Department of IndustryâAustralian vocational education and training systemâReport for 2012
VOCATIONAL EDUCATION AND TRAINING
| Annual National Report 2012
WWW.INDUSTRY.GOV.AU/2012-VET-ANNUAL-REPORT WWW.INDUSTRY.GOV.AU/2012-VET-ANNUAL-REPORT
ANNUAL NATIONAL REPORT OF THE AUSTRALIAN VOCATIONAL EDUCATION AND TRAINING SYSTEM 2012
Annual National Report of the Australian Vocational Education and Training System 2012
Annual National Report of the Australian Vocational Education and Training System 2012
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ISBN 978-1-925050-00-4 (web)
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The document must be attributed as Annual National Report of the Australian Vocational Education and Training System 2012.
ii Annual National Report of the Australian Vocational Education and Training System 2012
Annual National Report of the Australian Vocational Education and Training System 2012 Annual National Report of the Australian Vocational Education and Training System 2012
Contents
Section 1: Overview .....................................................................................................................................................................1
About this Report .............................................................................................................................................................. 3
The National Training System ......................................................................................................................................... 4
Australian Government .................................................................................................................................................... 11
New South Wales Achievements .................................................................................................................................14
Victorian achievements: ..................................................................................................................................................16
Queensland achievements: ............................................................................................................................................18
West Australian achievements: ....................................................................................................................................19
South Australian achievements: ................................................................................................................................... 21
Tasmanian achievements: .............................................................................................................................................. 22
Northern Territory achievements:...............................................................................................................................24
Australian Capital Territory achievements: .............................................................................................................26
Economic and social context for VET 2012 .............................................................................................................28
Section 2: Performance of the National Vocational Education and Training (VET) System ..................... 37
Performance of the national vocational education and training system ....................................................39
The scope of reporting ....................................................................................................................................................39
Key indicators ......................................................................................................................................................................41
Student participation .......................................................................................................................................................42
Student achievements ....................................................................................................................................................53
Student outcomes ...........................................................................................................................................................62
Employer engagement and satisfaction with VET ..............................................................................................68
VET system efficiency ..................................................................................................................................................... 77
Disadvantage in VET........................................................................................................................................................79
Section 3: Appendicies ........................................................................................................................................................ 105
Appendix A: Key Indicators Data Tables ................................................................................................................ 107
Appendix B: Disadvantage in VET ............................................................................................................................152
Appendix C: State and Territory Tables ................................................................................................................. 224
Appendix D: Additional Data Tables ...................................................................................................................... 225
Appendix E: Memberships............................................................................................................................................241
(as at December 2012) ...................................................................................................................................................241
Appendix F: Acronyms ................................................................................................................................................ 243
iii
Section 1: Overview
Annual National Report of the Australian Vocational Education and Training System 2012 Section 1
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About this Report The Department of Industry on behalf of the Minister for Industry, produces the Annual National Report for the national vocational education and training (VET) system in Australia. This report covers training activity between the 2008 and 2012 calendar years and provides an assessment of the performance of the national training system as well as detailed information on the operation of the national system and its achievements and challenges.
The report covers total reported VET activity and refers to all aspects of VET for which data are available for reporting. The Australian VET system covers delivery of VET training through a variety of public and private training providers. These include technical and further education (TAFE) institutes and other government providers, universities, secondary schools, industry organisations, adult migrant education scheme providers, enterprises, agricultural colleges, community education providers and privately operated registered training organisations (RTOs).
The report is presented in three sections:
Section 1: Overview â Designing a sustainable vocational education and training system Provides an outline of the report, describing the national VET system, the relevant Intergovernmental Agreements that relate to VET and the economic and social context for the national VET system during 2012.
Section 2: Performance of the national VET system Contains an analysis of the systemâs performance in 2012 against key indicators relating to participation, achievement and outcomes of total reported VET students and those identified as having a disadvantage in VET; VET system efficiency and employer engagement and satisfaction with VET are also covered.
Section 3: Appendices Provides time series statistical tables on the national training systemâs performance, as well as additional State and Territory data. Data on a selection of outcomes and outputs used to produce the National Agreement for Skills and Workforce Development report are also included.
