,0 0 0 2 9 .0 550 300 B o w lin g p i n - m a c h i n e m e c h a n i c s .................. 1 7 .1 4 0 1 5 ,0 0 0 5 ,6 0 0 7 .7 150 50 100 B u s in e s s m a c h in e re p a ire rs 1 7 .0 6 0 0 6 5 ,0 0 0 9 7 ,0 0 0 4 9 .8 3 ,1 0 0 2 ,9 0 0 200 ............................ C o m p u te r s e rv ic e t e c h n i c ia n s 5310 ........................ 1 6 .0 1 0 8 5105 5 0 ,0 0 0 9 3 ,0 0 0 8 6 .0 4 ,3 0 0 3 ,9 0 0 400 D ie s e l m e c h a n i c s ...................................................... 1 7 .1 2 0 0 5307 9 5 ,0 0 0 1 2 5 ,0 0 0 2 9 .5 3 ,4 0 0 1 ,7 0 0 1 ,7 0 0 E l e c t r ic s i g n r e p a i r e r s .......................................... 1 7 .1 0 0 2 9 ,0 0 0 1 2 ,0 0 0 2 9 .4 450 250 200 ............................ 0 1 .0 3 0 1 6 0 ,0 0 0 7 5 ,0 0 0 2 5 .0 2 ,7 0 0 1 ,3 0 0 1 ,4 0 0 5 0 0 ,0 0 0 8 4 0 ,0 0 0 6 5 .8 4 2 ,5 0 0 3 0 ,5 0 0 1 2 ,0 0 0 1 1 0 ,0 0 0 1 5 4 ,0 0 0 4 0 .0 6 ,6 0 0 4 ,0 0 0 2 ,6 0 0 1 8 ,0 0 0 1 8 ,6 0 0 2 .8 750 50 700 9 ,0 0 0 1 1 ,0 0 0 2 7 .3 400 200 200 1 7 .1 4 0 0 2 8 0 ,0 0 0 3 7 0 ,0 0 0 3 2 .1 1 3 ,8 0 0 8 ,2 0 0 5 ,6 0 0 8 ,0 0 0 8 ,0 0 0 0 .0 350 1 7 .3 4 0 2 3 0 ,0 0 0 2 6 ,8 0 0 - 1 0 .5 1 ,3 0 0 5310 1 3 5 ,0 0 0 1 8 0 ,0 0 0 2 6 .9 5306 1 3 5 ,0 0 0 1 7 3 ,0 0 0 2 4 ,0 0 0 2 5 ,0 0 0 1 7 ,0 0 0 F a rm e q u ip m e n t m e c h a n ic s I n d u s tr ia l m a c h in e ry r e p a ir e r s In stru m e n t re p a ire rs J e w e le r s ...................... .............................................. 1 7 .1 0 0 3 1 1 7 .2 1 0 1 5314 ........................................................................... L o c k s m ith s ................................................................... M a in te n a n c e e le c tr ic ia n s .................................. P ia n o a n d o r g a n t u n e r s a n d r e p a i r e r s ....................................................................... S h o e re p a ire rs ............................................................ 0 350 300 1 ,6 0 0 6 ,6 0 0 4 ,2 0 0 2 ,4 0 0 2 7 .9 5 ,6 0 0 3 ,4 0 0 2 ,2 0 0 4 .2 600 100 500 1 7 ,7 0 0 5 .6 800 100 700 - T e l e v i s io n a n d r a d i o s e r v i c e te c h n ic ia n s ................................................................ 1 7 .1 5 0 3 T ru c k m e c h a n ic s a n d b u s m e c h a n i c s ................................................................... V e n d in g m a c h in e m e c h a n ic s .......................... W a tc h r e p a i r e r s .......................................................... 1 7 .2 1 0 2 H e a l th o c c u p a t i o n s : D e n ta l o c c u p a tio n s : D e n tis ts ........................................................................... D e n ta l a s s i s t a n t s .................................................... 0 7 .0 1 0 1 1204 1 0 5 ,0 0 0 1 4 5 ,0 0 0 3 4 .9 6 ,2 0 0 3 ,4 0 0 2 ,8 0 0 5202 1 2 0 ,0 0 0 1 5 5 ,0 0 0 3 2 .5 1 4 ,5 0 0 3 ,5 0 0 1 1 ,0 0 0 D e n t a l h y g i e n i s t s ...................................................... 0 7 .0 1 0 2 5203 2 3 ,0 0 0 5 8 ,0 0 0 1 5 6 .7 6 ,3 0 0 3 ,2 0 0 3 ,1 0 0 D e n ta l la b o r a to r y t e c h n i c ia n s 0 7 .0 1 0 3 5204 3 2 ,0 0 0 4 7 ,5 0 0 4 7 .8 2 ,6 0 0 1 ,4 0 0 1 ,2 0 0 C h i r o p r a c t o r s ............................................................... 1221 1 8 ,0 0 0 2 2 ,5 0 0 2 5 .6 1 ,2 0 0 400 800 O p to m e tr is ts 1209 1 9 ,0 0 0 2 3 ,5 0 0 2 2 .8 900 400 500 1206 3 5 0 ,0 0 0 5 2 0 ,0 0 0 4 9 .3 2 3 ,0 0 0 1 5 ,6 0 0 7 ,4 0 0 1216 1218 7 ,5 0 0 2 9 ,0 0 0 8 ,7 0 0 3 8 ,5 0 0 1 5 .8 3 3 .0 400 1 ,4 5 0 100 850 300 600 600 ........................ M e d ic a l p r a c t i t i o n e r s : ............................................................... P h y s ic ia n s a n d o s te o p a th ic p h y s i c i a n s .................................................................... 1210 P o d i a t r i s t s ..................................................................... V e t e r i n a r i a n s ................................................................ M e d ic a l t e c h n o l o g i s t , t e c h n i c i a n , a n d a s s i s ta n t o c c u p a tio n s: 0 7 .0 9 0 2 5217 1 1 ,0 0 0 1 5 ,0 0 0 3 9 .0 1 ,0 0 0 400 .... 0 7 .0 9 0 1 5217 3 ,8 0 0 5 ,5 0 0 4 4 .7 350 150 200 .............................. 0 7 .0 2 0 0 1223 1 7 5 ,0 0 0 2 5 0 ,0 0 0 4 2 .9 1 8 ,8 0 0 6 ,8 0 0 1 2 ,0 0 0 0 7 .0 2 0 3 5205 5 ,6 0 0 E le c tr o c a r d io g r a p h t e c h n i c ia n s .................... E le c tr o e n c e p h a lo g r a p h ic t e c h n ic ia n s M e d ic a l l a b o r a t o r y w o r k e r s 0 7 .0 2 9 9 M e d ic a l r e c o r d t e c h n i c i a n s a n d 1 4 .0 4 9 9 5213 5 3 ,0 0 0 1 2 0 ,0 0 0 1 2 1 .7 1 1 ,5 0 0 5 ,9 0 0 .... 0 7 .0 3 0 5 5211 2 8 ,0 0 0 4 1 ,0 0 0 4 3 .7 2 ,7 0 0 1 ,1 0 0 1 ,6 0 0 .................... 0 7 .0 6 0 3 5212 1 1 ,5 0 0 1 9 ,0 0 0 6 3 .8 1 ,8 0 0 700 1 ,1 0 0 R a d i o lo g i c (X -ra y ) t e c h n o l o g i s t s 0 7 .0 5 0 1 5207 8 2 ,0 0 0 1 1 2 ,0 0 0 3 6 .5 8 ,6 0 0 2 ,7 0 0 5 ,9 0 0 R e s p ira to ry th e ra p y w o rk e rs .... 0 7 .0 9 0 3 5215 3 8 ,0 0 0 8 0 ,0 0 0 1 1 0 .5 6 ,8 0 0 3 ,8 0 0 3 ,0 0 0 .............................. 0 7 .0 3 0 1 1203 8 6 0 ,0 0 0 1 ,2 9 0 ,0 0 0 5 0 .0 7 1 ,0 0 0 3 9 ,0 0 0 3 2 ,0 0 0 1 6 .0 3 0 5 5208 c le r k s ........................................................ O p e r a tin g ro o m t e c h n i c ia n s O p t o m e t r ic a s s i s t a n t s N u rs in g o c c u p a tio n s : R e g is te r e d n u r s e s See footnotes at end of table. 74 Table B-1. Estimated 1974 employment, projected 1985 requirements, and average annual openings, by occupa tion, 1974-85—Continued Occupation Health occupations—Continued Nursing occupations—Continued Licensed practical nurses................... Nursing aides, orderlies, and attendants................................ Vocational education code1 07.0302 Estimated Hegis employment code2 1974 5209 07.0303 Projected requirements 1985 Percent change 1974-85 Annual average openings, 1974-85 Total Employment Replacement change needs3 495,000 965,000 95.0 93,000 43,000 50,000 970,000 1,500,000 54.6 123,000 48,000 75,000 Therapy and rehabilitation occupations: Occupational therapists ..................... Occupational therapy assistants ......... Physical therapists............................ Physical therapist assistants and aides ...................................... Speech pathologists and audiologists.................................... Other health occupations: Dietitians ......................................... Dispensing opticians ......................... 07.0401 1208 5210 1212 9,400 7,900 20,000 13,800 14,300 32,000 46.5 81.4 60.0 1,000 1,150 2,400 400 600 1,100 600 550 1,300 07.0402 5219 10,500 18,000 71.4 1,400 650 750 1220 31,000 51,000 63.0 3,700 1,800 1,900 1306 5212 33,000 17,000 42,500 27,000 29.4 58.8 3,200 1,550 900 900 2,300 650 1202 1202 1211 150,000 12,000 117,000 250,000 14,500 137,000 66.7 27.6 17.4 17,400 1,100 6,500 9,100 300 1,900 8,300 800 4,600 2202 2203 2204 2206 2205 2207 2000 2208 3,800 5,400 42.9 250 150 100 71,000 9,000 26,000 11,500 75,000 14,000 104,000 13,000 32,000 14,500 105,000 18,000 45.9 42.8 19.8 27.5 40.7 28.7 4,700 650 1,300 600 5,200 750 3,000 350 500 300 2,800 350 1,700 300 800 300 2,400 400 0826 44,000 7,000 19,000 48,000 10,800 29,000 8.9 54.2 52.6 2,050 650 2,100 350 350 900 1,700 300 1,200 14.0602 0826 4,100 5,000 22.0 250 100 150 04.1800 2103 5506 5506 2104 65,000 96,000 42.6 5,900 2,700 3,200 70,000 300,000 115,000 435,000 60.9 45.7 8,400 30,500 3,900 12,500 4,500 18,000 0202 1009 40,000 64,000 34,000 60,000 80,000 TO,000 52.3 24.3 17.6 3,000 4,000 2,200 1,900 1,400 500 1,100 2,600 1,700 0203 0204 1011 10,000 34,000 12,000 80,000 11,500 40,000 18,000 95,000 15.0 18.0 52.3 19.2 450 1,550 900 3,400 150 550 600 1,400 300 1,000 300 2,000 07.0601 17.2101 Health services administrators............ Medical record administrators ............ Pharmacists ..................................... Social scientists: Anthropologists .................................... Economists .......................................... Geographers ......................................... Historians............................................ Political scientists ................................ Psychologists........................................ Sociologists ........................................ Social service occupations: Counseling occupations: School counselors ............................. Employment counselors....................... Rehabilitation counselors ................... College career planning and placement counselors ....................... Other social service occupations: Recreation workers ............................ Social service aides ........................... Social workers .................................. Art, design, and communicationsrelated occupations: Design occupations: Architects......................................... Commercial artists............................ Display workers ................................. Industrial designers .......................... Interior designers ............................. Landscape architects ......................... Photographers................................... 17.0700 04.0100 17.0702 17.0703 17.0701 See footnotes at end of table. 75 Table B-1. Estimated 1974 employment, projected 1985 requirements, and average annual openings, by occupa tion, 1974-85—Continued Occupation Vocational education code1 Estimated Hegis employment code2 1974 Projected requirements 1985 Percent change 1974-85 Annual average openings, 1974-85 Total Employment Replacement change needs3 Art, design, and communicationsrelated occupations—Continued Communications-related occupations: Newspaper reporters .......................... Radio and television announcers ......... Technical writers ............................... 0602 0603 40.000 19.000 20.000 1Vocational education codes are from Vocational Education and Occupations (U.S. Department of Health, Education, and Welfare, and U.S. Department of Labor, 1969). 13.7 21.1 24.9 2,200 600 1,150 500 350 450 1,700 250 700 separations from the labor force. Does not include transfers to other occupations. 4Totals do not equal the sum of the individual estimates because all branches of engineering are not covered separately. 2 HEGIS codes are from the Higher Education General Information Survey. See A Taxonomy of Instructional Programs in Higher Education (U.S. Department of NOTE: Percentages were calculated using unrounded numbers and therefore may not agree with rounded numbers on employment and projected requirements shown in the table. Health, Education, and Welfare, 1970). 3 Replacement needs include openings arising fromdeaths, retirements, and other 45,500 23.000 26.000 76 Appendix C. Detailed Training Statistics on vocational education com pletions. D ata in table C -l are not strictly com parable because different program s cover different time periods (fiscal years, calendar years, and academ ic years). CETA training and private vocational training are not listed because data on com pletions are insufficient to m atch training with related occupations. F utherm ore, not all junior college com pletions in table C-5 and all voca tional education com pletions in table C - l could be m atched with a related occupation. Table C -l em phasizes the fragm entary and inconsistent nature of the data on occupational training and the need for im provem ent. Extensive footnotes indicate data lim ita tions. This appendix presents tabulations of all available statistics on the num bers of persons com pleting training for occupations for which appendix B presents projec tions. Table C -l presents statistics for occupations that generally require few er than 4 years of college; tables C-2 and C-3 present data for bachelor’s, m aster’s, d o cto r’s, and first professional degrees aw arded. C hap ter 4 also presents these data, along with inform ation on how w orkers trained for specific occupations and pro jections of occupational requirem ents. Tables C-4 and C-5 present limited trend data for junior college graduates and apprenticeship com ple tions. Table C-6 presents A rm ed Forces m anpower data by occupational specialty. Table C - l presents data T a b le C-1. K n o w n tra in in g in o c c u p a tio n s w h ich g e n e r a lly re q u ire le s s th a n a b a c h e lo r ’s d e g re e , fo r w h ic h p ro je c tio n s of m a n p o w e r re q u ire m e n ts h a v e b e e n p re p a re d Vocational education code Occupation Industrial production and related occupations-. Foundry occupations: Patternmakers . . Molders Coremakers .. .. .......... ............ Machining occupations: All-round machinists ................. Instrument makers (mechanical) Machine tool operators Setup workers (machine tools) Tool and die makers ................. Printing occupations1 ..................... Bookbinders and related workers ................................... Composing room occupations ....... Electrotypers and stereotypers ...... Lithographic occupations.............. Photoengravers ........................... Printing press operators and assistants ................................ Junior college graduates 1973-74 Hegis code Vocational education completions Fy 1974 Apprenticeship completions 1974 17.2302 17.3699 17.2301 17.2301 167 17.2302 1,879 78 17.2302 17.2303 76 17.2302 17.2307 17.1900 138 1,971 5009 17,658 535 17.1906 17.1901 17.1903 17.1902 17.1904 27 17.1902 288 2,302 150 430 574 See footnotes at end of table. Job corps completions Fy 1974 77 581 Table C-1. Known training in occupations which generally require less than a bachelor’s degree, for which projections of manpower requirements have been prepared—Continued Vocational education code Occupation Junior college graduates 1973-74 Hegis code Job corps completions Fy 1974 Vocational education completions Fy 1974 Apprenticeship completions 1974 Industrial production and related occupations— Continued Other industrial production and related occupations: Assemblers................................. Automobile painters .................... Blacksmiths . ....................... Blue-collar worker supervisors....... Boilermaking occupations ............ Boiler tenders ............................ Electroplaters ... ....... Forge shop occupations................ Furniture upholsterers ......... Inspectors .................................. Millwrights................................. Motion picture projectionists ........ Ophthalmic laboratory technicians .. Photographic laboratory occupations3 ............................ Power truck operators .................. Production painters..................... Stationary engineers ................... Wastewater treatment plant operators.................................. Welders ... ........ 441 17.0301 17.2399 17.1700 17.1099 17.3200 17.2399 17.2399 17.3500 17.2400 17.1099 8,506 139 5212 17.0900 17.100302 5007 4,680 645 1,031 17.3200 2,620 1,523 5308 14.00 Office occupations: Clerical occupations 4634,006 ......... Bookkeeping workers ................... ........ Cashiers . ... Collection workers File clerks.................................. Hotel front office clerks ............... Office machine operators.............. Postal clerks ............................... Receptionists ............................. Secretaries and stenographers Shipping and receiving clerks ....... Statistical clerks........................ Stock clerks .... ....... Typists ....................................... Computer and related occupations .... Computer operating personnel ................................. Programmers.............................. 14.0102 14.0103 04.0800 14.9900 14.0302 04.1100 14.0104 14.0403 14.0406 14.0700 14.0503 14.0303 14.0504 14.0900 21 161 393 5005 5005 518,650 5005 Bank clerks ................................ ........................... Insurance occupations .................. Claim representatives ... ....... Insurance agents, brokers and underwriters............................. 166,926 174 877 119,477 41,666 14.0201 14.0202 14.020201 14.0203 5101 5102 5104 5199 0704 5103 64,754 2,018 1,605 14.0102 14.0104 14.0303 14.0399 14.0105 04.1300 0512 04.1300 04.1300 See footnotes at end of table. 274 42 38 157 14.0200 Banking occupations Bank tellers 26,258 561 07.0601 17.2101 17.3203 17.2306 352 1,031 78 6353 164 Table C-1. Known training in occupations which generally require less than a bachelor’s degree, for which projections of manpower requirements have been prepared—Continued Occupation Vocational education code Junior college graduates 1973-74 Hegis code Job corps completions Fy 1974 Vocational education completions Fy 1974 Apprenticeship completions 1974 Office occupations—Continued Administrative and related occupations: Accountants................................ Buyers ................................... 04.0800 Credit managers ......................... 14.0899 Hotel managers and assistants .... 04.1100 0502 5002 0509 5004 0504 5003 0508 5010 7,880 3,430 71,852 Service occupations: Cleaning and related occupations: Building custodians .................... Hotel housekeepers and assistants . Pest controllers 17.1100 09.0205 Food service occupations ................. 17.2900 Bartenders ................................. Cooks and chefs .......................... Dining room attendants and dishwashers ............................. Food counter workers................... Meatcutters ................................ Waiters and waitressess............... 1,104 3,412 4,700 14,127 17.2902 81,803 8225 17.2904 17.2903 17.2904 124 70 914 Personal service occupations: Barbers ..................................... Bellhops and bell captains........... Cosmetologists ........................... Funeral directors and embalmers ... 17.2601 04.1100 17.2602 07.0909 5006 3 940 5006 182 19,270 Private household service occupations: Private household workers............ 09.0201 09.0202 09.0203 09.0205 Protective and related service occupations: Firefighters................................. Guards ...................................... Police officers9 ........................... 17.2801 17.2802 17.2802 State police officers.................... 17.2802 Construction inspectors (government) ............................ Health and regulatory inspectors (government) ............. Occupational safety and health workers.................................... 4,084 2,013 5507 6 3 2105 2209 5505 2105 2209 5505 14,915 5408 464 17.2899 17.2899 16.0602 17.2801 17.2899 Other service occupations: Mail carriers............................... Telephone operators .................... 14.0403 14.0401 7 See footnotes at end of table. 79 23,511 316 Table C-1. Known training in occupations which generally require less than a bachelor’s degree, for which projections of manpower requirements have been prepared—Continued Vocational education code Hegis code Junior college graduates 1973-74 Library technicians and assistants ................................ 14.0499 5504 506 Sales occupations ............................. 04.0000 Automobile parts counter workers.................................... 04.0300 Automobile salesworkers............... 04.0300 Automobile service advisors.......... 04.0300 Gasoline service station attendants................................ Manufacturers salesworkers ......... 04.1600 04.1200 Real estate salesworkers and brokers............................... Retail trade salesworkers ............ 04.1700 04.0800 5004 0509 5004 Route drivers .............................. Securities salesworkers ................ 04.0400 Wholesales trade salesworkers ...... 04.0800 0505 5004 0509 5004 Occupation Job corps completions Fy 1974 Vocational education completions Fy 1974 Apprenticeship completions 1974 Education and related occupations: Library occupations: Construction occupations................... Asbestos and insulation workers ..... Bricklayers and stonemasons .......... Carpenters ................................... Cement masons (cement and concrete finishers) ................................... Construction laborers .................... Drywall installers and finishers ....... Electricians (construction)14 ....... Elevator constructors ..................... Floor covering installers ....... Glaziers........................................ Lathers ........................................ Operating engineers (construction machinery operators) ................... Painters and paperhangers ............ Plasterers .................................... Plumbers and pipefitters15 ............. Roofers ........................................ Sheet-metal workers....................... Structural ornamental, and reinforcing iron workers, riggers, and machine movers........................................ 4 1013,559 0509 5004 0509 5004 0509 5004 11225,436 31 174 0509 5004 141 31,937 1269,319 785 2,758 8,908 30,173 5317 17.1099 17.1004 17.1001 277 131,162 5,153 17.1099 17.1099 17.1008 17.1002 17.1099 17.1099 17.1099 17.1006 344 37 2 295 295 277 17.100302 17.1005 17.1006 17.1007 17.1010 17.2305 914 605 187 127 806 1,037 182 5,860 387 2,464 595 520 12,776 7,174 129 17.1099 5,933 1,615 Occupations in transportation activities: Air transportation occupations ........ Air traffic controllers................... Airplane mechanics..................... Airplane pilots............................ Flight attendants ........................ Reservation, ticket, and passenger agents ..................... 17.0400 17.0403 17.0401 16.0601 04.1900 5,830 19 1,016 5006 04.1900 Merchant marine occupations: Merchant marine officers.............. Merchant marine sailors............... 17.0802 17.0801 See footnotes at end of table. 80 Table C-1. Known training in occupations which generally require less than a bachelor’s degree, for which projections of manpower requirements have been prepared—Continued Occupation Vocational education code Junior college graduates 1973-74 Hegis code Job corps completions Fy 1974 Vocational education completions Fy 1974 Apprenticeship completions 1974 Occupations in transportation activities—Continued Railroad occupations: Brake operators ................... Conductors .......................... Locomotive engineers............ Shop trades ........................ Signal department workers.... Station agents..................... Telegraphers, telephoners, and tower operators .................. Track workers...................... 17.1402 04.1900 14.0103 14.0401 Driving occupations: Intercity busdrivers ......... Local transit busdrivers ... Local truck drivers.......... Long distance truck drivers Parking attendants ......... Taxicab drivers ............... 