Other Environmental Scientists
Other Environmental Scientists includes jobs like Environmental Educator, and Soil Scientist.
Studies origins, composition and distribution of soils and the materials from which soils are formed.
Investigates effect of land use practices on soil.
Analyses soil for elements and develops methods for altering soil characteristics to suit different plants.
Plans and co-ordinates management practices for the control of soil degradation due to erosion, cultivation, excess water or salinity.
Advises on moisture conservation, irrigation and drainage.
Advises on suitability of soil use for cropping, horticulture, pasture, forestry and alternative systems of land use, including waste disposal.
Advises on use of soil for engineering purposes and on restoration of soil following massive disturbances through mining and other exploitative operations.
Vocational Education and Training (VET)
JSA produces employment projections to show where likely future job opportunities may be. Employment projections data are only produced for occupations at the broad four digit Australian and New Zealand Standard Classification of Occupations (ANZSCO) level. While data are not available for this occupation, projections data are available for the parent occupation, Environmental Scientists, under the outlook section.
Earnings and hours
Around 72% of people employed as Other Environmental Scientists work full-time hours, in all their jobs combined. This is 6 percentage points above the all jobs average (66%).
Full-time workers work an average of 43 hours per week in their main job. This is similar to the all jobs average (44 hours per week).
Sources:Full-time share and full-time hours: ABS, 2016 Census, customised report. Compared to the all jobs average.
Employment across Australia
Employment by State and Territory (% Share)
|State||Other Environmental Scientists||All Jobs Average|
Around 47% of Other Environmental Scientists live outside of capital cities, compared with the all jobs average of 38%.
Source: Based on ABS Census 2016, Customised Report. Share of workers across Australian states, territories and regions, in this job compared to the all jobs average.
Age and gender
The median age of Other Environmental Scientists is 40 years. This is the same as the all jobs average.
A large share of workers are aged 35 to 44 years.
Females make up 45% of the workforce. This is 3 percentage points below the all jobs average of 48%.
Source: Based on ABS Census 2016, Customised Report. Age profile and gender share compared to the all jobs average.
Age Profile (% Share)
|Age Bracket||Other Environmental Scientists||All Jobs Average|
|65 and Over||3.1||4.2|
Source: Based on ABS Census 2016, Customised Report. Age profile of workers in this job compared to the all jobs average.
Education, training and experience
A bachelor degree in science is usually needed to work as an Other Environmental Scientist. Some workers have a Vocational Education and Training (VET) qualification.
- Course Seeker to search and compare higher education courses.
- ComparED to compare undergraduate and postgraduate student experiences and outcomes.
- My Skills to compare Vocational Education and Training (VET) courses, providers and student outcomes.
- AAPathways website to explore Agriculture, Horticulture and Conservation & Land Management and Sustainability VET training pathways.
Highest Level of Education (% Share)
|Type of Qualification||Other Environmental Scientists||All Jobs Average|
|Post Graduate/Graduate Diploma or Graduate Certificate||27.6||10.1|
|Year 10 and below||2.3||12.5|
Source: ABS Census 2016, Customised Report. Highest qualification completed by workers in this job (in any field of study). Qualifications needed by new workers might be different from the qualifications of workers already in the job.
Skills and Knowledge
Employers look for Environmental Scientists who can communicate clearly, work well in a team and have strong interpersonal skills.
Skills can be improved through training or experience.
Listening to others, not interrupting, and asking good questions.
Reading work related information.
Keeping track of how well work is progressing so you can make changes or improvements.
Writing things for co-workers or customers.
Thinking about the pros and cons of different ways to solve a problem.
Talking to others.
48%Complex problem solving
Noticing a problem and figuring out the best way to solve it.
48%Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
Using scientific rules and methods to solve problems.
Managing your own and other peoples' time to get work done.
Figuring out how a system should work and how changes in conditions, operations, and the environment will affect it.
Understanding why people react the way they do.
Being able to use what you have learnt to solve problems now and again in the future.
Teaching people how to do something.
Figuring out the best way to teach or learn something new.
Using maths to solve problems.
Watching gauges, dials, or other indicators to make sure a machine is working properly.
Talking people into changing their minds or their behaviour.
43%Coordination with others
Being adaptable and coordinating work with other people.
Looking for ways to help people.
These are important topics, subjects or knowledge areas.
68%Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
English language including the meaning and spelling of words, rules of composition, and grammar.
Plant and animal organisms, their tissues, cells, functions, how they rely on and work with each other and the environment.
Chemical composition, structure, and properties. How chemicals are made, used, mixed, and can change.
Describing land, sea, and air, including their physical characteristics, locations, how they work together, and the location of plant, animal, and human life.
Arithmetic, algebra, geometry, calculus, or statistics.
60%Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
Design techniques, tools, and principles used to make detailed technical plans, blueprints, drawings, and models.
58%Engineering and technology
Use engineering, science and technology to design and produce goods and services.
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
55%Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
55%Law and government
How our laws and courts work. Government rules and regulations, and the political system.
55%Building and construction
Materials, and methods used to construct or repair houses, buildings, or other structures like highways and roads.
The physical laws of matter, motion and energy, and how they interact through space and time.