Data presented in the Annual National Report represent consolidated data tables sourced from national vocational education and training data collections namely VET Provider Collection, VET Financial Data Collection, Student Outcomes Surveys and Surveys of Employer Use and Views.
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The National Training System
Roles and Responsibilities Australiaâs vocational education and training sector is based on agreements between the Commonwealth, state and territory governments and industry. Governments provide funding, develop policies and contribute to regulation and quality assurance of the sector. Industry and employer groups contribute to training policies and priorities, and in developing qualifications that can deliver skills to the workforce.
In 2012 there were around 4,500 training providers and 1.94 million students in government funded VET activities.
The Australian Government provides funding contributions to state and territory governments to support their training systems and to provide specific incentives, interventions and assistance for national priority areas. States and territories manage the delivery of VET within their jurisdictions and have historically provided two thirds of government funding in the system. They facilitate the development and training of the public VET workforce and ensure the effective operation of the training market.
The Australian Government also provides direct funding to employers to take on apprentices, for programs to improve retention of apprentices and for apprenticeship centres.
Intergovernmental Agreements
National Agreement for Skills and Workforce Development In AprilÂ2012 the Council of Australian Governments (COAG) agreed to a revised National Agreement for Skills and Workforce Development (NASWD). The NASWD identifies the long-term objectives of the Commonwealth and state and territory governments in the areas of skills and workforce development and recognises the interest of all governments in ensuring the skills of the Australian people are developed and utilised in the economy.
Associated with the NASWD is $1.4 billion that the Commonwealth provides to states and territories each year for vocational education and training.
New National Partnership Agreement on Skills Reform A new National Partnership Agreement on Skills Reform (NP) was agreed by all states and territories at COAG on 13 AprilÂ2012. The Commonwealth Government committed $1.75 billion over five years from 2012 under the NP to support a range of ambitious reforms to the training system aimed at increasing numbers of skilled workers in Australia and supporting higher levels of workforce participation. Key reforms include a national training entitlement, reduced upfront costs for students undertaking higher level qualifications, improved quality of training and greater access to information about training for students, employers and industry. The NP also aims to support around 375,000 additional students over five years to complete their qualifications as well as to improve training
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enrolments and completions in higher level skills and among key groups of disadvantaged students, including Indigenous Australians.
National Partnership Agreement on Training Places for Single and Teenage parents (1 January 2012 to 30ÂJuneÂ2015) The NPâs objective is improved job readiness of single and teenage parents through participation in training with a view to increasing their workforce participation. Achievement of this objective is sought through the provision and take-up of training places by eligible groups of single and teenage parents. A total of $80 million across the life of the agreement is provided to the States and Territories to support these training places.
National Partnership Agreement on Productivity Places Program (1 January 2009 to 30 JuneÂ2012) The National Partnership on Productivity Places Program aimed to reduce skills shortages and increase productivity of industry and enterprises through an increase in the number of people with qualifications at Certificate III and above. Specific outputs to be delivered were 557,556 course enrolments and 402,881 qualification commencements.
National Partnership Agreement on Youth Attainment and Transitions (July 2009 to 31 DecemberÂ2013) The National Partnership aimed to achieve a national Year 12 or equivalent attainment rate of 90 per cent by 2015; provide an education or training entitlement to young people aged 15â24; better engage young people in education and training; assist young people aged 15â24 to make a successful transition from schooling into further education, training or employment; and better align Commonwealth and State and Territory programs and services related to youth, careers and transitions.
National Partnership Agreement on Pre-Apprenticeship Training (AprilÂ2010 to 30 June 2012) Under this National Partnership the Australian Government provided funding to states and territories to develop and manage innovative programs and projects to increase the number of preapprenticeship training opportunities within their jurisdiction.
The National Partnership Agreement on Pre-Apprenticeship Training expired on 30 JuneÂ2012.
National Indigenous Reform Agreement The National Indigenous Reform Agreement (NIRA) is geared to addressing social inclusion and âclosing the gapâ in Indigenous disadvantage. The foundation of this agreement is the identification of and commitment to targets addressing Indigenous disadvantage. The strategy uses a multi-faceted
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approach that sees effort directed across a range of âbuilding blocksâ including Early Childhood, Schooling, Health, Economic Participation, Healthy Homes, Safe Communities and Governance and Leadership. Improvements in one building block are heavily reliant on improvements made across other building blocks.