04.1900 04.1900 16115 04.0300 04.1900 Scientific and technical occupations: Conservation occupations: Forestry technicians ........ 01.0601 5403 16.0108 17.1300 5008 5304 16.0100 5300 5401 5407 5309 1,980 216 Other scientific and technical occupations: Broadcast technicians .... Drafters......................... Engineering and science technicians .................. Surveyors ................................... 30,151 324 42,408 18138 240 108 765 1,962 13,215 4,877 17,310 76,280 279 307 1,330 60 988 387 93 4,308 49 62 2027,822 65 1739,024 2,203 Mechanics and repairers: Telephone craft occupations: Central office craft occupations .... Central office equipment installers ................................. Line installers and cable splicers ................................... Telephone and PBX installers and repairers............................ 17.1501 17.1501 17.1402 17.1501 Other mechanics and repairers: Air-conditioning, refrigeration, and heating mechanics ............. Appliance repairers..................... Automobile body repairers............ Automobile mechanics ................. Boat motor mechanics ................. Bowling-pin-machine mechanics .... Business machine repairers19 ....... Computer service technicians........ Diesel mechanics ........................ Electric sign repairers ................. Farm equipment mechanics .......... Industrial machinery repairers ...... Instrument repairers ................... Jewelers .................................... 17.0100 17.0200 17.0301 17.0302 17.2200 17.1401 17.0600 16.0108 17.1200 17.1002 01.0301 17.10031 17.2101 5317 5310 5306 5310 5105 5307 226 5314 See footnotes at end of table. 81 721 Table C-1. Known training in occupations which generally require less than a bachelor’s degree, for which projections of manpower requirements have been prepared—Continued Occupation Mechanics and repairers— Continued Other mechanics and repairers— Continued Locksmiths ................................. Maintenance electricians.............. Piano and organ tuners and repairers............................ Shoe repairers ............................ Television and radio service technicians ............................... Truck mechanics and bus mechanics ................................ Vending machine mechanics......... Watch repairers .......................... Vocational education code Junior college graduates 1973-74 Hegis code 17.1400 Job corps completions Fy 1974 11 Vocational education completions Fy 1974 (21) Apprenticeship completions 1974 811 17.3402 17.1503 5310 87 247 5306 17.2102 Health occupations: Dental occupations: Dental assistants ........................ Dental hygienists ........................ Dental laboratory technicians ....... 07.0101 07.0102 07.0103 5202 5203 5204 1,197 3,738 594 35 07.0902 5217 22 24 29 07.0901 07.0200 07.0203 07.0299 5217 1223 5205 22 24 2,617 14.0499 07.0305 07.0603 07.0501 07.0903 5213 5211 5212 5207 5215 627 183 395 2,758 1,824 5 2 2,413 1,608 07.0301 16.0305 07.0302 1203 5208 5209 28,158 2,447 76 19,019 34,455 2,237 32,220 7,949 1,699 1,211 Medical technologist, technician, and assistant occupations: Electrocardiograph technicians..... Electroencephalographic technicians ............................... Medical laboratory workers........... Medical record technicians and clerks ................................ Operating room technicians.......... Optometric assistants.................. Radiologic (X-ray) technologists.... Respiratory therapy workers.......... Nursing occupations: Registered nurses23 .................... Licensed practical nurses ....... Nursing aides, orderlies, and attendants................................ 21 07.0303 116 2,497 879 Therapy and rehabilitation occupations: Occupational therapy assistants .... Physical therapist assistants and aides ................................. 07.0401 5210 491 07.0402 5219 717 07.0601 17.2101 5212 395 5506 3,731 829 25 583 Other health occupations: Dispensing opticians ................... 150 Social service occupations: Social service aides .................... Art, design, and communicationsrelated occupations: Design occupations: Commercial artists ...................... Display workers .......................... 17.0700 04.0100 17.0702 1009 42 See footnotes at end of table. 82 6,272 T a b le C-1. K n o w n train in g in o c c u p a tio n s w hich g e n e ra lly req u ire le s s than a b a c h e lo r ’s d e g re e , for w hich p ro je c tio n s of m a n p o w e r re q u ire m e n ts h a v e b e e n p re p a re d — C o n tin u e d Occupation Vocational education code Junior college Hegis code graduates 1 9 7 3 -7 4 Job corps completions Fy 1974 Vocational education completions Fy 1974 Apprenticeship completions 1974 Art, design, and communicationsrelated occupations— Continued Design occupations— Continued Interior designers .................................. 17.0701 Photographers ........................................ 0203 1011 Communications-related occupations: Interpreters ............................................ Newspaper re p o rte rs ............................. Radio and television announcers .... 0602 0402 Technical w r ite r s ............................. 1 Includes bookbinders, composing room occupations, lithographic occupations, press operators, and miscellaneous printing occupations. 2 Includes some upholsterers other than furniture. 3 May include other photographic occupations. 4 Includes all persons who completed office occupations programs. 5 Includes office machine training. 6 Includes training for keypunch and other input technologies, computer operators and peripheral equipment operators, and general data processing workers. 7 Includes restaurant management. 8 Includes bakers. 9 May include some State police officers. 10 Recipients of associate degrees in marketing, distribution, purchasing, busi ness, and industrial management. 11 Includes all distribution programs. 12 Includes training for other occupations in retail trade. 13 Includes stonemasons, marble-setters, and tile setters. 14 All electricians, including maintenance. 15 Includes sprinkler-fitters. 16 May include some over-the-road drivers. 17 Includes an unknown number of workers trained for skilled craft occupations and technical occupations such as industrial drafter. 18 Electronics technicians. 19 May include some computer service technicians. 20 Includes other occupations related to agricultural machinery. 21 See construction electricians. 22 EKG and EEG technicians combined. 23 Some graduates may be counted in both junior college and vocational education programs. In addition to training sources shown, many nurses were trained in 4-year college programs. 83 T ab le C-2. B achelor’s, m aster’s, and doctor’s degrees conferred by institutions of higher education, by field of study, 1973-74 Bachelor’s degrees requiring 4 or 5 years M ajor field of study Second-level (m aster’s) degrees Doctor’s degrees (Ph.D., Ed.D., etc.) All field s ..................................................................................................................................................................... 9 5 4 ,3 1 6 2 7 0 ,2 5 9 3 3 ,8 2 6 Agriculture and natural re s o u rc e s ......................................................................................................................... 16,3 03 2 ,9 3 9 930 Agriculture, g e n e r a l................................................................................................................................................ Agronomy .................................................................................................................................................................... 1,8 3 3 833 220 3 271 87 156 Soil science ............................................................................................................................................................... Animal s c ie n c e .......................................................................................................................................................... Dairy s c ie n c e ............................................................................................................................................................. Poultry s c ie n c e .......................................................................................................................................................... Fish, game, and w ildlife m anagement ........................................................................................................... H o rtic u ltu re ................................................................................................................................................................ Ornamental h o rtic u ltu re ........................................................................................................................................ Agricultural and farm m a n a g e m e n t................................................................................................................. Agriculture economics ........................................................................................................................................... Agriculture business .............................................................................................................................................. Food science and technology .............................................................................................................................. Forestry ...................................................................................................................................................................... N atural resources m a n a g e m e n t......................................................................................................................... Agriculture and forestry te c h n o lo g ie s .............................................................................................................. Range m anagement ................................................................................................................................................ Other ........................................................................................................................................................................... Architecture and environmental d e s ig n ............................................................................................................... Environmental design, general ........................................................................................................................... Architecture .............................................................................................................................................................. Interior design .......................................................................................................................................................... Landscape architecture 379 3 ,1 1 8 239 77 1 ,3 4 4 639 252 72 129 370 55 46 295 166 24 27 10 58 45 2 200 1 ,1 7 8 867 402 2 ,3 3 7 1 ,5 1 9 117 14 415 10 165 27 197 408 160 8 163 808 43 133 3 88 78 26 12 19 7 ,8 4 0 1 ,2 8 4 4 ,5 3 1 2 ,7 3 3 75 929 489 15 27 69 1 16 _ ........................................................................................................................................ 601 170 Urban architecture ................................................................................................................................................. City, community, and regional planning ....................................................................................................... Other ........................................................................................................................................................................... 26 4 10 499 98 1,3 8 0 66 51 Area s tu d ie s ................................................................................................................................................................... Asian studies, general ......................................................................................................................................... East Asian studies ................................................................................................................................................. South Asian (India, etc.) studies ...................................................................................................................... Southeast Asian studies ...................................................................................................................................... African studies ........................................................................................................................................................ Islam ic studies ........................................................................................................................................................ Russian and Slavic s tu d ie s ................................................................................................................................. Latin American s tu d ie s ......................................................................................................................................... Middle Eastern studies ......................................................................................................................................... European studies, general ................................................................................................................................... Eastern European studies .................................................................................................................................... West European studies .......................................................................................................................................... American studies ..................................................................................................................................................... Pacific area studies .............................................................................................................................................. Other ........................................................................................................................................................................... 3 ,2 0 3 242 1 ,1 4 2 126 163 7 176 24 93 11 13 17 2 15 56 9 2 1 150 280 52 34 16 90 1 ,8 4 4 1 74 136 21 12 10 326 1 262 261 34 Biological s c ie n c e s ...................................................................................................................................................... 4 8 ,8 5 6 6 ,581 3 ,4 4 0 Biology, general ..................................................................................................................................................... Botany, g e n e r a l...................................................................................................................................................... 3 6 ,6 3 0 865 3 ,2 1 0 323 657 182 404 57 36 29 90 82 10 Plant physiology ...................................................................................................................................................... 24 Zoology, general ...................................................................................................................................................... Pathology, human and anim al ........................................................................................................................... 5 ,7 8 8 16 683 34 278 89 Bacteriology ............................................................................................................................................................. Plant p a th o lo g y ........................................................................................................................................................ Plant p h arm ac o lo g y ................................................................................................................................................ Pharmacology, human and anim al Physiology, human and anim al ................................................................................................................... ......................................................................................................................... M ic ro b io lo g y .............................................................................................................................................................. A n a to m y ...................................................................................................................................................................... 63 1 66 207 1,907 2 210 H is to lo g y ..................................................................................................................................................................... 93 452 1 9 1 8 7 5 _ 80 153 227 93 348 116 Biochemistry ............................................................................................................................................................. 1,101 7 249 451 Biophysics .................................................................................................................................................................. 74 43 83 Molecular b io lo g y ....................................................................................... ............................................................. Cell b io lo c v ................................................................................................................................................................ 92 43 25 5 57 9 84 T a b le C-2. B a c h e lo r ’s, m a s te r’s, a n d d o c to r ’s d e g r e e s co n fe rre d by in stitu tio n s of h ig h er e d u ca tio n , by field of study, 1973-74— C o n tin u e d Bachelor’s degrees requiring 4 or 5 years Major field of study Second-level (m aster’s) degrees Doctor’s degrees (Ph.D., Ed.D., etc.) Biological sciences— Continued Marine biology ......................................................................................................................................................... 163 Biometrics and biostatistics .............................................................................................................................. Ecology ........................................................................................................................................................................ Entomology ............................................................................................................................................................... G e n e tic s ...................................................................................................................................................................... R adiobiology.............................................................................................................................................................. Nutrition, scientific ............................................................................................................................................... 13 298 203 N eurosciences........................................................................................................................................................... Toxicology ................................................................................................................................................................... Embryology................................................................................................................................................................. Other ........................................................................................................................................................................... 20 8 Business and management ...................................................................................................................................... Business and commerce, g e n e r a l..................................................................................................................... A cc o u n tin g ................................................................................................................................................................. Business s ta tis tic s ................................................................................................................................................. Banking and f in a n c e .............................................................................................................................................. Investments and securities ................................................................................................................................. Business management and adm inistration .................................................................................................. Operations re s e a rc h ............................................................................................................................................... Hotel and restaurant management .................................................................................................................. Marketing and p u rc h a s in g ............................................................................................................................... .. Transportation and public u t i lit i e s .................................................................................................................. Real estate ............................................................................................................................................................... Insurance .................................................................................................................................................................. International b u s in e s s .......................................................................................................................................... Secretarial studies ................................................................................................................................................. 