53%Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
53%Public safety and security
Use of equipment, rules and ideas to protect people, data, property, and institutions.
Machines and tools, including their designs, uses, repair, and maintenance.
48%Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
44%Sales and marketing
Showing, promoting, and selling including marketing strategy, product demonstration, sales techniques, and sales control systems.
Moving people or goods by air, rail, sea, or road.
Workers use these physical and mental abilities..
Read and understand written information.
Listen to and understand what people say.
Communicate by speaking.
Write in a way that people can understand.
See details that are up-close (within a few feet).
Use general rules to find answers or solve problems logically.
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
Use lots of detailed information to come up with answers or make general rules.
Come up with different ways of grouping things.
54%Sorting or ordering
Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
Choose the right maths method or formula to solve a problem.
Identify and understand the speech of another person.
45%Working with numbers
Add, subtract, multiply, or divide.
45%Flexibility of closure
See a pattern (a figure, object, word, or sound) hidden in other distracting material.
Speak clearly so others can understand you.
Notice differences between colours, including shades of colour and brightness.
See details that are far away.
Come up with unusual or clever ideas, or creative ways to solve a problem.
Use your eyes to quickly compare groups of letters, numbers, pictures, or other things.
Keep your hand or arm steady.
These are kinds of activities workers regularly do in this job.
72%Researching and investigating
Looking for, getting and understanding different kinds of information.
71%Monitoring people, processes and things
Checking objects, actions, or events, and keeping an eye out for problems.
69%Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
69%Keeping your knowledge up-to-date
Keeping up-to-date with technology and new ideas.
69%Checking compliance with standards
Deciding whether events or processes comply with laws, regulations, or standards.
68%Collecting and organising information
Compiling, coding, categorizing, calculating, tabulating, auditing, or checking information or data.
67%Communicating with the public
Giving information to the public, business or government by telephone, in writing, or in person.
66%Building good relationships
Building good working relationships and keeping them over time.
63%Making decisions and solving problems
Using information to work out the best solution and solve problems.
63%Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
62%Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
61%Working with the public
Greeting or serving customers, clients or guests, and public speaking or performing.
61%Making sense of information and ideas
Looking at, working with, and understanding data or information.
60%Coordinating the work of a team
Getting members of a group to work together to finish a task.
60%Documenting or recording information
Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
59%Scheduling work and activities
Working out the timing of events, programs, and activities, as well as the work of others.
58%Explaining things to people
Helping people to understand and use information.
58%Giving expert advice
Providing guidance and expert advice to management or other groups.
56%Checking for errors or defects
Inspecting equipment, structures, or materials for errors, problems or defects.
44%Working with computers
Using computers to program, write software, set up functions, enter data, or process information.
Interests and demands
Learn about the daily activities, and physical and social demands faced by workers. Explore the values and work styles that workers rate as most important.
Interests are the style or type of work we prefer to do. All interest areas are shown below.
Ideas and thinking. Searching for facts and figuring out problems in your head.
Practical, hands-on work. Often with plants and animals, or materials like wood, tools, and machinery.
Following set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
Starting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.
Working with forms, designs and patterns. Often need self-expression and can be done without following rules.
Working with people. Helping or providing service to others.
Results oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
Supportive management that stands behind employees. Workers are treated fairly by their company, they are supported by management, and have supervisors who train them well.
Serve and work with others. Workers usually get along well with each other, do things to help other people, and are rarely pressured to do things that go against their sense of right and wrong.
Advancement and the potential to lead. Workers are recognised for the work that they do, they may give directions and instructions to others, and they are looked up to in their company and their community.
Work alone and make decisions. Workers are able to try out their own ideas, make decisions on their own, and work with little or no supervision.
Job security and good working conditions. There is usually a steady flow of interesting work, and the pay and conditions are generally good.
Use electronic mail.
Talk with people face-to-face.
Talk on the telephone.
87%Indoors, heat controlled
Work indoors with access to heating or cooling.
86%Being exact or accurate
Be very exact or highly accurate.
85%In an enclosed vehicle or equipment
Work in a closed vehicle (e.g., car).
83%Contact with people
Have contact with people by telephone, face-to-face, or any other way.
83%Outdoors, exposed to weather
Work outdoors, exposed to the weather.
Work with people in a group or team.
Work to strict deadlines.
76%Letters and memos
Write letters and memos.
75%Contact with the public
Work with customers or the public.
75%Impact of decisions
Make decisions that have a large impact on other people.
75%Wear common protective or safety equipment
Wear equipment like safety shoes, glasses, gloves, hard hats or life jackets.
73%Indoors, not heat controlled
Work indoors without heating or cooling (e.g., warehouse without heat).
73%Freedom to make decisions
Have freedom to make decision on your own.
71%Frequent decision making
Frequently make decisions that impact other people.
71%Health and safety of others
Take responsibility for the health and safety of others.
69%Exposure to contaminants
Be exposed to pollutants, gases, dust or odours.
Have freedom to decide on tasks, priorities, and goals.
O*NET is a trademark of the U.S. Department of Labor, Employment and Training Administration.
The skills and importance ratings on this page are derived from the US Department of Labor O*NET Database Version 21.2, 19-4091.00 - Environmental Science and Protection Technicians, Including Health.