The targets of the NIRA are to:
â Close the gap in life expectancy within a generation (by 2031)
â Halve the gap in mortality rates for Indigenous children under five within a decade (by 2018)
â Ensure all Indigenous four years olds in remote communities have access to early childhood
education within five years (by 2013)
â Halve the gap for Indigenous students in reading, writing and numeracy within a decade (by
2018)
â Halve the gap for Indigenous people aged 20â24 in year 12 attainment or equivalent
attainment rates (by 2020)
â Halve the gap in employment outcomes between Indigenous and non-Indigenous Australians
within a decade (by 2018).
The performance indicators directly related to VET are:
â The proportion of 20â24 year-olds having attained at least a Year 12 or equivalent or AQF
Certificate II (or above)
â The proportion of Indigenous 20â64 year olds with or working towards post school
qualifications in Australian Qualifications Framework Certificate III or above.
National Disability Agreement Under the National Disability Agreement all Australian governments committed to actively promoting the rights of individuals with a disability so they achieve economic participation and social inclusion. One of the agreed policy directions is to âimprove provision of skills and opportunities to enhance the capability of people with disability to participate in social, economic and community activitiesâ.
National Governance Framework The national governance framework brings together arrangements for joint planning, decision making and accountability between levels of governments and with industry. This ensures that the key players in the national training system operate in cooperation to skill workers to meet the ongoing economic and social needs of Australia.
On 13ÂDecemberÂ2013, COAG agreed that its Council System should be streamlined and refocused on COAGâs priorities over the next 12 to 18 months. This included agreement to establish the COAG Industry and Skills Council, which replaced the Standing Council for Tertiary Education Skills and Employment. Consequently, a range of governance bodies that were active during the reporting period are no longer operational.
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COAG Standing Council on Tertiary Education, Skills andÂEmployment During the period of this report the COAG Standing Council on Tertiary Education, Skills and Employment (SCOTESE) was a key decision-making body for the national training system. SCOTESE had high-level policy responsibility for higher education, vocational education and training, including skills and workforce development, international education, adult and community education and employment. SCOTESE set strategic policy, priorities for training and made decisions in relation to national training system funding, planning and performance. Membership of SCOTESE comprised of Australian government, state and territory government and New Zealand government ministers with responsibility for tertiary education, skills and employment. SCOTESE was chaired by the member who represents the Australian government.
SCOTESE was supported by a number of councils, committees and groups.
National Senior Officials Committee The National Senior Officials Committee (NSOC) supported SCOTESE, implemented its decisions, drove national collaboration on training matters and monitored the effectiveness of the national training system.
Principal Committees Principal Committees were action-orientated groups that were generally chaired by Senior Officials, and reported to SCOTESE through NSOC. The Committees provided advice on policy and activities under four strategic themes, as follows:
â Workforce Development, Supply and Demand - provided advice on matters relating to
short and long term workforce development, supply and demand issues to address emerging skills needs and impediments to workforce reforms with a view to improving productivity, participation and skills utilisation.
â Access and Participation - provided advice on matters relating to impediments to accessing
tertiary education and employment, particularly amongst disadvantaged groups, and considered strategies to increase participation and attainment outcomes in tertiary education and employment.
â Data and Performance Measurement - provided advice on matters relating to performance
against tertiary education national targets, data collection and measurement, approaches to the public provision of high quality information and opportunities to resolve data issues such as common definitions and comparability.
â Tertiary Education Quality and Pathways â following a governance review during the
reporting period this Principal Committee was reconfigured to a committee of senior government officials that convened on an as needs basis and was focussed on quality issues.