46 96 99 71 25 27 29 172 130 198 97 25 144 3 93 15 81 19 16 8 1 779 173 161 1 33 ,90 5 3 3 ,0 0 7 3 2 ,8 2 0 983 176 2 9 ,7 7 0 8 ,7 8 7 1 ,8 0 6 70 11 126 67 2 ,2 5 2 44 14,9 64 472 1,188 14,8 34 618 64 1,331 109 769 441 274 1 ,896 1,122 19 126 6 ,5 1 8 1 3 7 ,0 5 2 34 445 62 1 59 2 4 6 4 Personnel m a n a g e m e n t......................................................................................................................................... Labor and industrial relations .......................................................................................................................... 1 ,2 2 0 76 48 870 29 369 385 Business econom ics............................................................................................................................................... Other .......................................................................................................................................................................... 2 ,5 2 5 2 ,4 1 8 266 881 69 16 Communications .......................................................................................................................................................... 17,0 96 2 ,6 4 2 175 Communications, general .................................................................................................................................... Journalism ................................................................................................................................................................. 4 ,7 1 1 942 85 6 ,7 1 0 998 Radio/television ....................................................................................................................................................... Advertising ............................................................................................................................................................... Communication media .......................................................................................................................................... 3 ,1 8 3 1,031 846 615 248 49 20 1 Other .......................................................................................................................................................................... Computer and information s c ie n c e s ..................................................................................................................... 5 7 137 268 62 198 4 ,7 5 7 3 ,761 338 540 15 54 49 2 ,2 7 6 1,801 1 86,623 3 ,7 5 2 81,041 5 ,2 9 6 471 9 1 12 ,73 9 13,4 19 2 2 ,0 3 2 7 ,2 3 8 138 351 53 6 ,701 208 579 5 ,2 4 9 174 27 1,443 13 28 Education of the gifted ......................................................................................................................................... 5 ,5 1 7 12 Education of the d e a f ............................................................................................................................................ 476 287 6 70 6 143 3 ,2 8 6 915 129 809 4 8 634 18 2 112 1 Computer and information sciences, g e n e r a l............................................................................................... Information sciences and systems .................................................................................................................. Data processing ...................................................................................................................................................... Computer programming ....................................................................................................................................... Systems analysis .................................................................................................................................................... Other ........................................................................................................................................................................... Education ....................................................................................................................................................................... Education, general ................................................................................................................................................. Elementary education, general .......................................................................................................................... Secondary education, general ............................................................................................................................ Junior high school education ..................................................................................................................... Higher education, general .................................................................................................................................. Junior and community college education ....................................................................................................... Adult and continuing education ....................................................................................................................... Special education, general ................................................................................................................................. Adm inistrative or special e d u c a tio n ................................................................................................................ Education of the mentally retarded ................................................................................................................. Education of the culturally disadvantaged .................................................................................................... Education of the visually handicapped .......................................................................................................... Speech correction .................................................................................................................................................. Education of the emotionally d is tu rb e d .......................................................................................................... Remedial education ............................................................................................................................................... 85 198 113 8 124 32 178 13 _ _ 7 7 ,2 9 3 1 ,7 5 4 230 202 2 306 4 117 159 T able C-2. B achelor’s, m aster’s, and doctor’s degrees conferred by institutions of higher education, by field of study, 1973-74— Continued Bachelor’s degrees requiring Major field of study 4 or 5 years Second-level (m aster’s) degrees Doctor’s degrees (Ph.D., Ed.D., e tc.) Education— Continued Special learning d isabilities .............................................................................................................................. Education of the physically handicapped ...................................................................................................... Education of the m ultiply h a n d ic a p p e d .......................................................................................................... Social foundations .................................................................................................................................................. Educational psychology......................................................................................................................................... Pre-elementary education .................................................................................................................................... Educational statistics and research ............................................................................................................... Educational testing, evaluation, and measurement .................................................................................. Student personnel ................................................................................................................................................... Educational adm inistration ................................................................................................................................. Educational supervision ........................................................................................................................................ Curriculum and instruction ................................................................................................................................. Reading education ................................................................................................................................................. Art e d u c a tio n ............................................................................................................................................................. Music education ...................................................................................................................................................... M athem atics education ........................................................................................................................................ Science education ................................................................................................................................................... Physical education ................................................................................................................................................. Driver and safety education ................................................................................................................................ Health education ..................................................................................................................................................... Business, commerce, and distributive education ....................................................................................... Industrial arts, vocational and technical education ................................................................................. Agricultural e d u c a tio n ........................................................................................................................................... Education of exceptional children, not classified a b o v e .......................................................................... Home economics education ................................................................................................................................. Nursing e d u c a tio n ................................................................................................................................................... 424 266 173 190 318 6 ,9 8 8 4 51 5 390 155 5 ,9 6 9 7 ,7 5 2 2 ,0 3 9 941 2 7 ,8 2 3 71 1 ,5 1 9 7,153 8 ,0 5 5 1,107 174 5 ,6 7 6 835 202 2 6 1 174 536 24 101 644 2 ,2 0 8 1 ,5 4 4 82 50 31 632 106 17,497 9 ,4 1 7 884 2 ,9 7 9 4 ,9 5 4 1 ,0 3 6 1,4 7 2 828 1 ,0 9 6 66 568 101 49 904 4 ,7 0 1 127 715 1,911 2 ,6 1 3 474 55 83 290 87 59 47 70 205 27 1 719 607 144 20 29 ........................................................................................................................................................................... 987 2 ,8 1 4 167 E n g in e e rin g ..................................................................................................................................................................... Engineering, general .............................................................................................................................................. 5 0 ,6 9 3 15,385 3 ,3 1 2 3 ,0 8 7 907 260 Aerospace, aeronautical, astronautical engineering ................................................................................. 1 ,2 1 0 522 557 151 173 45 306 152 24 142 3 43 3 ,4 5 4 372 8 ,1 4 5 1 1,4 19 7 ,7 3 7 127 37 2,9 2 1 400 25 3 68 705 385 14 7 146 119 94 19 3 7 21 106 157 59 Other Agricultural engineering ...................................................................................................................................... Architectural engineering .................................................................................................................................... Bioengineering and biomedical engineering ................................................................................................. Chemical e n g in e e rin g ............................................................................................................................................ Petroleum e n g in e e rin g ........................................................................................................................................... Civil, construction, and transportation e n g in e e rin g .................................................................................. Electrical, electronics, communications e n g in e e rin g ................................................................................. Mechanical engineering ........................................................................................................................................ Geological engineering ......................................................................................................................................... Geophysical engineering ...................................................................................................................................... M aterials engineering ........................................................................................................................................... Ceramic engineering .............................................................................................................................................. Textile engineering ................................................................................................................................................. Mining and mineral engineering ....................................................................................................................... Engineering p h y s ic s ................................................................................................................................................ Nuclear e n g in e e rin g ................................................................................................................................................ 458 161 191 52 279 281 309 1,045 66 2 ,6 5 3 3 ,4 9 9 1,8 4 4 34 13 1,734 216 208 68 22 64 116 403 Engineering mechanics ......................................................................................................................................... Environmental and sanitary engineering ....................................................................................................... 146 182 214 570 Naval architecture and marine e n g in e e rin g .................................................................................................. Ocean engineering ................................................................................................................................................. 379 138 Engineering te ch n o lo g ies ...................................................................................................................................... Other ........................................................................................................................................................................... Industrial and management engineering ....................................................................................................... M etallurgical e n g in e e rin g .................................................................................................................................... 55 3 36 7 ,4 5 6 1,1 7 4 80 209 491 110 Fine and applied a r t s ................................................................................................................................................. 4 0 ,0 1 6 8,001 585 Fine arts, general ................................................................................................................................................... 5 ,1 1 2 817 36 Art ................................................................................................................................................................................ Art history and a p p re c ia tio n ............................................................................................................................... Music (performing, composition, theory) ....................................................................................................... 1 4,2 68 2 ,1 3 0 4 ,4 3 9 1,8 8 8 327 2 ,2 7 1 Music (liberal arts program) .............................................................................................................................. Music history and appreciation ......................................................................................................................... 3 ,2 7 3 164 600 134 10 67 257 82 46 Dramatic arts ........................................................................................................................................................... 5 ,4 1 2 1 ,2 5 0 74 Dance ........................................................................................................................................................................... 516 3 ,0 0 4 142 Applied design ......................................................................................................................................................... 86 204 4 1 1 T a b le C-2. B a c h e lo r ’s, m a s te r’s, a n d d o c to r ’s d e g r e e s co n fe rre d by in stitu tio n s of h ig h er e d u ca tio n , by field of study, 1973-74— C o n tin u e d _____ Bachelor’s degrees requiring Major field of study 4 or 5 years Second-level (m aster’s) degrees Doctor’s degrees (Ph.D., Ed.D., etc.) Fine and applied arts— Continued 2 ...................................................................................................................................................... 338 Photography .............................................................................................................................................................. Other ........................................................................................................................................................................... 663 697 141 59 168 Foreign la n g u a g e s ........................................................................................................................................................ Foreign languages, general ................................................................................................................................. 1 9,479 848 3,991 496 923 198 French ......................................................................................................................................................................... 