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ERIC Number: ED476025
Record Type: Non-Journal
Publication Date: 2002-Sep
Pages: 6
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Labor Market Trends for Technology-Focused Occupations and Career Fields: Implications for High School/High Tech Program Operators.
Cuozzo, Lisa
Information Brief, n2 Sep 2002
The Committee on Technological Literacy has defined "technology" comprehensively as "the tangible objects of the human world and the systems of which those objects are part, as well as the people, infrastructure, and processes required to design, manufacturing, operate, and repair the objects." By adopting this comprehensive definition when relating to occupations and career fields, high school/high-tech program operators will be able to assist students in acquiring a wide range of internship and job shadowing opportunities and avoid limiting work experiences to those solely within the computer and electronic fields. Although some of the 30 occupations projected by the U.S. Department of Labor to grow at the highest rate and have the highest incomes between 2000 and 2010 may not typically be viewed as "high-tech," they all require high-tech skills for successful employment or else are located within the technology sector. High school/high-tech students and program operators can obtain information about each of the aforesaid jobs identified by the U.S. Department of Labor by accessing the Occupational Information Network (O*NET). They can use O*NET for the following purposes: find occupations to explore; search for occupations using specific skills; view occupation snapshots and details; use crosswalks to find corresponding occupations in other classification systems; and connect to other online career information resources. (MN)
For full text: http://www.ncwd-youth.info/assets/info_briefs/infobrief_issue2.pdf.
Publication Type: Collected Works - Serials; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Disability Employment Policy (DOL), Washington, DC.
Authoring Institution: N/A