Many schools focus only on pushing students toward four year college degrees. This leaves out a valuable career choice that can provide a good salary.
At the secondary level, business was the most popular occupational program, followed by health and trade and industry programs. Program participation was related to student socioeconomic status, but not to grade point average or academic achievement.
Skills
In a vocational school setting, students are able to work closely with classmates and professors, building relationships that will carry them into their professional lives. This interaction helps to build interpersonal skills that are important for a successful career in construction. In addition, the ability to work in a team is critical for success on any construction project, so estimating courses can help develop these skills as well.
In the United States, the number of public high school graduates participating in vocational education has grown significantly since the late 1960s. In 1992, these graduates accumulated more credits in occupationally specific subjects than their counterparts did in 1982, but they also earned fewer academic credit hours—including more credits in remedial education and at levels below algebra 1. The increased participation in vocational curriculum is associated with demographic factors: graduates from lower socioeconomic quartiles, students with disabilities, those with low grade point averages, student parents, and expecting students are more likely to participate in vocational education.
In addition, participation in vocational programs varies by institution type. Students at private proprietary, private 4-year, and public vocational-technical institutes are more likely to major in a trade or industry than those at 2- to 3-year community colleges or public nonbaccalaureate postsecondary institutions. Finally, participation in vocational education is linked to gender and race-ethnicity: females and blacks are more likely to participate in vocational programs than males and whites.
Knowledge
Construction estimators must have a thorough understanding of the materials and costs required to build projects. They also need to know the different methodologies used in the industry and be able to weigh the pros and cons of each one.
In addition, construction estimators must be able to read and interpret blueprints, understand how building codes impact cost and quality, and be able to communicate effectively with the project team, subcontractors and suppliers. The ability to keep abreast of construction trends and fluctuations in material prices, labor rates and equipment costs is also essential.
Another area of knowledge that is necessary for successful construction estimation is being able to perform calculations and estimates with precision. This requires a strong mathematical aptitude. Construction estimators must also be able to maintain meticulous records of subcontractor quotes, project specifications and other documentation related to construction projects. They must also be able to contribute to value engineering and other cost-saving initiatives by suggesting alternative materials or construction methods that can reduce costs without compromising quality or safety.
Vocational schools are designed to prepare students for very specific occupations, and they often offer a course schedule that is completely dedicated to preparing for that career. As such, they are not as abstract or “liberal” as the course schedules at most college institutions. This makes it easier for researchers to identify vocational program participants.
Experience
A construction estimator is an important member of a project team and must communicate with all parties throughout the bidding process. This includes contractors, engineers, and clients to gather information and make cost adjustments. Additionally, the job requires knowledge of materials and construction methods. This is particularly important when estimating projects with multiple variables. In addition to being well-versed in construction estimating software, an experienced estimator should be well-versed in the design and building process.
Vocational education has been linked to higher levels of employment stability and earnings among postsecondary graduates (table 113). In 1991-92, one-half of vocational high schools offered cooperative programs, and about a third of public school vocational students participated in school-based enterprises or other work experience programs. Moreover, nearly all vocational-technical institutes and private proprietary schools as well as some community colleges offered these programs.
At the postsecondary level, virtually all institutions reported taking some action to integrate academic and vocational courses by the end of the 1990s. These efforts included supporting remedial and developmental education, establishing general education competencies for vocational students, and integrating academic materials into existing vocational courses.
During the course of their studies, students will learn how to read architectural plans, calculate labor and material costs, and prepare comprehensive reports. The program will also teach them how to utilize a variety of industry-specific software, such as CAD and spreadsheet programs.
Education
In addition to learning how to read blueprints, construction estimators also need to have a background in construction-related studies, like engineering and architecture. They must understand how the design of a building impacts material and labor costs, as well as how it can affect the overall cost of the project. They must also be familiar with construction-specific software, such as computer-aided design packages and industry specific software.
Vocational training programs at the secondary level generally focus on providing students with skills needed to enter a particular occupational field, rather than the advanced skills offered through postsecondary vocational programs. Since transcript data are not available to identify students by their choice of occupation, this publication provides several alternative measures of participation in vocational and occupational education based on the number of high school courses or credits taken in various subjects and programs. This publication also includes information on heavy vocational coursetakers, those who earned a large number of vocational or occupationally-specific credits.
The educational level necessary to become a construction estimator varies depending on the career path chosen, but a bachelor’s degree is typically required. Having a background in construction-related study, like engineering or architecture, is common for estimators, as is having a degree in mathematics or experience in the construction industry. However, it is possible to become a construction estimator with only a high school education, or even less than that.