6 ,2 9 3 2 ,4 2 5 292 7 ,8 5 9 624 121 142 1,195 550 81 1,242 100 37 8 63 26 42 5 2 7 213 149 19 203 27 5 2 6 12 4 1 1 2 53 2 41 1 82 29 9 ,741 208 578 Cinematography G e rm a n ........................................................................................................................................................................ Italian ......................................................................................................................................................................... Spanish ...................................................................................................................................................................... Russian ...................................................................................................................................................................... Chinese ...................................................................................................................................................................... Japanese .................................................................................................................................................................... Latin ............................................................................................................................................................................ Greek, classical ...................................................................................................................................................... Hebrew ........................................................................................................................................................................ Arabic ......................................................................................................................................................................... Indian (Asiatic) ....................................................................................................................................................... Scandinavian languages ...................................................................................................................................... Slavic languages (other than Russian) .......................................................................................................... African languages (n o n -S e m itic )....................................................................................................................... Other .......................................................................................................................................................................... Health professions ...................................................................................................................................................... Health professions, general ............................................................................................................................... Hospital and health care adm inistration ....................................................................................................... N u rs in g ........................................................................................................................................................................ Dental specialties ................................................................................................................................................... Medical specialties ................................................................................................................................................ Occupational therapy ............................................................................................................................................ O p to m etry ................................................................................................................................................................... Pharmacy ................................................................................................................................................................... Physical th e r a p y ...................................................................................................................................................... Dental hygiene ......................................................................................................................................................... Public health ............................................................................................................................................................ Medical record librarianship .............................................................................................................................. Podiatry or podiatric' medicine .......................................................................................................................... Biomedical communication ................................................................................................................................. Veterinary medicine s p e c ia ltie s ......................................................................................................................... Speech pathology and a u d io lo g y ....................................................................................................................... Chiropractic .............................................................................................................................................................. Clinical social work ............................................................................................................................................... Medical laboratory technologies ......................................................................................................................... Dental technologies ............................................................................................................................................... Radiologic technologies ....................................................................................................................................... Other ........................................................................................................................................................................... 311 122 152 20 5 33 77 4 101 4 1 ,8 0 9 901 185 1 9,409 9 3 21 990 2 ,2 9 3 40 22 4 10 105 174 8 240 111 1,277 309 5 ,7 7 3 1,9 0 0 875 18 273 1,781 420 57 21 7 - 14 1 33 7 132 - 113 - - 104 3 ,2 7 8 - 110 1 ,9 6 4 - 65 511 4 ,8 4 0 14 164 - 46 78 10 - 169 1,931 48 599 6 114 Home economics ........................................................................................................................................................... Home economics, general .................................................................................................................................... Home decoration and home equipment .......................................................................................................... Clothing and textiles ............................................................................................................................................ Consumer economics and home management ............................................................................................. Family relations and child development ......................................................................................................... 15,4 33 1,8 6 9 6 ,0 8 0 692 2 ,2 3 5 511 3 ,2 8 2 726 35 125 100 412 136 21 Foods and nutrition ............................................................................................................................................... 1 ,925 407 Institutional management and cafeteria m a n a g e m e n t............................................................................. Other ........................................................................................................................................................................... 356 372 31 33 Law ................................................................................................................................................................................... 4 94 1,181 Law, general ............................................................................................................................................................ 687 Other ........................................................................................................................................................................... 4 50 44 Letters .............................................................................................................................................................................. English, general ...................................................................................................................................................... 4 2 ,8 5 3 Literature, English ................................................................................................................................................. Comparative lite r a tu r e ........................................................................................................................................... C la s s ic s ...................................................................................................................................................................... 87 6 5 ,3 2 5 494 15 1 47 51 - 1 27 27 - 1 2,1 65 6 ,4 4 2 2 ,6 3 3 1 ,0 7 4 897 231 365 406 4 50 126 46 3 ,5 9 7 130 T a b le C-2. B a c h e lo r ’s, m a s te r’s, a n d d o c to r’s d e g r e e s c o n fe rre d by in stitu tio n s of h ig h er e d u c a tio n , by fie ld of study, 1973-74— C o n tin u e d Bachelor’s degrees requiring Major field of study 4 or 5 years Second-level (m aster’s) degrees Doctor’s degrees (Ph.D., Ed.D., etc.) Letters— Continued 431 7,2 7 1 162 455 1 ,6 8 9 218 265 5 ,8 0 9 3 ,6 5 3 428 388 664 721 334 Library s c ie n c e .............................................................................................................................................................. 1 ,1 6 4 8 ,1 8 5 60 Library science, g e n e r a l........................................................................................................................................ Other ........................................................................................................................................................................... 1,071 93 7 ,9 6 4 221 56 4 M athem atics ................................................................................................................................................................. M athem atics, general ........................................................................................................................................... Statistics, m athem atical and theoretical ...................................................................................................... Applied m athem atics ............................................................................................................................................ Other ........................................................................................................................................................................... 2 1 ,8 1 3 2 0 ,9 3 7 257 519 4 ,8 4 0 4 ,1 9 6 453 155 1,031 819 147 100 36 13 M ilitary sciences ......................................................................................................................................................... M ilitary science (Army) ......................................................................................................................................... 328 _ _ 6 9 65 79 - - - - L in g u is tic s ................................................................................................................................................................. Speech, debate, and forensic science ............................................................................................................ Creative w r it in g ........................................................................................................................................................ Teaching of English as a foreign language .................................................................................................. Philosophy ................................................................................................................................................................. Religious studies ..................................................................................................................................................... Other ........................................................................................................................................................................... Naval science (Navy, Marines) ........................................................................................................................... Aerospace science (Air Force) ............................................................................................................................ Other ........................................................................................................................................................................... 145 281 4 13 144 34 52 - Physical s c ie n c e s ......................................................................................................................................................... Physical sciences, g e n e r a l................................................................................................................................... Physics, general ...................................................................................................................................................... Molecular physics ................................................................................................................................................... 2 1 ,2 8 7 1,0 7 9 3 ,9 3 6 11 6 ,0 8 7 263 1,645 2 Nuclear p h y s ic s ........................................................................................................................................................ Chemistry, general ................................................................................................................................................. Inorganic chemistry ................................................................................................................................................ Organic chemistry ................................................................................................................................................... Physical chemistry ................................................................................................................................................. 15 15 8 7 10,4 35 2 ,0 2 1 1 ,6 3 5 76 6 3 48 21 13 65 43 8 152 2 43 82 4 68 77 6 Analytical chemistry .............................................................................................................................................. Pharmaceutical chemistry ................................................................................................................................... A stronom y................................................................................................................................................................... A strop hysics.............................................................................................................................................................. Atmospheric sciences and meteorology .......................................................................................................... G eology........................................................................................................................................................................ Geochemistry ............................................................................................................................................................. Geophysics and seismology ................................................................................................................................. Earth sciences, general ........................................................................................................................................ P a leonto log y.............................................................................................................................................................. Oceanography ........................................................................................................................................................... M etallurgy ................................................................................................................................................................. Other earth s c ie n c e s .............................................................................................................................................. Other physical sciences ........................................................................................................................................' - - 27 294 3 ,1 5 1 21 84 1 ,0 2 8 8 237 11 294 4 14 3 ,6 3 1 36 1 ,1 0 0 7 195 870 12 56 343 4 199 29 91 136 54 258 10 47 30 1 70 14 36 49 Psychology ...................................................................................................................................................................... 5 2,2 56 6 ,6 1 6 2 ,3 3 9 Psychology, general ................................................................................................................................................ 5 1,0 76 1,723 Experimental psychology ...................................................................................................................................... 98 4 ,6 8 6 69 C linical psychology................................................................................................................................................. Psychology for c o u n s e lin g .................................................................................................................................... 85 482 280 31 847 53 58 P sychom etrics........................................................................................................................................................... Statistics in psychology ....................................................................................................................................... Industrial psychology ............................................................................................................................................ 365 6 1 42 Development psychology....................................................................................................................................... Physiological psychology ...................................................................................................................................... Other ........................................................................................................................................................................... 383 18 153 113 5 7 62 7 284 77 Public a ffairs and services ...................................................................................................................................... Community services, general .............................................................................................................................. Public a d m in is tra tio n ............................................................................................................................................ 2 4 ,2 6 4 1,002 12,6 94 107 1 ,0 2 4 3 ,2 9 6 230 9 76 Parks and recreation management ................................................................................................................... Social work and helping services ...................................................................................................................... 3 ,7 0 5 9 ,9 6 0 440 7 ,9 7 4 25 109 Social psychology.................................................................................................................................................... 88 24 1 47 71 58 _ 1 T a b le C-2. B a c h e lo r ’s, m a s te r’s, a n d d o c to r ’s d e g r e e s co n fe rre d by in stitu tio ns of h ig h e r e d u ca tio n , by fie ld o f study, 1973-74— C o n tin u e d Bachelor’s degrees requiring 4 or 5 years Major field of study Second-level (m aster’s) degrees Doctor’s degrees (Ph.D., E d.D., etc.) Public affairs and services— Continued 3 1 294 561 44 272 Social sciences ............................................................................................................................................................. Social sciences, general ...................................................................................................................................... Anthropology ............................................................................................................................................................ 152 ,20 3 17,297 4 ,1 2 6 17,0 50 6 ,0 0 2 2 ,3 1 9 885 A rchaeology................................................................................................................................................................ Economics ................................................................................................................................................................. History ......................................................................................................................................................................... Geography ................................................................................................................................................................. Political science and go vernm ent...................................................................................................................... 78 1 4 ,4 18 11 2 ,1 4 5 67 376 12 3 7,3 81 4 ,2 3 9 3 0 ,9 3 2 4 ,5 4 3 3 5 ,8 9 6 2 ,1 9 6 140 Law enforcement and c o rre c tio n s ...................................................................................................................... ............................................................................................................................... 8 ,2 5 7 22 Other ........................ .................................................................................................................................................. International public service S ociology..................................................................................................................................................................... C rim in o lo g y ............................................................................................................................................................... International re la tio n s ........................................................................................................................................... Afro-American (Black culture) studies ............................................................................................................ American Indian cultural studies ................................................................................................................... Mexican-American cultural s tu d ie s ................................................................................................................... Urban studies ........................................................................................................................................................... Demography .............................................................................................................................................................. Other ........................................................................................................................................................................... Theo log y....................................................................................................................................................................... Theological professions, general ...................................................................................................................... Religious m u s ic ....................................................................................................................................................... Biblical languages ................................................................................................................................................. Religious education ............................................................................................................................................... Other ........................................................................................................................................................................... Interdisciplinary studies ........................................................................................................................................... General liberal arts and sciences .................................................................................................................... Biological and physical sciences ...................................................................................................................... Humanities and social sciences ........................................................................................................................ Engineering and other disciplines .................................................................................................................... Other ........................................................................................................................................................................... 