In addition to the Principal Committees, a number of other bodies reported or provided advice to SCOTESE, either directly or indirectly. These include:
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National Skills Standards Council The National Skills Standards Council (NSSC) is an expert body charged with responsibility for providing advice on, and informing the sector of, the national standards for the regulation of VET. The NSSC also has specific decision making powers in relation to the endorsem*nt of Training Packages.Â
National VET Equity Advisory Council National VET Equity Advisory Council (NVEAC) provided independent and expert advice to SCOTESE on how people at risk of disadvantage can achieve better outcomes from VET. The advice provided by the Council was informed by the policy directions outlined in the Equity Blueprint 2011â2016 Creating Futures: Achieving Potential through VET.
Australian Qualifications Framework Council The Australian Qualifications Framework Council (AQFC) is responsible for developing and maintaining the Australian Qualifications Framework (AQF) and associated policies and for providing authoritative and strategic advice on the AQF. The AQF is the national framework for regulated qualifications in Australian education and training.
National Centre for Vocational Education Research The National Centre for Vocational Education Research (NCVER) is a private company, owned by the Commonwealth and state and territory ministers responsible for training. It is Australiaâs clearing house for VET data and research, responsible for the collection of VET statistics and for providing statistical and other information to a wide range of stakeholders in Australia. It also facilitates and disseminates research and undertakes employer, student and graduate surveys relating to VET outcomes and performance.
Flexible Learning Advisory Group The Flexible Learning Advisory Group (FLAG) was an advisory committee to NSOC on national directions and priorities for information and communication technologies (ICT) in VET, and in Adult and Community Education. As well as providing policy advice to NSOC on matters related to the national ICT infrastructure, FLAG also oversaw the implementation of the National VET E-learning Strategy 20125â2015.
Joint Committee on International Education The Joint Committee on International Education (JCIE) engaged with issues of strategic importance in seeking to support the quality and sustainability of the international education sector. The JCIE was comprised of representatives from the Commonwealth and state and territory governments. It reported through NSOC to SCOTESE.
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The Australian Information and Communications Technology in Education Committee The Australian Information and Communications Technology in Education Committee (AICTEC) is a national, cross-sectoral committee responsible for providing advice to Ministers on the economic and effective utilisation of online technologies in Australian education and training.
Strategic Cross-Sectoral Data Committee The Strategic Cross-Sectoral Data Committee (SCDC) has a particular focus on data sharing and data integration including the Australian Longitudinal Learning Database (ALLD) and supports a major program of statistical development across the education and training sectors, including the development of common data standards, definitions and metadata. This committee is supported by the Australian Bureau of Statistics.
Green Skills Agreement Implementation Group The Australian Government is supporting implementation of the Green Skills Agreement through an allocation of $5.3Âmillion over four years, commenced in 2010â11. The Green Skills Agreement seeks to build the capacity of the VET sector to deliver the skills for sustainability required in the workplace that will enable individuals, businesses and communities to adjust to, and prosper in, a sustainable, low carbon economy.
Navigation Projects Management Committee The Navigation Projects Management Committee (NPMC), which reported to NSOC, provided strategic advice, direction and assistance to support the maintenance and development of the national training system navigation sites. Work in 2012 focussed on development of the vocational education and training national register training.gov.au (TGA) website.
National Action Groups and Taskforces National action groups and taskforces were established on a needs basis, for a fixed time period, with the aim of providing targeted, specialist advice requested by SCOTESE or NSOC. Responsibility for managing and coordinating the work of a group rested with a jurisdictionâs training department.
During 2012, the Unique Student Identifier Taskforce was in operation to progress the Unique Student Identifier (USI) initiative agreed by Commonwealth and state and territory governments to give students easier access to their VET records. This initiative will assist the continued development of transparency in the VET sector. It will be implemented from 1 JanuaryÂ2015, and will serve as a building block for a range of VET reforms by providing accurate and comprehensive information about studentsâ training achievements and movements within the VET system.
Students, RTOs, employers, and governments will all benefit from the USI. The initiative will make it easier to find, collate and authenticate studentsâ VET achievements in a single portable record. Students will be able to download an authenticated transcript of their national training recordâor
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enable an RTO to do soâeasing access to credit transfer and entitlements to funding. Students will also be able to download an electronic transcript to attach to a job application.
