| Sources of projected employment data |
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National projections are developed by the Bureau of Labor Statistics, U.S. Department of Labor. The Maryland projections are
developed in the Office of Workforce Information and Performance within the Maryland Department of Labor, Licensing and Regulation. |
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| Projection period |
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The projection period is 2013-2015. National projections are developed on a 1-year schedule and Maryland follows a similar schedule.
The next National projections cycle will cover the 2014-2016 period. Maryland data will be available in spring of 2015. |
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| Data |
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All data are based on place of work and represent the numbers of jobs, both full-time and part-time. Projected employment
implies filled demand and assumes a labor supply to meet the needs. Job vacancies and surplus supply are not addressed in the numbers. Numbers are rounded
to the nearest 5. (Rounding of data to the nearest 5 may affect additivity.) |
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| Employment change, 2013-2015 |
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Employment change is important because occupations with large employment that are projected to grow slowly may create
more jobs than occupations with small employment that are projected to grow rapidly. |
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| Industry data |
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Industry data uses the North American Industry Classification System (NAICS). |
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| Occupational data |
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Occupations covered by the projections reflect the Standard Occupational Classification, which is the basis of the
Occupational Employment Statistics survey used to gather occupational employment data in cooperation with the Bureau of Labor Statistics. Many
occupations are not identified separately in this classification and are included in aggregate categories.
Employment may not be found in all occupations in sufficient numbers to
warrant the development of occupational projections or they may not meet publication standards. |
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| Total openings, 2013-2015 |
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Total openings is the sum of the positive employment change over the projection period and an estimate of the number of
jobs that will arise from the need to replace workers who will die, retire, or permanently leave the occupation for other reasons over the projection
period. Occupations with declining employment will have job openings equal to replacement needs, since openings cannot have a negative value. |
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| Education and training |
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In 2011, the Bureau of Labor Statistics (BLS) finalized a new classification system for identifying the education and
training requirements of detailed occupations.
The new BLS system provides individual assignments to each occupation for three dimensions: education, work experience in a related occupation,
and on-the-job training. The objective of the new system is to present a more complete picture of the education and training needed for entry into a
given occupation and to become competent at performing the occupation.
BLS assigns the following categories to each occupation:
- Entry level education-represents the typical education level needed to enter an occupation. There are eight possible assignments
for this category. The educational levels are: Doctoral or professional degree, Master's degree, Bachelor's degree, Associate's degree, Postsecondary
non-degree award, Some college, no degree, High school diploma or equivalent and Less than high school
- Work experience in a related occupation-indicates if work experience in a related occupation is commonly considered necessary by
employers for entry into the occupation, or is a commonly accepted substitute for formal types of training. Assignments for this category will be more
than 5 years, 1-5 years, less than 1 year, or none.
- Typical on-the-job training-indicates the typical on-the-job training needed to attain competency in the occupation. Assignments
for this category include internship/residency; apprenticeship; long-term, moderate-term, or short-term on-the-job training; or none.
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Disclaimer - The accuracy of projections is subject to error because of the many unknown factors that will affect the economy
over the projection period. While occupational employment projections and related job outlook information can provide valuable inputs to the career
decision-making process, they should not be the sole basis of a career choice.
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