1,497 1,193 392 20 111 7 788 1 ,1 1 4 217 766 632 19 763 2 ,4 4 8 76 706 19 12 1 ,289 794 19 1 ,6 8 6 40 276 4 ,2 3 1 2 ,5 3 0 160 78 2 ,8 9 8 1,301 162 1 ,3 4 0 145 76 1 ,2 2 9 108 2 4 ,9 3 8 9 ,8 6 0 4 ,2 4 5 3 ,4 3 7 1 ,593 500 3 ,6 2 0 298 6 ,9 2 0 898 217 4 29 3 7 9 40 768 685 4 4 35 40 196 20 15 70 28 63 SOURCE: Department of Health, Education, and Welfare. Table C-3. First professional d egrees1 conferred by institutions of higher education, 1973-74 Field of study First professional degrees Field of study degrees 4 ,4 7 8 11,447 791 Podiatry (Pod. D. or D.P.) or Podiatry Medicine (D .P .M .) ............................................................................ Veterinary Medicine (D .V .M .) .................................... Law (LL.B. or J . D . ) ......................................................... Theology (B.D., M. Div., or Rabbi) .......................... 371 1 ,3 8 4 2 9 ,6 52 685 Other .................................................................................. 422 Total, all institutions .......................................... 5 4 ,2 7 8 Dentistry (D.D.S. or D .M .D .) .................................. Medicine (M .D .) .......................................................... Optometry (O.D.) ......................................................... Osteopathy (D.O.) ....................................................... in c lu d e s degrees which require at least 6 years of college work for completion (including at least 2 years of preprofessional training). First professional 5 ,0 4 8 SOURCE: U.S. Department of Health, Education, and Welfare, National Center for Education Statistics. 89 T able C -4 . A pprentice com pletions in selected trades, 19 6 2 -7 4 Trade 1962 Construction trades:4 Asbestos workers ...................... Bricklayers, stone and tilesetters .................................. Carpenters .................................... 1,527 2 ,9 8 6 1963 1,4 8 4 1964 1965 1 ,3 6 9 2 ,8 8 2 222 1,342 3 ,2 7 2 1966 1 96 7 1 19682 19693 1970 297 1,431 3 ,6 3 9 384 1 ,9 9 8 5 ,0 5 4 825 1 ,4 0 0 5 ,7 1 9 4 60 446 4 ,3 6 4 248 5,991 5 ,7 3 0 296 3 ,1 4 8 3 ,8 8 7 3,3 2 7 3 ,6 5 4 6 ,0 7 5 4 ,7 4 2 5,091 5 ,2 2 4 202 201 266 222 239 223 244 217 Lathers .......................................... 387 216 240 268 198 466 290 145 228 202 Toolmakers, diemakers ........... Not classified a b o v e .................. Graphic a rt trades: B ookbinders.................................. Compositors ................................ Lithographers, photoengravers. Press operators .......................... Not classified a b o v e .................. 365 1,801 3 ,0 8 3 273 3 ,2 7 9 M achine set-up and operators. M achinists .................................... P a tte rn m a k e rs ............................. 282 1,651 3 ,6 9 8 300 G la z ie rs .......................................... Metalworking, trades: B oilerm akers................................ 312 1 ,2 0 6 3 ,4 2 3 386 327 Sheet-m etal w o rk e rs .................. S p rin k le r-fitte rs .......................... Structural iron workers ........... Construction workers not classified above ....................... 1973 1,602 4 ,2 4 9 372 Cement masons .......................... Dry-wall fin is h e r s ....................... Electricians .................................. 790 290 3 ,4 0 9 1972 1 ,346 3 ,3 4 0 293 3 ,0 1 3 312 Operating e n g in e e rs .................. Painters ........................................ Plasterers ..................................... Plum bers-pipefitters ................ Roofers .......................................... 1971 895 338 770 267 969 228 2 ,9 2 4 197 3 ,101 282 181 3 ,0 5 0 272 1 ,7 4 9 1,558 1 ,742 1,4 7 7 1,568 379 2 ,1 8 4 896 773 732 870 1,075 1,387 2,401 200 1 ,209 407 500 526 654 640 230 59 59 52 111 91 199 1,011 1,3 3 0 150 1,3 0 9 1 ,3 3 9 1,616 131 1,489 160 1,293 350 150 1,7 0 4 558 2 ,3 6 7 326 3 ,5 9 6 1 ,2 3 9 807 215 2 ,7 3 6 241 335 188 276 439 992 1,035 983 161 4 ,8 8 0 257 245 1 ,0 1 9 868 829 832 264 3,601 201 3 ,7 8 8 228 4 ,8 8 8 161 4 ,2 6 6 226 290 2 ,5 4 4 278 2 ,3 0 9 2 ,0 0 6 1,536 1,381 1,279 1,063 1,221 135 112 2 ,1 0 8 180 138 3 ,5 2 7 350 2 ,5 0 2 902 395 4 ,1 2 5 822 214 848 909 277 1,1 6 2 5 ,1 5 3 520 404 5 ,9 3 3 295 277 806 1 ,0 3 7 2 ,0 9 8 426 2 ,7 7 5 187 1,801 182 5 ,5 2 6 387 2 ,4 6 4 334 1,503 451 552 87 112 364 405 504 353 352 3 ,8 2 2 3 ,2 3 4 290 3 ,4 8 2 3 ,6 9 5 275 3 ,8 2 5 2 ,3 5 7 166 2 ,7 1 6 1 ,8 7 9 444 4 ,7 4 8 1,032 446 531 2,401 5 ,2 5 5 383 2 ,7 6 8 408 176 4 ,6 5 6 1974 195 1 ,3 3 9 294 1,3 6 7 333 246 453 235 182 160 116 170 315 223 142 231 81 150 869 730 458 598 280 666 538 551 277 675 559 264 304 140 380 423 170 807 403 517 230 810 250 721 837 785 826 774 906 637 623 320 354 844 518 635 377 183 507 430 574 581 173 214 360 285 478 387 567 153 279 149 65 53 19 238 1,231 176 794 241 174 307 1,3 3 0 316 914 266 185 105 273 833 163 294 225 324 811 138 295 223 611 337 290 167 1,971 Miscellaneous trades:4 Air conditioning and refrigeration m e c h a n ic s ........ Aircraft mechanics ................... Automotive body buildersrepairers .................................... Automotive mechanics ............. Barbers, b e a u tic ia n s ................ 154 559 117 443 135 517 133 334 151 529 218 525 214 705 211 1,017 595 641 307 774 308 1,2 6 9 Butchers, m eatcutters ............. C ab in e tm ak e rs-m illm e n ........... 401 248 20 350 243 42 369 213 13 448 207 24 531 235 9 631 177 77 756 164 140 362 120 82 727 186 817 212 997 278 101 197 131 128 126 182 243 311 4 47 538 138 261 528 1 ,0 7 4 377 316 128 229 453 1,691 400 256 603 621 586 669 1,1 5 2 1 ,682 1,253 1,8 4 6 774 721 Car re p a ire rs ................................ Cooks, bakers ............................. Drafters ........................................ Electrical w o rk e rs ....................... Electronic technicians ............. Floor coverers ............................... Line erectors, light and power ................................ M aintenance mechanics (repairers) ................................ Medical and dental te c h n ic ia n s ................................ M illw r ig h ts ................................... Molders, coremakers 552 439 322 354 442 718 1,072 1,293 25 23 18 32 13 30 59 65 92 78 145 88 116 191 218 251 165 270 780 331 615 763 695 1,0 8 0 786 561 Office machine servicers Optical workers 67 78 199 387 ................ 67 150 Radio and TV repairers .. Stationary engineers ...... 156 130 2 ,1 8 2 247 164 2 ,6 0 2 Not classified a b o v e ........ 2 ,1 4 6 1 Figures are understated because detailed data for Florida and Louisiana were not reported. 2 Figures are understated because detailed data for Florida were not reported. 3 Figures are understated because detailed data for California and Florida were not reported. 3 ,3 0 4 4 It was not possible to provide a historical series for several trades because they were either recently listed as a separate trade (i.e., moved from a not elsewhere classified category), or were consolidated with one or more related occupations. NOTE: Dash indicates data not available. Source: U.S. Department of Labor, Bureau of Apprenticeship and Training. 90 Table C -5 . A ssociate degrees and other form al aw ards below the b accalau reate, 1 9 6 7 -6 8 to 1 9 7 3 -7 4 Academic year HEGIS code1 5000 5001 5002 5003 5004 5005 5006 5007 5008 5009 5010 5011 5012 5099 5100 5101 5102 5103 5104 5105 5199 5200 5201 5202 5203 5204 5205 5206 5207 5208 5209 5210 5211 5212 5213 5214 5215 5216 5217 5218 5219 5299 5300 5301 5302 5303 5304 5305 5306 5307 5308 5309 Curriculum 1 9 6 7 -6 8 1 9 6 8 -6 9 1 9 6 9 -7 0 1 9 7 0 -7 1 1 9 7 1 -7 2 1 9 7 2 -7 3 1 9 7 3 -7 4 All curriculums ....................................................................................... B usiness and commerce tech n ologies .................................................... B usiness and commerce tech n ologies, general ............................ Accounting technologies ......................................................................... Banking and finance tech n ologies ..................................................... Marketing, distribution, purchasing, b u sin ess and industrial m a n a g e m e n t......................................................................... Secretarial technologies (includes o ffice m achines training) ...................................................................................................... Personal service technologies (flight attendant, cosm etologist, e t c . ) ................................................................................ Photography technologies ...................................................................... Communications and broadcasting technologies (radio/television, n e w s p a p e r s)............................................................ Printing and lithography technologies ............................................. Hotel and restaurant m anagem ent tech n ologies ......................... Transportation and public u tilities te c h n o lo g ie s .......................... Applied arts, graphic arts, and fine arts technologies (includes advertising design) ................................. Other ................................................................................................................ 8 8,082 _ 108 ,0 8 8 _ 124 ,3 2 7 - 10,156 4 ,2 0 3 - 12,591 4,741 - 14,666 4 ,8 2 4 - 1 5 3 ,5 4 9 5 1 ,0 3 7 11,008 5,301 272 1 9 0 ,0 3 9 6 1 ,0 7 7 12,781 6 ,583 349 174,101 55,311 1 1,402 6,331 460 2 0 1 ,5 3 8 6 5 ,3 2 6 12,3 7 9 7 ,8 8 0 1,605 2 ,1 5 8 3 ,6 8 5 4 ,0 4 8 9 ,2 3 7 1 0,155 9 ,9 8 9 13,5 5 9 13,770 1 4 ,8 5 8 15,3 8 8 1 6 ,5 3 4 2 0 ,3 5 5 1 5 ,5 2 6 1 8 ,6 5 0 - - - 1,262 577 1,297 619 552 661 468 645 - - - 728 512 916 324 986 600 1 ,258 409 1 ,032 450 1,451 467 1,292 535 1,852 462 3 ,4 3 3 3 ,5 3 7 4 ,2 4 9 - - - 2 ,9 9 8 1,368 3 ,8 7 3 1,832 4 ,1 0 7 2 ,8 8 3 4 ,5 9 4 1 ,4 0 5 Data processing te c h n o lo g ie s .................................................................... Data processing technologies, g e n e r a l............................................. Keypunch operator and other input preparation t e c h n o lo g ie s ............................................................................................... Computer programmer technologies .................................................. Computer operator and peripheral equipment operation tech n ologies .................................................. Data processing equipm ent m aintenance technologies ............ Other ................................................................................................................ 2 ,9 0 8 - 4 ,6 2 3 - 6 ,4 8 7 - 8 ,7 4 5 5 ,0 2 7 8 ,971 5 ,6 6 9 7 ,6 4 0 4 ,5 8 4 6 ,9 9 8 4 ,3 6 0 _ - - 648 2 ,1 4 9 402 2 ,1 9 8 327 2 ,1 1 8 133 2 ,0 1 8 - 387 431 103 431 104 167 249 103 259 205 226 56 Health services and param edical technologies ................................. Health services a s s i s t a n t ........................................................................ Dental a ss ista n t technologies .............................................................. Dental hygiene tech n ologies ................................................................. Dental laboratory tech n ologies ............................................................ Medical or biological laboratory a ss ista n t technologies .......... Animal laboratory a ss ista n t tech n ologies ...................................... Radiologic technologies (X-ray, etc.) ................................................ Nursing, R.N. (less than 4-year program) ...................................... Nursing, practical (L.P.N. or L.V.N.— le ss than 4-year program) ........................................................................................ Occupational therapy tech n ologies .................................................... Surgical technologies .............................................................................. Optical technologies (includes ocular care, ophthalm ic, optometric te c h n o lo g ie s)............................................. Medical record technologies ................................................................. Medical a ssista n t and medical office a ssista n t t e c h n o lo g ie s ............................................................................................... Inhalation therapy tech n ologies .......................................................... Psychiatric technologies (includes mental health aide p ro g ra m s).......................................................................................... Electrodiagnostic technologies (includes EKG, EEG, e t c . ) .......................................................................................... Institutional m anagem ent technologies (rest home, etc.) ....... Physical therapy technologies .............................................................. Other ............................................................................................................... 1 6,903 1,013 1,555 229 829 587 6 ,9 3 0 1,307 1,956 364 772 570 8 ,9 6 0 1,663 2 ,2 2 9 362 970 647 11,7 3 0 3 4 ,5 1 8 258 2 ,1 9 1 2 ,5 0 6 264 1,335 55 1 ,139 14,4 0 8 4 5 ,4 1 2 202 2 ,7 7 9 3 ,1 1 3 374 1,826 162 1,727 18,211 4 2 ,9 1 0 121 1 ,2 5 5 3 ,4 6 5 414 1,902 202 2 ,1 5 7 2 3 ,2 5 2 5 1 ,2 0 7 771 1 ,197 3 ,7 3 8 594 2 ,6 1 7 387 2 ,7 5 8 2 8 ,1 5 8 4 ,3 8 0 52 7 5 ,5 6 4 154 53 6 ,1 0 2 166 133 7,708 243 244 9 ,9 3 9 287 423 2 ,6 3 7 435 110 2 ,4 4 7 491 183 - 29 - 60 - 81 374 146 447 215 581 395 627 Mechanical and engineering technologies ........................................... Mechanical and engineering tech n ologies, general .................... Aeronautical and aviation tech n ologies ........................................... Engineering graphics (tool and m achine drafting and d e s ig n ) ................................................................................................. Architectural drafting t e c h n o lo g ie s ................................................... Chemical technologies (includes p la s t i c s ) .................*................... Automotive tech n ologies ......................................................................... Diesel technologies ................................................................................... Welding te c h n o lo g ie s ................................................................................ Civil technologies (surveying, photogrammetry, e t c . ) ................. See footnote at end of table. 91 - _ _ _ - - - 2 1 ,8 7 6 - 2 6 ,7 7 8 - _ _ _ - - - 1,256 570 1 ,828 982 1 ,3 4 0 1,542 1,623 1,824 _ _ _ 634 842 1 ,138 1 ,785 _ - 11 - 23 - - - - 22 176 239 815 55 225 355 1 ,489 29 22 4 69 1 ,624 24 64 717 807 2 2 ,6 8 6 1 ,400 2 6 ,7 3 6 1,528 2 8 ,9 5 9 1,672 3 7 ,4 3 7 2 ,5 6 0 2 ,1 7 3 4 4 ,1 4 5 2 ,9 2 5 2 ,6 5 6 3 4,781 2 ,4 5 5 2 ,3 7 8 37,6 3 1 3 ,2 9 5 2 ,0 6 0 2 ,9 1 7 1,938 589 4 ,0 4 1 721 1,097 1 ,6 3 7 2 ,9 0 7 2 ,3 6 9 529 5 ,1 0 9 835 1,548 2 ,0 9 5 2 ,122 1,897 576 3 ,6 7 6 603 652 2 ,2 9 0 2 ,3 8 5 2 ,2 4 9 555 4 ,3 0 0 785 579 2 ,2 0 3 - 426 1,103 - 513 - 1,391 556 1 ,537 T able C -5 . Associate degrees and other form al awards below the b accalau reate, 1967-68 to 1 9 7 3 -7 4 — Continued Academic year HEGIS cod e1 5310 5311 531 2 5313 531 4 5315 5316 5317 5399 540 0 5401 540 2 5403 540 4 5405 540 6 5407 5408 549 9 550 0 5501 5502 5503 550 4 5505 550 6 550 7 5508 550 9 Curriculum 1 9 6 7 -6 8 Electronics and m achine tech n ologies (television, appliance, office m achine repair, etc.) ........................................ Electromechanical tech n ologies .......................................................... Industrial technologies ........................................................................... Textile technologies ................................................................................. Instrumentation tech n ologies ............................................................... M echanical technologies .................................................................. Nuclear technologies ................................................................................ Construction and building technologies (carpentry, electric work, plumbing, sheet-m etal, air conditioning, heating, etc.) ........................................................ Other ............................................................................................................... Natural scien ce technologies .................................................................... Natural scien ce technologies, general ............................................. Agriculture technologies (includes horticulture) ........................... Forestry and w ildlife tech n ologies (includes fisheries) ............. Food services tech n ologies .................................................................... Home econom ics technologies .............................................................. Marine and oceanographic technologies .......................................... Laboratory technologies, g e n e r a l........................................................ Sanitation and public health inspection technologies (environmental health technologies) .............................................. Other ............................................................................................................... Public-service-related technologies ........................................................ Public service technologies, general ................................................ Bible study or religion-related occupations ................................... Education technologies (teacher aide and 2-year teacher training program s).................................................................. Library a ss ista n t te c h n o lo g ie s ............................................................. Police, law enforcem ent, correction technologies ....................... Recreation and social work and related te c h n o lo g ie s ............................................................................................... Fire control te c h n o lo g y ............................................................................. Public adm inistration and m anagem ent technologies ............... Other ............................................................................................................... 1 9 6 9 -7 0 1 9 7 0 -7 1 1 9 7 1 -7 2 1 9 7 2 -7 3 1 9 7 3 -7 4 9 ,1 2 9 1 ,5 3 0 2,313 244 189 2 ,6 7 8 79 6 ,3 9 7 1 ,179 1 ,3 1 5 245 276 1 ,9 5 4 88 7 ,4 7 0 1 ,6 7 0 1 ,9 2 8 223 259 2 ,4 9 6 77 120 3 ,7 4 5 14 180 8 ,0 6 9 17 207 9,391 38 7 ,8 5 1 1,301 1,657 155 203 2 ,7 4 9 65 - - - 4 ,2 9 9 1 ,5 5 4 4 ,9 2 7 2 ,0 8 3 3 ,6 4 8 3 ,0 3 0 4 ,6 5 2 508 7 ,0 2 8 656 2 ,8 7 0 1,087 693 872 183 144 9 ,4 1 8 795 3 ,3 2 1 1,523 886 1 ,210 334 162 9 ,2 4 2 648 3 ,4 4 0 1,671 704 1 ,042 378 189 1 1 ,4 9 6 768 4 ,4 7 0 1 ,9 8 0 1,581 1,542 4 14 211 145 378 632 555 346 874 464 66 - - - 1,121 1 ,653 1 ,7 5 5 - - - _ _ _ 1 ,6 4 8 564 2 ,2 8 2 596 2 ,5 9 6 727 - - - 723 - 776 - 841 - - _ _ _ - - - _ _ _ 762 690 642 1 4 ,7 8 4 277 744 2 1 ,0 1 6 504 929 2 4 ,1 6 7 509 612 2 8 ,8 8 0 834 558 1 ,998 107 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 ,873 5 ,1 7 0 571 9 ,2 0 4 4 ,8 3 9 586 11,6 5 8 5 ,8 4 0 506 1 4 ,9 1 5 - - - - - - 1,146 735 111 571 1,965 1,205 186 1,282 2 ,2 6 9 1 ,4 4 8 240 2 ,0 0 8 3 ,7 3 1 2 ,0 1 3 354 129 SOURCE: U.S. D e p a rtm e n t of H ealth , E d u catio n , a n d W elfare, N atio n al C e n te r for E d u catio n S t a ti s t i c s NOTE: D ash m e a n s d a ta a re n o t a v a ila b le or th e r e w ere no p ro g ra m s. 1 HEGIS c o d e s a re from th e H igher E d u catio n G eneral In fo rm atio n Survey. See A (U.S. D e p a rtm e n t of H ealth , E d u c a tio n , a n d W elfare, 1970). T a x o n o m y o f I n s t r u c t i o n a l P r o g r a m s in H i g h e r E d u c a t i o n 1 9 6 8 -6 9 92 Table C-6. Enlisted strength in Department of Defense occupational groups, June 30, 1975 DOD code 0 01 Group title and description of coverage Enlisted strength 2 2 3 ,5 5 8 INFANTRY, GUN CREWS, AND SEAMANSHIP SPECIALISTS In fa n try - Includes light and heavy w eapons infantrym en, related w eapons s p e c ia lis ts , ground r e c o n n a issa n ce men, and infantry lea d ers....................................................................................................................................................................................................................... 113,004 02 Armor and A m ph ibiou s-\n cM es land and amphibious tank crews and leaders....................................................................................... 18,950 03 C om bat E n g in e e rin g - In clu d es h asty and temporary con stru ction of forward area a ir fie ld s, roads, and b rid ges, dem olition, field illum ination, and chem ical w arfare..................................................................................................................................................... 04 2 2 ,4 0 8 A rtillery/G unnery, R o ck e ts, an d M i s s i le s - In clu d es con ven tion al fie ld , a n ti-a ir c r a ft and sh ip b oard g u n s and artillery, rockets, and m issile s................................................................................................................................................................................................. 5 0 ,1 3 9 05 Com bat Air C r e w - Includes enlisted pilots and navigators, fligh t engineers, and fligh t crew ordnancem en................................... 4 ,2 3 7 06 S e a m a n s h ip - Includes boatsw ains, navigators, and sim ilar seam anship sp e c ia lis ts ................................................................................. 