National Advisory for Tertiary Education, Skills and Employment The National Advisory for Tertiary Education, Skills and Employment (NATESE) provided policy advice and secretariat support for a number of committees and advisory groups within the national tertiary education, skills and employment system. These are SCOTESE, NSOC, NSSC, NVEAC and FLAG. Policy and secretariat services for the AQFC are provided on a shared platform of support with NATESE.
Australian Skills Quality Authority The Australian Skills Quality Authority (ASQA) is the national regulator for Australiaâs VET sector. ASQA regulates courses and training providers to ensure nationally approved quality standards, set by the NSSC, are met. ASQA has jurisdiction over all RTOs, except those operating solely in Victoria or Western Australia that do not offer services to overseas students. These providers are regulated by the Victorian Registration and Qualifications Authority for those providers operating in Victoria and the Training Accreditation Council if operating in Western Australia. The function of registering RTOs within each jurisdiction transferred to ASQA in stages from JulyÂ2011 to JuneÂ2012.
Figure 1 2012 structure of the policy advice and decision-making bodies
Standing Council on Tertiary Education, Skills and Employment (SCOTESE)
COUNCIL OF AUSTRALIAN GOVERNMENTS (COAG)
National Senior Officials Committee (NSOC) Australian information and communications technology education committee (AICETEC)
Flexable Learning Advisory Group
Green skills agreement implementation group (GSAIG)
Principal committees
Workforce development supply and demand
Data and performance measurement __________
Access and participation
Tertiary education quality and pathways
Joint committee on international education (JCIE)
Reporting Relationship
National advosory for tertiary education, skills and employment (NATESE) (Provides policy and secretariat support tor SCOTESE, NSOC, NSSC, AQFC, FLAG)
CrossThis was current at September 2011 as a reflection of the SCOTESE governance environment. It does not reflect all input and relationships that SCOTESE had and currently has with its stakeholders.
Victorian registration quality authority (VRQA)
Training accreditation council (VRQA)
Joint
committee on higher education (JCHE)
Strategic cross sectioral data committee (SCSDC)
Navigation projects management committee
(NPMC)
National skills standards council (NPMC)
National VET Equity Advisory Council (NVEAC)
Australian skills quality authority (ASQA)
Tertiary Education quality standards agency (TEQSA)
Australian qualifications framework council (AQFC)
Ministerial company
National centre for vocational education research (NVEAC)
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Australian Government
Australian Government In AprilÂ2012 the COAG agreed to a revised National Agreement for Skills and Workforce Development (NASWD) and National Partnership Agreement on Skills Reform (NP).
Through the NP, the Commonwealth has committed $1.75 billion to states from 20125â13 to 2016â17 to drive reform of the training system. This is in addition to the $1.4 billion investment provided by the Commonwealth to states and territories each year for their VET system.
National Agreement for Skills and Workforce Development The NASWD establishes the objectives, outcomes, outputs, performance indicators and performance benchmarks which are mutually agreed between all jurisdictions.
A copy of the NASWD is at http://www.federalfinancialrelations.gov.au/content/npa/skills/skills-reform/national_agreement.pdf
National Partnership Agreement on Skills Reform The NP outlines mutually agreed policy objectives, outputs and performance benchmarks which support the delivery of national skills reform and commits states and territories to an agreed set of VET structural reforms and improvements in training outcomes. The NP aims to improve the access, transparency, quality and efficiency of the national vocational, education and training system.
Under the NP, the states are required to set out in agreed jurisdictional Implementation Plans the strategies and actions to be implemented to achieve the agreed reforms and increase training outcomes.
Key initiatives under the NP include the establishment of a National Training Entitlement, which provides eligible working age Australians with a government subsidised training place to their first Certificate III qualification, and the national extension of income contingent loans to state subsidised students undertaking a diploma or advanced diploma.
A copy of the NP is at http://www.federalfinancialrelations.gov.au/content/npa/skills/skills-reform/ national_partnership.pdf
Industry Skills Councils Industry Skills Councils (ISCs) provide advice to Australian and state and territory governments on the training that is required by industry. The key functions of the ISCs are:
â the development and continuous improvement of qualifications and training materials â
known as Training Package qualifications;
â engaging in workforce development activities; providing integrated industry advice to
government, Australian Workforce and Productivity Agency, industry and enterprises on
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workforce development and skills needs including the production of an annual Environmental Scan; and
â where appropriate engaging in international skills development.
