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ERIC Number: ED381202
Record Type: RIE
Publication Date: 1995
Pages: 14
Abstractor: N/A
Undergraduate Certificate Programs of Less than Two Years: 1991-92. Research Briefs, Volume 6, Number 1, 1995.
Henderson, Cathy
Many higher education institutions serve students enrolled in specialized training courses who receive undergraduate certificates rather than degrees. In academic year 1991-92, almost 65,000 postsecondary students earned certificates for programs of less than 1 year, and nearly 117,000 completed requirements for programs lasting between 1 and 2 years. Based on the National Center for Education Statistics survey of earned degrees and the Bureau of Labor Statistics (BLS) labor force projections for 1992-2005, programs of less than 1 year duration showed the following characteristics: 53% of the students were women and about 1 in 5 was an ethnic minority; 7 in 10 students received their certificates at community colleges; certificate programs were offered at 624 institutions; among men, the three most popular programs were commercial vehicle operator (14%), emergency medical technology (10%), and law enforcement (6%); and among women, the three most popular programs were nurse assistant (19%), administrative assistance (5%), and emergency medical technology (4%). For programs lasting between 1 to 2 years, about 61% of students were women and 1 in 4 students were ethnic minorities; two-thirds of students completed their certificates at public two-year institutions; programs were offered at 1,350 institutions; and mechanical trades were chosen most often by men, while the most common program for women (19%) was licensed practical nursing. BLS projections are favorable for occupations open to certificate programs. (MAB)
1995 Research Brief Series, American Council on Education, Department 36, Washington, DC, 20055-0036 ($10 single copy; $58 one-year subscription; ACE member institutions 10% discount; orders must be prepaid).
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: American Council on Education, Washington, DC. Div. of Policy Analysis and Research.
Grant or Contract Numbers: N/A