14,780 1 ELECTRONIC EQUIPMENT REPAIRMEN ............................................................................................................................................................................................... 179,077 10 R adio/R ada r- Includes fixed and mobile radio, electronic com munication gear, navigation and counterm easure equipment and surveillance, air traffic and tracking radar................................................................................................................................................................ 11 Fire Control Electronic S ystem s (Non-Missile)-\nc\u6es m aintenance and repair of electronic fire control and bomb navigation equipment, excluding m issile and underwater fire control equipm ent.............................................................................................. 12 11,147 M issile G uidance, Control, an d C h eckou t - I n c lu d e s electron ic and elec tr ic a l m issile and torpedo sy ste m s and com ponents, including guidance, control, and checkout equipment for both guided and b allistic m issile s.......................................... 13 8 8 ,4 7 8 2 3 ,9 2 9 Sonar E q u ip m e n t- In clu d es underw ater d e te c tio n and fire control sy s te m s , o c e a n o g r a p h ic and m ine d e te c tio n equipm ent, and related antisubm arine electronic gear.................................................................................................................................................. 5 ,7 6 0 14 Nuclear Weapons E q u ip m e n t- Includes nuclear w eapons control and te st equipm ent.......................................................................... 1 ,8 4 4 15 ADP C o m p u te rs- Includes all digital and analog com puters................................................................................................................................ 8,174 16 Teletype and Cryptographic E q u ip m e n t- Includes teletype and associated on-and-off line encryption d evices....................... 17,229 19 Other Electronic E q tv /p m e n f-I n c lu d e s electronic instruments, training devices, medical equipm ent, television, electronic 2 20 photographic controls, infra-red devices, and other electronic sen sin g and control equipm ent.................................................................. 2 2 ,5 1 6 COMMUNICATIONS AND INTELLIGENCE SPECIALISTS.................................................................................................................................................................. 12 2 ,5 3 8 Radio and Radio C o d e - l n c l u d e s the operation of radio, "continuous w ave” equipm ent, radio teletype, and visual com munication equipm ent........................................................................................................................................................................................................... 4 0 ,7 7 5 21 S o n a r - Includes the operation of sonar and related detection equipm ent........................................................................................................... 3 ,8 0 8 22 Radar and Air Traffic Control - I n c lu d e s the operation of surveillance, target a cq u isition and tracking radars, fire distribution devices, and air traffic control visual and electronic navigational a id e s ...................................................................................... 23 Signal Intelligence/Electronic W a rfa re- Includes the intercept, translation, and an alysis of foreign com m unications, and electronic counterm easure equipm ent operation....................................................................................................................................................... 24 11,572 Com bat Operations Control -I n c lu d e s forward area tactical operations and in telligen ce, com bat information center and command post control a ctiv ities...................................................................................................................................................................................... 3 2 4 ,4 3 2 Military I n te llig e n c e - Includes g atherin g, receipt, and a n a ly sis of in te llig e n c e d ata, prisoner in terrogation, im age interpretation, and counterintelligence and investigational a c tiv ities.................................................................................................................... 25 27,641 1 4,310 83,8 0 3 MEDICAL AND DENTAL SPECIALISTS 30 Medical C a r e - Includes all medical care and treatment, technical and related medical and dental services.................................. 5 7 ,7 2 6 31 Technical Medical S e r v ic e s - Includes pharmaceutical, laboratory, X-ray, and diagnostic te st services........................................ 10,699 32 R elated Medical S e r v ic e s - Includes san itation , health preservation and veterinary services, and preventive m edicine 33 services................................................................................................................................................................................................................................................ 5 ,1 1 7 Dental C a r e - Includes dental care and treatment and related technical and laboratory serv ices.......................................................... 10,261 93 Table C-6. Enlisted strength in Department of Defense occupational groups, June 30, 1975—Continued DOD code 4 40 Group title and description of coverage OTHER TECHNICAL AND ALLIED SPECIALISTS ................................................................................................................................................................................ 42 43 8 ,3 1 6 Drafting, Surveying, and M a p p in g - Includes drafting, illustrating, photom apping, map com piling and construction, and topographic surveying and com puting........................................................................................................................................................................... 8 ,7 3 8 W e a th e r - In clu d es the o b ser v a tio n , recording, reporting, and c o lle c tio n of w ea th er and se a con d ition d ata and weather fo reca stin g ........................................................................................................................................................................................................................ 6 ,0 1 8 O rdnance D isp o sa l a n d D iv in g - In clu d es th e exca v a tio n and ren d erin g s a f e of e x p lo siv e o rd n an ce, c h e m ic a l and nuclear ag en ts, underwater dem olition, and diving............................................................................................................................................... 44 3 3 ,8 7 2 P h o to g r a p h y - In clu d es s t ill, m otion, and telev isio n cam eram en, p recision p h otograp h ic p ro c e ssin g , e d itin g , and sound synchronization.................................................................................................................................................................................................................... 41 Enlisted strength 2 ,1 4 7 Scientific and Engineering A id e s - Includes professional college-graduate level a ss ista n c e to physical and biological sc ie n tis ts and en g in eers............................................................................................................................................................................................................... 3 59 45 M u sic ia n s- Includes military bandsmen and special band m u sician s................................................................................................................. 5 ,8 5 3 49 Technical S p e c ia lists, N .E .C . - I n c lu d e s ph ysical laboratory a n a ly sts, nu clear, b io lo g ic a l, and c h em ica l w arfare 5 50 sp e c ia lists, safety sp e c ia lists, and memorial a c tiv itie s................................................................................................................................................ 2 ,441 ADMINISTRATIVE SPECIALISTS AND CLERKS .................................................................................................................................................................................. 3 2 3 ,2 5 3 P e r s o n n e l - In c lu d e s p e r so n n e l a d m in is tr a tio n , p e r so n n e l and m anp ow er m a n a g e m e n t, r e c r u itin g and personnel te stin g ............................................................................................................................................................................................................................. 4 4 ,7 5 8 51 Administration -I n c lu d e s adm inistrative personnel, general clerks, not elsew here c la s s ifie d ................................................................. 1 0 9 ,2 6 0 52 C lerical P e r s o n n e l - In c lu d e s n o n -te c h n ic a l F irst S e r g e a n ts and S e r g e a n t M ajors and a co m b in e d p e r so n n e l m anagem ent and adm inistrative clerk in Marine Corps u n its...................................................................................................................................... 8 ,0 1 4 53 Data P ro c e ss in g - Includes EAM and ADP equipment operators and programmers........................................................................................ 1 8 ,0 5 4 54 Accounting, Finance, and Disbursing-\nc\u6es audit, accounting and disbursing.............................................................................. 1 6 ,0 3 3 55 Supply and L o g istic s - Includes supply accounting, stock control, requisitioning, and related a c tiv itie s........................................ 8 7 ,5 2 3 56 Religious, Morale, and W e lfa re - Includes recreation, morale, w elfare, and religious a ctiv itie s........................................................ 6 ,4 5 9 57 Information and E d u c a tio n - Includes troop and public information and ed u cation .................................................................................. 6 ,5 4 2 58 Comm unications Center O p e ra tio n s- Includes receipt and distribution of m essa g e s, the operation of com m unications 6 60 center equipm ent, and settin g up and adm inistering of major field com m unications sy stem s.................................................................... 2 6 ,6 1 0 ELECTRICAL AND MECHANICAL EQUIPMENT REPAIRMEN ........................................................................................................................................................... 3 6 0 ,0 0 6 4 / r c r a f t - I n c l u d e s a ir c r a ft p o w e r p la n ts, e le c tr ic a l s y s te m s , str u c tu r a l c o m p o n e n ts and s u r f a c e s , and re la te d instrum ents and a c c e s so r ie s...................................................................................................................................................................................................... 1 6 1 ,1 8 3 61 A u to m o tiv e - Includes wheel and track vehicles and com ponents and related construction equipm ent................................................ 5 3 ,0 8 4 62 Wire C o m m u n ic a tio n s-\n c \u d e s in s t a lla tio n and m a in te n a n c e of t e le p h o n e s , s w itc h b o a r d s , and c e n tr a l office and related interior com m unications equipm ent................................................................................................................................................... 2 7 ,4 9 0 63 Missile, M echanical and E le c tric a l- Includes m issile propulsion and structures, and m issile m echanical, electrical, hydraulic, and pneum atic system s and com ponents........................................................................................................................................................ 64 6 ,2 1 8 A rm a m e n t a n d M u n itio n s - I n c l u d e s sm a ll arm s, a r tille r y , m in e s , b o m b s, and a s s o c ia t e d m o u n tin g s , and am munition renovation.................................................................................................................................................................................................................. 3 4 ,3 7 3 65 Shipboard P ro p u lsio n - Includes marine and rail main en gin es, boilers, and auxiliary equipm ent..................................................... 3 5 ,2 7 8 66 Power Generating E q u ip m e n t- Includes nuclear power reactors and primary electric generating p la n ts...................................... 3 0 ,8 0 6 67 Precision E q u ip m e n t- Includes optical, m echanical, and electrical instrum ents, office m achines, and non-electronic photographic, dental, and topographic equipm ent........................................................................................................................................................... 94 3 ,5 5 0 Table C-6. Enlisted strength in Department of Defense occupational groups, June 30, 1975—Continued DOD code Group title and description of coverage Enlisted strength ELECTRICAL AND MECHANICAL EQUIPMENT REPAIRMEN— Continued 68 Aircraft Launch Equipm ent-\nc\udes operation, m ainten an ce, and repair of aircraft catap u lt and arrestin g gear and related equipm ent.................................................................................................................................................................................................................. 69 5 ,7 7 4 Other Mechanical and Electrical E q u ip m e n t- Includes m aterials handling reproduction, chem ical warfare and other m echanical and electrical equipment m aintenance, n .e .c ............................................................................................................................................ 2 ,2 5 0 7 CRAFTSMEN................................................................................................................................................................................................................................................. 8 6 ,5 7 4 70 M etalw orkin g- Includes the m achining, shaping, and forming of metal and fabrication of metal parts........................................... 15,078 71 C on stru ction - Includes construction trades and pipeline construction and operation....................................................................... >........ 1 5 ,2 1 5 72 U tilitie s - Includes plumbing, heating, air conditioning, water supply and sanitation, electric wiring, power distribution, and related tra d es..........................................................................................., ............................................................................................................................. 73 2 1 ,1 4 9 Construction E quipm ent O p e r a tio n - Includes construction m ach ines, power tools, cran es, quarry equipm ent, and 12,4 1 4 asp h alt and concrete equipm ent operators.......................................................................................................................................................................... 74 L ith o g ra p h y-\n c\u d es th e m a k in g of p r in tin g p la te s , c o m p o sin g , and th e o p e r a tio n of o f f s e t and le tte r 2 ,5 6 5 p r e sse s................................................................................................................................................................................................................................................. 75 Industrial Gas a n d Fuel P r o d u c tio n - Includes the production of liquid oxygen, hydrogen, nitrogen, and carbon dioxide.................................................................................................................................................................................................................................................. 1,105 76 Fabric, Leather and R u b b e r - includes leather, rubber, and other fabric repair........................................................................................ 1,466 78 Firefighting and Damage C o n tro l- Includes firefighting, dam age control, and rescue and survival a c tiv itie s........................... 8 ,9 2 4 79 O th er C ra ftsm en , N .E .C . - I n c l u d e s m o d e lm a k in g , m o ld in g , c a m o u fla g e , and o th e r c r a f t s not e ls e w h e r e c la s sifie d ............................................................................................................................................................................................................................................ 8 ,6 5 8 8 SERVICE AND SUPPLY HANDLERS....................................................................................................................................................................................................... 192,611 80 Food S e r v ic e - Includes handling, preparation, and serving of food.................................................................................................................... 4 9 ,7 9 9 81 Motor T ra n sp o r t- Includes the operation of w heel and track v e h ic le s and railw ay equipm ent for general transport purposes, aerial and parachute delivery operations......................................................................................................................................................... 82 3 7 ,9 5 5 M aterial R e c e ip t, S to ra g e a n d / s s u e — In clu d es r e c e ip t, sto r a g e , is s u e , and sh ip m e n t of both g e n e r a l and specialized c la s s e s of supplies, excluding ammunition................................................................................................................................................. 3 2 ,8 3 0 83 Military P o lic e - Includes protective and custodial services, military police, and criminal investigation............................................ 6 2 ,5 5 6 84 Personal S e r v ic e - Includes laundry, dry cleaning, and related se rvices.......................................................................................................... 1 ,6 5 4 85 Auxiliary L a b o r - Includes unskilled labor and unskilled labor supervisors....................................................................................................... 393 86 Forward Area E quipm ent S u p p o r t- Includes parachute packing and repaif, aerial delivery operations, and flig h t equipment fitting and m ainten an ce........................................................................................................................................................................................ SOURCE: U.S. D e p a rtm e n t of D efense, Occupational Conversion Table, Enlisted, M a r c h 95 1974, DOD 1312. 1 - E , a n d D e p a rtm e n t of D efen se u n p u b lis h e d d a ta . 7 ,4 2 4 Table C-7. Com pletions in vocational education by Office of Education instructional program, fiscal years 1973 and 1974 1973 1974 OE instructional code and title Grand total (U n d u p lica ted )........................ 2 ,2 8 5 ,7 2 0 2 ,4 1 1 ,8 2 2 01. Agriculture ............................................... 1 3 8 ,2 0 7 1 40 ,4 2 4 0 1 .0 1 0 0 0 1 .0 2 0 0 0 1 .0 3 0 0 0 1 .0 4 0 0 0 1 .0 5 0 0 0 1 .0 6 0 0 0 1 .0 7 0 0 0 1 .9 9 0 0 Agricultural p ro d u ctio n ....................... Agricultural s u p p lie s /s e r v ic e s .......... Agricultural m e c h a n ic s ....................... Agricultural products ........................... Ornamental h o rticu ltu re...................... Agricultural resources ......................... Forestry ...................................................... Other .......................................................... 6 5 ,0 5 1 7,991 2 5 ,8 7 6 2 ,7 4 8 1 7 ,1 1 0 5 ,3 4 9 4 ,8 2 5 8 ,8 3 3 6 3 ,5 4 5 8 210 Home econom ics (gainful)— Continued 0 9 .0 2 0 4 Home furnishings, equipment, s e r v i c e ..................................................... Institutional and home m anagem ent, 0 9 .0 2 0 5 and supervision ................................... Other ........................................................... 0 9 .0 2 9 9 04. Distribution1 ............................................ 2 0 8 ,2 2 6 OE instructional code and title 2 1 ,m 2 ,8 9 4 19,361 5 ,6 9 6 4 ,4 7 6 8 ,3 9 8 Advertising s e r v ic e s .............................. Apparel and accesso r ie s .................... A utom otive................................................ Finance and c r e d i t ................................ F lo r istr y ..................................................... Food distribution ................................... Food s e r v ic e s ........................................... General m erchandise ........................... Hardware, building m aterials, e t c . . Home furnishings ................................. Hotel and lodging ................................. Industrial m a r k e tin g ............................ Insurance .................................................. International t r a d e ................................ Personal s e r v ic e s ................................... P e tr o le u m .................................................. Real e s t a t e ............................................... Recreation and tourism ...................... Transportation ........................................ Other .......................................................... 6 ,6 4 2 8 ,9 9 6 3 ,6 5 5 6 ,3 2 4 2 ,3 0 5 13,3 9 3 14,2 0 2 6 4 ,1 0 4 2 ,8 5 9 2 ,2 3 8 4 ,1 0 2 3 ,9 1 7 3 ,5 7 2 211 6 ,7 8 3 2 ,3 3 9 2 8 ,0 6 5 3 ,2 3 0 4 ,3 8 3 2 6 ,3 1 8 4 ,0 2 4 1 1 ,6 1 8 4 ,0 5 2 7 ,6 4 2 2 ,5 9 5 15,1 9 0 1 3 ,1 3 4 6 9 ,3 1 9 2 ,6 2 8 1,592 3 ,4 3 0 3 ,9 3 0 3 ,5 1 4 294 6 ,5 8 5 2 ,182 3 1 ,9 3 7 4 ,4 9 2 4 ,2 8 1 2 2 ,9 9 5 07. Health1 ....................................................... 