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| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 796 | 0.00% |
| 2020 | 754 | 0.00% |
| 2019 | 740 | 0.00% |
| 2018 | 690 | 0.00% |
| 2017 | 664 | 0.00% |
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2026 | $53,665 | $25.80 | +2.4% |
| 2025 | $52,390 | $25.19 | +0.6% |
| 2024 | $52,099 | $25.05 | +0.8% |
| 2023 | $51,662 | $24.84 | +2.3% |
| 2022 | $50,516 | $24.29 | +1.4% |
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | Vermont | 623,657 | 230 | 37% |
| 2 | Wyoming | 579,315 | 169 | 29% |
| 3 | New Hampshire | 1,342,795 | 359 | 27% |
| 4 | Montana | 1,050,493 | 288 | 27% |
| 5 | Delaware | 961,939 | 255 | 27% |
| 6 | Colorado | 5,607,154 | 1,474 | 26% |
| 7 | Alaska | 739,795 | 179 | 24% |
| 8 | North Dakota | 755,393 | 178 | 24% |
| 9 | Minnesota | 5,576,606 | 1,168 | 21% |
| 10 | Georgia | 10,429,379 | 2,105 | 20% |
| 11 | Maryland | 6,052,177 | 1,186 | 20% |
| 12 | Maine | 1,335,907 | 261 | 20% |
| 13 | Nebraska | 1,920,076 | 369 | 19% |
| 14 | South Dakota | 869,666 | 168 | 19% |
| 15 | North Carolina | 10,273,419 | 1,864 | 18% |
| 16 | Wisconsin | 5,795,483 | 1,046 | 18% |
| 17 | Iowa | 3,145,711 | 571 | 18% |
| 18 | Arkansas | 3,004,279 | 527 | 18% |
| 19 | New Jersey | 9,005,644 | 1,486 | 17% |
| 20 | Kansas | 2,913,123 | 502 | 17% |
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Livermore | 2 | 2% | $65,549 |
| 2 | Chicopee | 1 | 2% | $60,736 |
| 3 | San Luis Obispo | 1 | 2% | $65,176 |
| 4 | Carlsbad | 1 | 1% | $64,250 |
| 5 | Grand Rapids | 1 | 1% | $51,567 |
| 6 | Hillsboro | 1 | 1% | $46,424 |
| 7 | Lakeland | 1 | 1% | $40,227 |
| 8 | Chesapeake | 1 | 0% | $56,877 |
| 9 | Chicago | 1 | 0% | $50,703 |
| 10 | Houston | 1 | 0% | $51,533 |
| 11 | San Bernardino | 1 | 0% | $64,424 |
| 12 | San Diego | 1 | 0% | $64,122 |

Equipment & Engine Training Council
Kohler Engines

Erik Sides: Most students are receiving the book knowledge but are being limited in the actual hands-on portion of the classes. This, I think, will be the biggest area of potential impact to the student being ready to enter the workforce. A lot of these programs run a small repair center where staff, parents, and local folks would bring equipment in for repair and, with COVID, a majority of that has either stoped or slowed. This is a major part of the education process to prepare students.
Michael Broetzmann: The biggest change/challenge for recent grads/new technicians/people entering the field as a small engine mechanic in the COVID era is how they will become trained and certified for the job.
We know that many of the Small Engine Mechanics in our industry come directly out of high school or vocational school, where they were traditionally trained with hands-on, instructor-led, technical training courses. The past year, COVID has drastically changed how technicians are trained and how they must consume information to be prepared for the job. Schools and industry alike, have been force to transition this training to a virtual environment, which poses obstacles for a demographic that usually thrives in hands-on learning.
The good news is there are plenty of opportunities and avenues to learn, whether they are still in school or already landed a job. Whether it is organizations like the EETC that offers a wide array of eLearning courses to cover the basics, or industry/manufacturing training courses that focus on specific products and procedures; the resources are available to bring them up to speed in the absence of traditional training.
One thing has remained constant through these times, the need for highly trained technicians to service equipment is growing, and regardless of the situation, the training tools will be provided to give them the knowledge and skills that are needed to be successful.