12 8 ,8 8 9 143 ,0 1 0 0 7 .0 1 0 1 0 7 .0 1 0 2 0 7 .0 1 0 3 0 7 .0 2 0 3 6 ,5 8 9 1 ,2 8 4 931 2 ,7 4 1 7 ,949 1,699 1,211 2 ,4 9 7 0 7 .0 2 9 9 0 7 .0 3 0 1 0 7 .0 3 0 2 0 7 .0 3 0 3 0 7 .0 4 0 1 0 7 .0 4 0 2 0 7 .0 5 0 1 0 7 .0 7 0 0 0 7 .0 8 0 0 0 7 .0 9 0 3 0 7 .0 9 0 4 0 7 .0 9 0 6 0 7 .9 9 0 0 Dental a s s i s t a n t ..................................... Dental hygienists (a sso cia te) .......... Dental laboratory technician ............ Medical laboratory a ss istin g ............ Other m edical laboratory technology ............................................. Nurse, a sso c ia te degree .................... Practical (vocational) nurse ............. Nurses’ a ss ista n ts (aide) .................. Occupational t h e r a p y ........................... Physical th e r a p y ..................................... Radiologic technology ......................... Environmental health ........................... Mental health t e c h n o lo g y .................. Inhalation therapy te c h n o lo g y .......... Medical a s s i s t a n t ................................. Health a i d e ............................................... Other .......................................................... 627 17 ,3 9 0 3 2 ,4 3 6 3 2 ,4 9 7 407 527 1 ,9 9 2 379 1 ,413 1,6 7 7 3 ,5 5 4 4 ,2 3 2 1 9,673 879 1 9 ,0 1 9 3 4 ,4 5 5 3 2 ,2 2 0 829 583 2 ,4 1 3 526 2 ,1 3 7 1,608 5 ,5 8 7 5,663 2 3 ,7 2 8 0 9 .0 1 0 0 Consumer and homemaking1 ............ 4 7 9 ,9 1 8 4 9 0 ,9 4 4 0 9 .0 1 0 2 0 9 .0 1 0 3 0 9 .0 1 0 4 0 9 .0 1 0 6 0 9 .0 1 0 7 0 9 .0 1 0 8 0 9 .0 1 0 9 0 9 .0 1 9 9 Child development ................................ Clothing and textiles ........................... Consumer education ............................ Family relations ..................................... Food and nutrition ................................ Home m a n a g e m e n t................................ Housing and home furnishings ....... Other .......................................................... 3 0 ,0 1 9 7 1 ,6 3 5 17,357 4 7 ,8 9 6 4 5 ,0 2 9 5 ,5 6 1 1 6 ,5 8 0 2 4 5 ,8 4 1 2 7 ,3 6 3 7 0 ,4 5 7 2 5 ,1 0 0 5 2 ,4 3 6 51,1 5 6 7,023 2 2 ,7 0 2 217,041 0 9 .0 2 0 0 Home econom ics (gainful)1 ............... 10 1 ,4 8 5 93,852 0 9 .020 1 0 9 .0 2 0 2 Care and guidance of c h ild r e n ........ Clothing m anagem ent, production, service ..................................................... Food m anagem ent, production, and service ....................................................... 2 3 ,7 0 2 2 7 ,3 2 3 0 9 .0 2 0 3 1 8 ,9 8 4 1 5,413 3 0 ,2 3 0 3 1 ,5 4 6 7 ,5 3 0 3 ,9 5 4 16,557 4 ,7 0 0 7 ,3 4 0 5 7 2 ,4 5 3 6 3 4 ,0 0 6 1 4 .0100 1 4 .0200 1 4 .0 3 0 0 1 4 .0400 7 9 ,6 4 4 3 9,221 147,883 9 4 ,3 9 6 4 1 ,6 6 6 1 6 1 ,2 1 6 9 ,2 8 2 10,011 2 ,2 5 2 2 ,4 8 8 4 ,2 6 6 4 ,6 0 2 143 ,7 3 8 1 6 6 ,9 2 6 14.0900 14.9 9 0 0 Accounting and com puting ............... B u siness data processing sy ste m s.. Filing, office m a c h in e s ....................... Information, communication occupations M aterials support, transportation, e t c ................................................................. Personnel, training, and related occupations ........................................... Stenographer, secretary, and related occupations ........................... Supervisory and adm inistrative m anagem ent ........................................ Typing and related occupations ....... Other .......................................................... 1 0,212 1 1 1,399 2 1 ,1 6 8 1 1 ,1 2 5 1 1 9 ,4 7 7 2 2 ,1 0 0 16. T echnical1 ................................................ 6 5 ,9 3 2 7 3 ,9 6 9 16.0101 16.0103 1 6 .0 1 0 4 16.0105 16.0106 1 6 .0 1 0 7 1 6 .0 1 0 8 16 .0 1 0 9 1 6 .0110 16.0111 16.0112 16.0113 1 6 .0 1 1 4 16.0117 16.0601 16.0602 16.0603 16.0 6 0 4 1 6 .0 6 0 5 16.9901 16.9902 16.9 9 0 0 Aeronautical te c h n o lo g y ...................... Architectural technology .................... Automotive te c h n o lo g y ......................... Chemical te c h n o lo g y ............................ Civil te c h n o lo g y ...................................... Electrical te c h n o lo g y ............................ Electronics te c h n o lo g y ......................... Electromechanical te c h n o lo g y .......... Environmental control technology ... Industrial technology ........................... Instrumentation te c h n o lo g y ............... M echanical technology ....................... M etallurgical te c h n o lo g y .................... Scientific data te c h n o lo g y ................. Commercial pilot training ................. Fire and safety te c h n o lo g y ................. Forestry technology .............................. Oceanographic technology ................. Police scien ce te c h n o lo g y .................. Air pollution te c h n o lo g y ...................... Water and w astew ater technology .. Other .......................................................... 1 ,330 3 ,0 7 5 1 ,4 0 4 997 4 ,3 3 0 2 ,6 0 2 13,673 870 1,052 911 745 4 ,0 3 4 385 3 ,7 8 7 1 ,0 9 8 1,325 629 490 9,381 187 978 12,498 2 ,1 8 0 3 ,2 6 9 990 838 4 ,0 1 7 2 ,7 8 5 14,341 960 1 ,4 2 0 1 ,486 413 4 ,7 7 9 318 4 ,6 1 2 1 ,016 4 ,1 8 1 758 348 12,2 6 2 192 2 ,6 2 0 1 0 ,1 9 4 17. Trade and industrial1 ........................... 5 9 1 ,5 1 8 593 ,5 2 3 17.0100 1 7.0200 17.0301 17.0302 17.0399 17.0400 17.0 5 0 0 17 .0 6 0 0 17 .0 7 0 0 1 7 .0 8 0 0 17.0 9 0 0 Air conditioning ..................................... Appliance r e p a ir ..................................... Body and fender, a u t o ......................... M echanics, a u t o ..................................... Other autom otive ................................... Aviation o c c u p a tio n s ............................ Blueprint reading ................................. B u siness m achine m aintenance .... Commercial art o c c u p a tio n s ............. Commercial fishery o cc u p a tio n s....... Commercial photographic o c c u p a t io n s ........................................... Carpentry .................................................. E le c tricity .................................................. M a so n r y ..................................................... Plumbing and pipefitting .................. Other construction and m a in te n a n c e .......................................... Custodial s e r v ic e s ................................. Diesel m echanic ..................................... Drafting o c c u p a tio n s............................ Electrical occupations ......................... 15,064 4 ,2 5 9 1 4 ,9 1 9 70,313 15,081 7 ,035 2 ,3 0 6 846 6 ,753 746 13,215 4 ,8 7 7 17,3 1 0 7 6 ,2 8 0 1 7 ,7 4 0 5 ,8 3 0 2 ,3 1 8 988 6 ,2 7 2 608 3 ,6 8 0 2 8 ,3 5 6 12,9 7 0 8,881 7 ,016 4 ,6 8 0 3 0 ,1 7 3 12,7 7 6 8 ,9 0 8 7 ,1 7 4 1 8,446 4 ,0 5 5 3 ,7 3 4 2 7 ,5 9 5 12,945 2 4 ,7 5 8 3 ,4 1 2 4 ,3 0 8 30,1 5 1 15,1 1 9 1 4 .0 6 0 0 1 4 .0700 1 4 .0 8 0 0 17.1001 17.1002 1 7 .1004 17.1007 17.1099 17.1100 17.1200 1 7 .1300 1 7 .1 4 0 0 96 7 ,8 3 3 Office occu p ations1 .............................. 14.0500 See fo o tn o te s a t end of ta b le . 1974 14. 2 2 5 ,4 3 6 0 4 .0 1 0 0 0 4 .0 2 0 0 0 4 .0 3 0 0 0 4 .0 4 0 0 0 4 .0 5 0 0 0 4 .0 6 0 0 0 4 .0 7 0 0 0 4 .0 8 0 0 0 4 .0 9 0 0 0 4 .1 0 0 0 0 4 .1 1 0 0 0 4 .1 2 0 0 0 4 .1 3 0 0 0 4 .1 4 0 0 0 4 .1 5 0 0 0 4 .1 6 0 0 0 4 .1 7 0 0 0 4 .1 8 0 0 0 4 .1 9 0 0 0 4 .9 9 0 0 1973 Table C-7. Com pletions in vocational education by Office of Education instructional program, fiscal years 1973 and 1 9 7 4 -C o n tin u e d OE instructional code and title 1973 1974 OE instructional code and title Trade and industrial1— Continued Fireman training ................................... 17.2801 Law enforcem ent tr a in in g .................. 17.2802 Other public services ........................... 17.2899 Quantity food occupation .................. 17.2900 Refrigeration ........................................... 17.3 0 0 0 Small engine r e p a ir .............................. 1 7 .3 1 0 0 17.3 2 0 0 Stationary energy sources occupations .......................................... 1 7 .3300 Textile production and fabrica tion .......................................................... Leather working ..................................... 17.3 4 0 0 Upholstering ........................................... 1 7 .3500 1 7 .3600 Woodworking o c c u p a tio n s.................. Other .......................................................... 1 7 .9900 Trade and industrial1— Continued 17.150 0 17 .1 6 0 0 17 .1 7 0 0 17.190 0 17.2 0 0 0 17.2100 17.220 0 17 .2 3 0 0 17.240 0 17.2601 1 7.260 2 17.269 9 17.270 0 Electronic o c c u p a tio n s............. Fabric m aintenance services Foremanship, supervisor, and m anagem ent developm ent .. Graphic arts o c c u p a tio n s....... Industrial atom ic e n e r g y ....... Instrument m aintenance and repair .......................................... Maritime o c c u p a tio n s............... Metalworking ............................ Metallurgy ................................. Barbering ..................................... C o sm eto lo g y ................................ Other personal services ........ P la stics occupation .................. 1U n d u p lica te d to ta l. S o u rc e: S u m m a ry D a ta V o c a tio n a l E d u c a tio n , 2 5 ,8 7 7 1,872 2 7 ,2 2 8 1,116 1 3,813 15,431 100 8 ,5 0 6 1 7,658 21 611 854 6 8 ,2 0 9 512 1 ,0 2 7 1 8 ,1 0 5 924 768 3 ,2 0 3 495 940 1 9,270 1,061 2 ,4 3 0 1 ,2 5 8 1 ,6 2 9 99. Special p r o g ra m s................................... U.S. D ept, of H e a lth , E d u c a tio n , F is c a l Y e a rs 1 9 7 3 a n d 1974, O c c u p a tio n a l a n d A dult E d u catio n . 97 1974 1973 3 7 ,3 7 2 25,2 4 2 18,6 4 8 1 0 ,6 0 0 2 ,0 0 0 8 ,3 5 9 4 ,0 8 4 23,511 1 0,886 14,127 2 ,5 6 8 9 ,9 7 9 816 1,031 17,426 912 5,621 12,197 3 3 ,9 1 0 15,306 481 6 ,2 5 8 15,805 3 8 ,0 4 2 - 7 ,428 a n d W e lfa re , O ffice of E d u c a tio n , B ureau of Appendix D. State Employment Security Agencies State em ploym ent security agencies are engaged in developing occupational projections and related manpower statistics in cooperation with the Bureau o f Labor A la b a m a ......................... A la sk a .............................. A rizon a............................ A rkan sas......................... C aliforn ia........................ C olora d o......................... C o n n e c tic u t................... D elaw are......................... District o f C o lu m b ia ................... Florida.............................. G eorgia............................ H a w a ii.............................. Idaho................................. Illin o is .............................. In d ia n a ............................ Io w a .................................. K a n s a s ............................ K e n tu c k y ........................ L o u isia n a ........................ M a in e ............................... M a ry la n d ........................ M a ssa ch u setts............... Statistics o f the U .S . Departm ent o f Labor. The follow ing list gives the addresses o f the em ploym ent security a g en cies. R esearch and Statistics D ivision, Departm ent o f Industrial R elations, Industrial Rela tions Building, M ontgom ery 36130 D irector, E m ploym ent Security D ivision, Departm ent o f Labor, B ox 3 -7 0 0 0 , Juneau 99802 C hief, Bureau o f Statistical Inform ation, R esearch and A n alysis, D epartm ent o f E conom ic Security, P.O . B ox 29026, Phoenix 85038 Chief, R esearch and Statistics Section, Em ploym ent Security D ivision, Departm ent o f Labor, P.O . B o x 2981, Little R ock 72202 Chief, Em ploym ent D ata and R esearch D ivision, MIC 57, P.O . B ox 1679, Sacram ento 95808 C hief o f R esearch and A nalysis, D ivision o f E m ploym ent and Training, Departm ent o f Labor and E m ploym ent, 1210 Sherman Street, D enver 80203 D irector o f R esearch and Information, Em ploym ent Security D ivision, Labor D epart m ent, 200 F olly Brook Boulevard, W eathersfield 06109 C hief o f Adm inistration, Departm ent o f Labor, P.O. B ox 2168, W ilmington 19899 Chief, D ivision o f M anpower Reports and A nalysis, D .C . M anpower Adm inistration, R oom 625, 500 C Street, N W . W ashington, D .C . 20001 Secretary o f Com m erce and Em ploym ent Security Administrator, Caldwell Building, 1720 South G adsden Street, T allahassee 32304 Chief, Labor Information System s, E m ploym ent Security A gency, Departm ent o f Labor, 254 W ashington St. S.W . Atlanta 30334 D irector o f Labor and Industrial R elations, 825 Mililani Street, H onolulu 96813 Chief, R esearch and A nalysis Bureau, Departm ent o f Em ploym ent, 317 Main Street, B o ise 83707 M anager, R esearch and A nalysis D ivision, Bureau o f Em ploym ent Security, 910 South M ichigan Street, (4th Floor), Chicago 60605 Chief, R esearch and Statistics Section, Em ploym ent Security D ivision, 10 N orth Senate A venue, Indianapolis 46204 E xecutive Secretary, Em ploym ent Security C om m ission, 1000 East Grand A ven u e, D es M oines 50319 Chief, R esearch and A nalysis, Em ploym ent Security D ivision, Departm ent o f Labor, 401 Topeka B oulevard, Topeka 66603 D irector, D ivision for Research and Special Projects, D ept, for Hum an R esources, 275 East Main Street, Frankfort 40601 C hief o f R esearch and Statistics, Departm ent o f E m ploym ent Security, P.O . B ox 44094, Baton R ouge 70804 M anpower R esearch D ivision, Em ploym ent Security C om m ission, 20 U nion Street, A ugusta 04330 D irector, R esearch and A nalysis D ivision, Departm ent o f Human R esources, E m ploy ment Security Adm inistration, 1100 North Eutaw Street, Baltimore 21201 D irector, D ivision o f Em ploym ent Security, Charles F. Hurley Building, G overnm ent C enter, B oston 02114 98 M ichigan........................ M in n e so ta ..................... M ississip p i.................... M issouri.......................... M o n ta n a ........................ N e b ra s k a ....................... N e v a d a ........................... N ew H a m p sh ire .......... N ew J e r s e y .................. New M ex ico ................. New Y o rk ..................... N orth C aro lin a............. N orth D ak o ta................ O h io ................................. O klahom a....................... O re g o n ........................... P ennsylvania................. Puerto R ic o ................... R hode I s la n d ................ South C aro lin a............. South D a k o ta................ T e n n e s s e e ..................... T e x a s .............................. U ta h ................................. V erm ont......................... V irginia........................... W ashington.................... W est V irginia................ W isc o n sin ..................... W yom ing........................ D irector, R esearch and Statistics Division, Em ploym ent Security Com m ission, 7310 W oodw ard Avenue, D etroit 48202 C om m issioner, D epartm ent of Em ploym ent Service, 390 N orth R obert Street, St. Paul 55101 Chief, R esearch and Statistics D epartm ent, M ississippi Em ploym ent Security Com m is sion, Box 1699, Jackson 39205 Chief, M ethods and P rocedures, Division of Em ploym ent Security, D ept, of L abor and Industrial R elations, P.O . Box 59, Jefferson City 65101 A dm inistrator, Em ploym ent Security Division, D ept, o f L abor and Industry, P.O. Box 1782, H elena 59601 Chief, R esearch and Statistics, Division of Em ploym ent, D ept, of L abor, P.O . Box 94600, Lincoln 68509 Chief, M anpow er Inform ation and R esearch Section, Em ploym ent Security D e p t., 500 E ast Third Street, C arson City 89713 Com m issioner, D epartm ent of Em ploym ent Security, 32 South Main Street, C oncord 03301 A ssistant D irector, Office of Statistics, R eports and A nalysis, Division of Planning and R esearch, D ept, of L abor and Industry, P.O . Box 359, Trenton 08625 Chairm an, Em ploym ent Security C om m ission, A lbuquerque 87103 Division o f R esearch and Statistics, State Dept, of L abor, State C am pus, Albany 12201 Bureau of Em ploym ent Security R esearch, Em ploym ent Security Com m ission, P.O. Box 25903, Raleigh 27611 D irector, Em ploym ent Security B ureau, P.O. Box 1537, Bism arck 58505 A dm inistrator, B ureau of Em ploym ent Services, P.O . Box 1618, Colum bus 43216 C hief of R esearch and Planning, Em ploym ent Security Com m ission, Will Rogers M em orial Office Building, O klahom a City 73105 Chief, R esearch and Statistics Section, Dept, of H um an R esources, 875 U nion Street N .E ., Salem 97310 D irector, R esearch and Statistics, B ureau of Em ploym ent Security, Dept, of L abor and Industry, Seventh and F orster S treets, H arrisburg 17121 Dept, of L abor, B ureau of Em ploym ent Security, H ato R ey 00917 D irector, D ept, of Em ploym ent Security, 24 M ason Street, Providence 02903 D irector of M anpow er R esearch and A nalysis, Em ploym ent Security Com m ission, P.O. Box 995, Columbia 29202 C hief of R esearch and Statistics, Office of A dm inistrative Services, D ept, of L abor, P.O. Box 1730, A berdeen 57401 C hief of R esearch and Statistics, D ept of Em ploym ent Security, Nashville 37219 Chief, M anpow er D ata Analysis & R esearch (MDAR), Em ploym ent C om m ission, TEC Building, 15th and C ongress Ave., Austin 78778 D irector of R eports and Analysis, D ept, of Em ploym ent Security, P.O. Box 11249, Salt Lake City 84111 C hief of R esearch and Statistics, Dept, of E m ploym ent Security, P.O . B ox 488, M ont pelier 05602 D irector of R esearch and Statistics, Dept, of L abor and Industry, P.O . Box 1814, Richm ond 23214 Chief, R esearch and Statistics, Em ploym ent Security D ept., P.O. Box 367, Olympia 98504 Chief, R esearch and Statistics Section, Dept, of Em ploym ent Security, 112 California Ave., C harleston 25305 D irector, Bureau of R esearch and Statistics, D ept, of Industry L abor and H um an R elations, P.O. Box 608, M adison 53701 Chief, R esearch and A nalysis, Em ploym ent Security Com m ission, P.O. Box 2760, C asper 82601 99 Appendix E. Bibliography This appendix lists selected sources of occupational inform ation discussed in this bulletin. Although m any useful d ata sources are not included here, the listing is intended to provide a representative sampling in a num ber of areas. U .S. D epartm ent of L abor, M anpow er A dm inistration. M a n p o w e r R e s e a r c h a n d D e v e lo p m e n t P r o je c ts . A nnual since 1971. Lists com pleted research and developm ent proj ects funded by the M anpow er A dm inistration, with annotations. G e n e r a l in f o r m a tio n T r a in in g d a t a U .S. D epartm ent of C om m erce, B ureau of the Census. C ensus of Population: 1970 Subject R eports, Final R ep o rt PC(2)-7A, O c c u p a tio n a l C h a r a c te r is tic s , 1973. U .S . D epartm ent of H ealth, E ducation, and W elfare, N ational C enter for E ducational Statistics, Office of Education. D ig e s t o f E d u c a tio n a l S ta tis tic s . Annual since 1962. Em ploym ent and unem ploym ent data for detailed occupations by color, sex, class of w orker, earn ings, and a variety of other characteristics. D ata for earlier censuses are available in publications of the sam e title for the appropriate census years. Contains data on enrollm ents, degrees, and other item s. Com piled from various sources indicated in table footnotes. U .S. D epartm ent o f L abor, B ureau of L abor Statistics. T o m o rro w 's M a n p o w e r N e e d s , Bulletin 1606, Sup plem ent 3, 1973. U .S. D epartm ent of H ealth, E ducation, and W elfare, N ational C enter for E ducational Statistics, Office of E ducation. P r o je c tio n s o f E d u c a tio n a l S ta tis tic s . Annual since 1964. C ontains conversion tables for m atching occupa tional classifications of BLS projections to voca tional education program codes. B ased on 1960 census. Lists projections of enrollm ents, graduates, fa culty, and expenditures for higher education, as well as similar projections for elem entary and sec ondary schools. U .S. D epartm ent of L abor, B ureau of L abor Statistics. T o m o rro w 's M a n p o w e r N e e d s , Bulletin 1606, Sup plem ent 3. (Revised), 1975. U .S. D epartm ent of H ealth, Education, and W elfare, N ational C enter for Educational Statistics, Office of E d u catio n . E n r o llm e n t in V o c a tio n a l E d u c a tio n O c c u p a tio n P r o g r a m s . Vocational E ducation Infor m ation N o. 11. Annual since fiscal year 1966. C ontains conversion tables for m atching occupa tional classifications of BLS projections to voca tional education program codes. B ased on 1970 census. C ontains enrollm ents by detailed occupational program s for fiscal years. U .S. D epartm ent of Labor. E m p lo y m e n t a n d T ra in in g R e p o r t o f th e P re s id e n t, 1 9 7 6 . A nnual since 1963 u n d e r title M a n p o w e r R e p o r t o f th e P re s id e n t. U .S. D epartm ent of Labor. E m p lo y m e n t a n d T rain in g R e p o r t o f th e P r e s id e n t, 1976. Annual since 1963 under title M a n p o w e r R e p o r t o f th e P r e s id e n t. Statistical appendix presents sum m ary data on F ederal m anpow er program s, including total en ro llm en ts, com pletions, and post-training em ploym ent. M anpow er policy developm ents of each year are discussed in the text of the report. For further inform ation see In d e x to th e M a n p o w e r Contains sum m ary data on annual new registra tio n s, c a n c e lla tio n s, an d co m p letio n s o f a p prenticeship training since 1947. N eary, H. Jam es. “ The B LS Pilot Survey of Training in In d u stry ,” M o n th ly L a b o r R e v ie w , F ebruary 1974, pp. 26-32. R e p o r ts o f th e P r e s id e n t, 1 9 6 3 —72. 100 gree attainm ent, advanced study, and em ploy m ent. Findings on the progress and goals of 1966 freshm en are included as a m eans of com parison with the 1961 cohort. Contains 78 separate cross tabulations. D escribes the results of the BLS pilot survey of training in m etalw orking in d u stries, including m ethods of data collection and the survey design. The pilot survey w as conducted to determ ine w hether reliable data could be collected on training enrollm ents and com pletions in industry. Astin, H elen, Elaine El-K haw as, and Ann S. Bisconti. B e y o n d th e C o lle g e Y e a rs. W ashington, D .C .: A m erican Council on Education, 1974. U .S. D epartm ent of D efense, Office of A ssistant Secre tary. S e le c te d M a n p o w e r S ta tis tic s . Annual. R eport prepared for the N ational Science Founda tion and the National Institutes of H ealth, uses correlation and regression analysis t o exam ine fac tors associated with career outcom es and presents data on career flows. D ata on p erso n s d isch arg ed from the A rm ed Forces, by broad m ilitary job classification. U .S. D epartm ent of H ealth, Education, and W elfare, National C enter for Educational Statistics, Office of Education. D ir e c to r y o f P o s ts e c o n d a r y S c h o o ls w ith O c c u p a tio n a l P ro g r a m s , 1971. D H EW Publication No. (OE)73-11410, 1973. B ayer, Alan, Jeannie R oyer, and R ichard Webb. F o u r Y e a rs A f t e r C o lle g e E n tr y . W a sh in g to n , D .C .: A m erican Council on Education, A CE R esearch R e ports, Vol. 8, N o. 1, 1973. A com prehensive list of all schools offering post secondary occupational training, including private vocational schools as well as 2- and 4-year col leges. Followup of a sample of the freshm en class of 1967. C o lleg e P la c e m e n t C o u n c il, In c . The C o lle g e G ra d u a te : T u rn o ver a n d M o b ility . R eport No. 3, U .S. D epartm ent of H ealth, Education, and Welfare, National C enter for Educational Statistics, Office of Education. S u rv e y o f P ro g r a m s a n d E n ro llm e n ts in P o s ts e c o n d a r y S c h o o ls. In process 1976. Bethlehem , P a., 1970. Using N ational Opinion R esearch C enter data for 33,000 graduates of the class of 1961, the report studies labor force mobility and job changing dur ing five years after graduation. Detail includes de gree field, type of em ployer, and sex. Earlier re ports in the series dealt with graduates’ attitudes tow ard business, and job satisfaction. Survey of a sample of schools draw n from the D ire c to ry cited in the previous source. F o llo w u p d a t a Astin, A lexander. The C o lle g e D ro p O u t: A N a tio n a l P ro file . W ashington, D .C .: A m erican Council on Education, 1972. College Placem ent Council, Inc. C o lle g e G ra d u a te s a n d T h eir E m p lo y e r s — A N a tio n a l S tu d y o f C a re e r P la n s a n d T h eir O u tc o m e s. R eport No. 4, 1975. Exam ines what happens to college dropouts, their entry into the labor force, transfer rates, and likeli hood of return to college. Actual occupations of college graduates com pared with college-year plans. A nalyses flow directly from C a re e r P la n s o f C o lle g e G r a d u a te s o f 1965 a n d 1970 (see above), but provide greater detail in classification of majors and careers. Astin, H elen, and A nn S. Bisconti. C a re e r P la n s o f C o lle g e G ra d u a te s o f 1965 a n d 1970. Bethlehem , P a .: College Placem ent Council, Inc., 1972. College Placem ent Council, Inc. The H a rd -to -P la c e R eports on entry to em ploym ent by type of em ployer, u n d ergraduate m ajor, occupation, and other items. Based on data from the Am erican Council on Education. M a jo r ity — A N a tio n a l S tu d y o f th e C a re e r O u tc o m e s o f L ib e r a l A r ts G ra d u a te s. R eport N o. 5, 1975. Astin, Helen, and Ann S. B isconti. U n d e rg ra d u a te a n d G ra d u a te S tu d y in S c ie n tific F ie ld s. W ashington, D.C.: Am erican Council on Education, ACE R e search R eports, Vol. 8, N o. 3, A ugust 1973. C a re e r P la n s o f C o lle g e G r a d u a te s o f 1965 a n d 1970 (see above), with em phasis on liberal arts Actual occupations o f college graduates com pared with field of study. A nalyses flow directly from graduates. College Placem ent Council, Inc., F o u r-Y e a r L ib e ra l This report exam ines the flow of a national cohort of college freshm en of 1961 over a decade focusing on patterns o f undergraduate study, attrition, de A r ts G r a d u a te s: T heir U tiliza tio n in B u sin e ss, In d u s try, a n d G o v e r n m e n t— The P ro b le m a n d S o m e S o lu tio n s, 1975. 101 B ased on a survey in 1963 of 1958 bachelor’s degree recipients including a subsam ple of indi viduals surveyed in the N ational Science F oun dation study, T w o Years A fte r th e C o lle g e D e g r e e , who obtained further graduate and profes sional education during 1958-63. D escribes oc cupational entry and other characteristics by type of training. A position statem ent covering the dilem ma facing liberal arts graduates, dim ensions of the dilemma, new directions, areas in which action is needed, and conclusions. El-K haw as, Elaine, and Ann S. Bisconti. F ive a n d Ten Y e a r s A f t e r C o lle g e E n tr y . W ash in g to n , D .C .: A m erican Council on E ducation, A CE R esearch R e ports, Vol. 9, N o. 1, 1974. Duis, H arold. “ Em ploym ent of Vocational Program G raduates,’’ A m e r ic a n E d u c a tio n , F ebruary 1968. D escriptive report including 1971 data on college freshm en o f 1961 and 1966. Gives data on entrance rates of graduates from vocational training program s into different occupa tional classifications. Engineering M anpow er Com mission. E n g in eerin g a n d T e c h n o lo g y G r a d u a te s. N ew York: Engineers Joint Council. Annual. Som ers, G erald G. The E ffe c tiv e n e s s o f V o c a tio n a l a n d T ech n ica l P r o g r a m s : A N a tio n a l F o llo w -u p S tu d y . Survey of 2-year associate degrees granted for com pletion of engineering and technology curriculum s. M ad iso n : U n iv e rsity o f W isco n sin , C e n te r fo r S tudies in V ocational and T echnical E d u catio n , 1971. Engineering M anpow er C om m ission. P la c e m e n t o f E n g in e e rin g G ra d u a te s . N ew York: Engineers Joint Council. Annual. D ata from a survey of over 200 engineering schools provide inform ation on the placem ent status of 24,000 technical and 14,500 nontechnical graduates who received bach elo r’s degrees. N um ber and percentages o f graduates entering em ploym ent, graduate school, and m ilitary service are given. N o n -A c a d e m ic — A S e c o n d R e p o r t on F o llo w -u p o f D o c to r a te C o h o rts 1 9 3 5 -1 9 6 0 . C areer P atterns R e po rt No. 2, Publication 1577, 1968. By studying the careers of 10,000 holders of thirdlevel research degrees, system atically selected from the graduating classes of 1935, 1940, 1950, 1955, and 1960, this report focuses on the factors associated with choice of em ploym ent in academ ic or other settings, with particular em phasis on the circum stances surrounding a change in em ployer category. P art II: O c c u p a tio n a l O u tc o m e (Text T ables: M ., an d A lb e rt D. B id e rm a n . 361. W ashington, D .C .: B ureau of Social Science R esearch, 1966. T a le n t— O ne Y e a r F o llo w - u p S tu d ie s . Pittsburgh: U niversity of Pittsburgh, School of E d u cation, 1966. From an original study in 1966 of a 5-percent sam ple of high school students (440,000) in 1,353 schools, the report com piles inform ation on each group one year after graduation. It studies the na ture of their em ploym ent and job satisfaction, the nature and extent of their post-high school educa tion, and long-range career plans. P r o je c t T a le n t— A 5 -y e a r F o llo w -u p In fo rm a tio n on H ig h S c h o o l G r a d u a te s o f 1960. Pittsburgh: U niver 1965. sity of Pittsburgh, School of Education, July 1969. A c o n tin u in g fo llo w u p o f th e high s c h o o l graduates, their activities during the 5 years after graduation, examining em ploym ent and continuing education. A ppendix Tables). 1965. P art III: M e th o d o lo g ic a l N o te . 1966. P art IV: M ilita ry S e r v ic e . 1967. P art V: G e o g ra p h ic M o b ility . 1967. L a u re E m p lo y m e n t o f R e tir e d M ilita ry P e rso n n e l. BSSR P r o je c t Sharp, L aure M ., et. al. F iv e Y ears A f te r th e C o lle g e D e g r e e . W ashington, D .C .: B ureau of Social Science R esearch, 5 volum es: G ra d u a te a n d P r o fe ssio n a l E d u c a tio n . S h a rp , A detailed study of the em ploym ent practices of those leaving the military. O ccupational inform a tion is given by age, race, and rank. E xcerpts are published in the M o n th ly L a b o r R e v ie w , January and F ebruary, 1967. N ational R esearch C ouncil, N ational A cadem y of Sci en c es. C a r e e r s o f P h . D . ’s — A c a d e m ic V e rsu s P art I: B ased on a 1969 survey of a national sample o f 1966 vocational and technical program graduates, re ports labor force and em ploym ent status by type of program , m ajor occupational classification, and personal characteristics. 102 U .S. D epartm ent of H ealth, Education, and Welfare, National C enter for Educational Statistics, Office of Education. N a tio n a l L o n g itu d in a l S tu d y o f th e H ig h U .S. D epartm ent of Com m erce, B ureau of the C ensus, C ensus of Population: 1970, Subject R eports, Final R eport P C (2)-7E , O c c u p a tio n a n d R e s id e n c e in 1965, 1973. S c h o o l C la ss o f 1972, C o m p a r a tiv e P r o file s — O ne a n d O n e - H a lf Y e a rs A f te r G r a d u a tio n . D H E W Geographic mobility data for m ajor occupational groups, com parable 1960 data are in Final R eport PC(2)-2B, M o b ility f o r S ta te s a n d S ta te E c o n o m ic Publication No. (NCES) 76-220, 1975. Study is designed to followup a sample of 20,000 high school seniors of 1972 for several years to examine their postsecondary educational and oc cupational status, and its relation to high school training experience. A reas. S h a rp , L a u re M ., et. a l. F iv e Years A fte r th e C o lle g e D e g r e e . W ashington, D .C.: Bureau of Social Science R esearch, 5 volum es: Part V: G e o g ra p h ic M o b ility, 1967. B ased on a survey in 1963 of 1958 bachelor’s de gree recipients including a subsam ple of individu als surveyed in the N ational Science Foundation study, T w o Y ears A fte r th e C o lle g e D e g r e e , who obtained further graduate and professional educa tion during 1958-63. O c c u p a tio n a l tr a n s f e r s A promising source of occupational mobility data is the 5-percent sample of the 1970 C ensus, which pro vides inform ation on occupations in 1970 and in 1965. D ata are pu b lish ed only for 10 m ajor occu p atio n groups. How ever, unpublished tabulations for detailed occupations obtained by the B ureau o f L abor Statistics are currently being analyzed. Several articles dealing with this subject are scheduled to be published in the M o n th ly L a b o r R e v ie w in 1976. im m ig r a tio n N ational Science Foundation. Im m ig ra n t S c ie n tis ts a n d E n g in e e rs in th e U n ite d S ta te s . A S tu d y o f C h a ra c te ristic s a n d A ttitu d e s . N S F 73-302, 1973. Seltzer, N orm an. “ The 1972 Postcensal Survey of Pro fessional, Scientific, and T echnical M anpow er,” Am erican Statistical A ssociation, P ro c e e d in g s o f the S o c ia l S ta tis tic s S e c tio n , 1972, 1973, pp. 178-80. R e p o rts on a su rv e y c o n d u c te d by N S F in m id-1970 of a sample of those adm itted betw een F ebruary 1964 and January 1969 and who filed a d d re s s re p o rts w ith th e Im m ig ra tio n an d N aturalization Service in 1969. Parnes, H erbert S. “ Longitudinal Surveys: Prospects and P roblem s,” M o n th ly L a b o r R e v ie w , F ebruary 1972, pp. 11-15. U .S. D epartm ent of H ealth, Education, and Welfare, N ational Institutes of Health. The F o re ig n M e d ic a l G ra d u a te : A B ib lio g ra p h y . D H EW Publication No. (NIH) 73-440, N ovem ber 1972. D iscusses the surveys and lists additional articles and reports based on survey data. Byrne, Jam es J. “ O ccupational Mobility of W orkers,” M o n th ly L a b o r R e v ie w , February 1975, pp. 53-59. C itations of inform ation about foreign medical graduates in the U nited States, including their edu cation abroad, flow into the U nited States, and their training and use in the U nited States. Includes only publications before Septem ber 1972. Discusses occupational mobility of w orkers be tw een January 1972 and January 1973 by age, sex, and race, and com pares results of postcensal sur vey to those of a similar survey in 1965. E n t r a n t s fro m o u t s i d e t h e l a b o r f o r c e G e o g r a p h i c m ig r a tio n A m erican N urses Association. The N a tio n s N u rse s: In v e n to ry o f R e g is te r e d P ro fe s s io n a l N u rse s. 1965. U .S. D epartm ent of C om m erce, Bureau of the Census, Census of Population: 1960, Subject R eports, Final R eport PC (2)-2B , M o b ility f o r S ta te s a n d S ta te E c o n o m ic A r e a s , 1963. D ata on w ork activity and labor force mobility characteristics of R .N .’s. N ational Education Association. S ta tu s o f the A m e r i can P u b lic S c h o o l T each er, 1 9 7 0 -7 1 . R esearch R e port 1972-R3, 1972. Contains data on econom ic, dem ographic, and so cial characteristics, including m ajor occupational groups, o f the population classified by mobility status. D ata on reentrants. 103 U .S. D epartm ent of Com m erce, B ureau of the Census. Census of Population: 1970, Subject R eports, Final R eport PC(2)-6C , P e r s o n s N o t E m p lo y e d , 1973. D ata include high, low, and average beginning salaries in business and industry, by type o f cur riculum and type of em ploym ent (industry), for recent college graduates. D ata are collected from college placem ent offices, covering male graduates in accounting, business, hum anities-social sci ences, m arketing, seven areas of engineering, ag ricultural science, chem istry-m ath-physics, and com puter science, and female graduates in ac counting, business com m unications, com m unity service w ork, ED P, engineering, health, hom e econom ics, libraries, m athem atics, m erchandis ing, research, and secretarial services. D ata on occupational characteristics of persons not in the labor force or unem ployed. Com parable 1960 data in Final R eport PC(2)-6C , L a b o r R e se rv e . S e p a r a t i o n s fro m t h e l a b o r f o r c e Fullerton, H ow ard N. “A N ew Type of Working Life Table for M en,” M o n th ly L a b o r R e v ie w , July 1972, pp. 20-27. E ndicott, F rank S. T ren d s in E m p lo y m e n t o f C o lle g e a n d U n iv e rsity G ra d u a te s in B u sin e ss a n d In d u stry . U ses a “ generation” life table in which the life spans of cohorts are fQllowed through time, instead of a “ period” life table based on m ortality rates applicable to each age observed at one point in time. Includes tables, data sources, and technical appendix. A m erican Society for Personnel A dm inistration. A n nual since 1946. Survey of beginning m onthly salaries in 185 com panies representing large- and m edium -sized firms in 22 States and 20 industries. Salaries are for b ach elo r’s and m aster’s degree holders in en gineering, accounting, sales, business adm inistra tio n , lib e ra l a r ts , p ro d u c tio n m a n a g e m e n t, physics, chem istry, m athem atics, econom ics, and other fields. U .S. D epartm ent of L abor, B ureau of L abor Statistics. T o m o rro w 's M a n p o w e r N e e d s , Bulletin 1606, Vol. 1, F ebruary 1969, and Supplem ent 4, E stim a tin g O c c u p a tio n a l S e p a r a tio n s f r o m S ta te s , 1974. th e L a b o r F o r c e f o r Professional and business associations. The following associations or periodicals conduct salary surveys for occupations of special interest to them: Vol. 1 discusses the developm ent of death and separation rates, and shows 1960 rates for indi vidual occupations by sex in appendix A. Supple m ent 4 contains estim ates of occupational separa tions for States and shows 1970 and 1985 rates for individual occupations by sex in appendix B. A d v e r tis in g A g e (magazine) Am erican D ental A ssociation A m erican Dental A ssistants Association Am erican D ental Hygienists Association A m erican Insurance Association/A m erican M utual Insurance Alliance A m erican M arketing Association A m erican M edical A ssociation A m erican M edical R ecord A ssociation A m erican O steopathic A ssociation A m erican Speech and H earing A ssociation B u sin e ss A u to m a tio n , ED P Salary Survey Flight Engineers International A ssociation Life Office M anagem ent A ssociation, Actuarial Student Salary Survey N ational A ssociation of Certified Dental L aboratories N ational Farm and Pow er Equipm ent Dealers A ssociation Public Personnel A ssociation, P a y R a te s in P u b lic E a rn in g s D ir e c to r y o f In d u stry W age S u rv e y s a n d U nion W a g es a n d H o u rs S tu d ie s, 1960-75, 1976. L ists industries covered in the BLS industry wage survey program , including publication titles, bulle tin num bers, and a limited description of their con tent. A r e a W a g e S u r v e y s , M e tr o p o lita n A r e a s , U n ite d S ta te s a n d R e g io n a l S u m m a rie s, 1973-74. Bulletin 1850-28, 1976. Annual since 1950, various bulletin num bers. Before Bulletin 1465 (1965-66) the series were called O ccupational Wage Surveys. D ata for individual m etropolitan areas are published in indi vidual volum es. S e rv ic e U .S. D epartm ent of L abor, Bureau of L abor Statistics. N a tio n a l S u r v e y o f P r o fe s s io n a l, A d m in is tr a tiv e , T ech n ica l, a n d C le ric a l P a y . Annual since W inter College Placem ent Council, Inc. M e n 's S a la ry S u rv e y a n d W o m en 's S a la ry S u rv e y . Annual. 1959-60, various bulletins. 104 contains annual averages for previous year for all national industry series. D ata on salary levels and distributions and 80 occu p atio n -w ork levels, including accounting, legal services, personnel m anagem ent, engineering and chem istry, buying, clerical supervisory, draft ing, and clerical jobs. A verages are shown for an nual, m onthly, or w eekly rates, excluding overtim e pay. D ata are shown for total U nited States, for metropolitan areas combined, for establishments of 2,500 or m ore, and for m ajor industry divisions. U .S. D epartm ent of L abor, Em ploym ent and Training Adm inistration. W o rk life , m onthly. Presents articles on a wide variety of m anpowerrelated topics — people, jobs, poverty, em ploy m ent and unem ploym ent, transportation, educa tion, econom ics, housing, training, health ser vices, upgrading, apprenticeship, research. Sommers, Dixie, “ O ccupational Rankings for M en and W om en by E a rn in g s,” M o n th ly L a b o r R e v i e w , August 1974, pp. 34-51. U .S. D epartm ent of L abor, Bureau of Labor Statistics. M o n th ly L a b o r R e v ie w . Ranks selected occupations of m en and wom en according to 1969 m edian earnings, based on 1970 C ensus data. P resen ts articles on em ploym ent, labor force, wages, prices, productivity, unit labor costs, col lective bargaining, w o rk ers’ satisfaction, social indicators, and labor developm ents abroad. Regu lar features include a review of developm ents in industrial relations, significant court decisions in labor cases, book review s, and current labor statis tics. P e rio d ic a ls U .S. D epartm ent of L abor, B ureau of L abor Statistics. E m p lo y m e n t a n d E a rn in g s, m onthly. U .S. D epartm ent of L abor, B ureau of L abor Statistics. Presents charts and detailed tables on the labor force, em ploym ent, unem ploym ent, hours, earn ings, and labor turnover. Com piled from data based on household interview s, nonagricultural establishm ent records, and adm inistrative records of unem ploym ent insurance system s. M arch issue O c c u p a tio n a l O u tlo o k Q u a rte rly . P re se n ts c u rre n t in fo rm atio n on em ploym ent trends and outlook, supplem enting and updating inform ation in the O c c u p a tio n a l O u tlo o k H a n d book. 105 ☆ U.S. GOVERNMENT PRINTING OFFICE : 1976 0 - 241-016(13) U.S. Workers and Their Jobs: The Changing Picture This colorful new 40-page chartbook illustrates some of the important changes affecting the U.S. work force. Some of the ideas shown are: • How the rapid growth of the labor force made possible this coun try’s swift industrial advance. • That most of the employment growth in the past 50 years has been in industries which produce services rather than goods. Single copies of “ U.S. Workers and Their Jobs: The Changing Picture,’’ Bulletin 1919, are 60 cents each, minimum order $1. When 100 or more copies are sent to one address, the buyer is given a 25 percent discount. U.S. Department of Labor Bureau of Labor Statistics • That the unemployment rate of black workers has averaged about twice the rate of white workers. • That consumer prices have risen almost four times as fast since 1965 as in the previous 10 years. O rd e r Form Please send_______ copies of BLS Bulletin 1919, ‘‘U.S. Workers and Their Jobs: The Changing Picture,” No. 029-00101917-3, 60 cents each, minimum mail order $1. (25 percent discount for order of 100 copies or more.) Name Firm or Organization Street Address City and State Zip Code Mail to nearest BLS Regional Office or Supt. of Documents. □ $______ Remittance enclosed. (Make checks payable to Superintend ent of Documents.) □ Charge $______ to my Deposit Account No. F or P ro m p t S h ip m e n t, P le a s e P rin t o r Type A d d re ss on L abel B elow , in clu d in g your Z ip C o d e Superintendent of Documents U.S. Government Printing Office Washington, D.C. 20402 Official Business Return After 5 Days Penalty for private use, Digitized$300 for FRASER Name Firm or Organization Street Address City and State Zip Code Postage and Fees Paid U.S. Government Printing Office 375 Special Fourth-Class Book Rate BUREAU OF LABOR STATISTICS REGIONAL OFFICES Region i 1603 JFK Federal Building Government Center Boston, Mass. 02203 Phone: (617)223-6761 Region il Suite 3400 1515 Broadway New York, N.Y. 10036 Phone : (212) 399-5405 Region V 9th Floor Federal Office Building 230 S. Dearborn Street Chicago, III. 60604 Phone: (312)353-1880 Region VI Second Floor 555 Griffin Square Building Dallas, Tex. 75202 Phone: (214)749-3516 Region Hi 3535 Market Street P.O. Box 13309 Philadelphia, Pa. 19101 Phone: (215)596-1154 Regions VII and Vlir 911 Walnut Street Kansas City, Mo. 64106 Phone: (816)374-2481 Region IV 1371 Peachtree Street, NE. Atlanta, Ga. 30309 Phone: (404)526-5418 Regions IXand X** 450 Golden Gate Avenue Box 36017 San Francisco, Calif. 94102 Phone: (415)556-4678 ‘Regions VII and VIII are serviced by Kansas City “ Regions IXand Xare serviced by San Francisco R ev. 1 0 /7 6 U. S. Department of Labor Bureau of Labor Statistics Washington, D.C. 20212 P ostage and Fees Paid U.S. Department of Labor Third Class Mail Official Business Penalty for private use, $300 Lab-441 /
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