ISCs are responsible for collecting information on industry training needs from employers, unions and professional industry associations, thereby ensuring an industry-led VET system that is flexible and responsive. They provide integrated advice to government on the workforce development and skills need of industry sectors and have primary responsibility for the development and maintenance of occupational training standards in Training Packages. There are eleven ISCs and Auto Skills Australia.
ISCs also have a central role in the National Workforce Development Fund, in which Australian businesses are provided with co-funding to train their workers in areas of current and future skills need.
Critical Skills Investment Fund The Critical Skills Investment Fund (CSIF) provided co-funding for enterprises the resources, construction, infrastructure and renewable energy sectors to undertake projects to address their workforce development needs. Although most projects focused on training to up skill existing workers and attract new workers, there were also some innovative projects targeting Associate Degrees for para professional roles for mining engineers and geoscientists, increasing the attraction and retention of women, and providing workforce planning advisory services.
National Workforce Development Fund The National Workforce Development Fund (NWDF) provides Australian businesses with co-funding to train their workers in national industry-endorsed qualifications in an area of need identified by the business. The objective of the NWDF is to assist individual businesses to Increase their workforce capacity by providing existing and new workers with the opportunity to enhance their skills through formal training.
The program is a partnership between Participating Organisations, Industry Skills Councils, and the Australian Government. The Government funds a proportion of the qualification cost based on the size of the enterprise.
Australian Workforce and Productivity Agency In JulyÂ2012 the Australian Workforce and Productivity Agency Act 2008 established the Australian Workforce and Productivity Agency (AWPA). This saw an expansion in the role and responsibilities of the predecessor body Skills Australia and an increase to its mission and remit to broaden the AWPAâs research agenda and provide a greater role in advising government on ways to improve productivity of Australian workplaces. AWPA also examined workforce development issues from a sectoral perspective.
During the year research, analysis and consultation continued on the development of Future Focus, 2013 National Workforce Development Strategy a strategy that would set out how Australia can
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develop its future workforce to meet the challenges of a transforming economy and increased global completion.
Emerging and future skills need in priority sectors continued to be a key focus and AWPA provided advice to Government on the allocation of funding administered under the NWDF.
AWPA co-hosted a conference with ISCs on the Future of Work: Developing Australiaâs Workforce in a Global Economy and conducted industry forums, webinars and information session to ensure the views of industry were reflected in the AWPAâs research and to share its research outcomes.
Australian Apprenticeships The Australian Apprenticeships Incentives Program (AAIP) is the Governmentâs primary direct support mechanism to apprentices, trainees and their employers, providing substantial financial incentives to encourage participation in the Australian Apprenticeships system. In 20125â13, under the Australian Apprenticeships Incentives Program, $1.02 billion was spent on incentives payments to employers and Australian Apprentices.
There were a number of changes made to the Australian Apprenticeships Incentives Program including changes for part time workers, existing workers in non-priority areas and those undertaking training at the Diploma and Advanced Diploma levels.
The Australian Government implemented the Accelerated Australian Apprenticeships package, a grants program to support high quality competency based progression through an apprenticeship or traineeship, based on competency, rather than on a specified timeframe or nominal duration to expedite the supply of skilled workers to the economy.
The Australian Apprenticeships Mentoring Package, which comprises two grants programs, the Australian Apprenticeships Mentoring Program and the Australian Apprenticeships Advisers Program, opened for rolling applications in NovemberÂ2011.
The overarching aim of the Mentoring Package is to increase the retention rates of Australian Apprentices, particularly in the first 12 months of training, in order to improve completion rates and support the supply of skilled workers in sectors and occupations where there is a current or emerging skills need.
Implementation of both programs has progressed well with reports form funded projects indicating that support offered through the programs is positively impacting potential Australian Apprentice candidates, Australian Apprentices and employers.
In addition to the above, the Government announced the Australian Apprenticeships Ambassadors program. These are prominent Australians who volunteer their time and work with government and industry to raise the status of Australian Apprenticeships.
VET FEE-HELP The Australian Government administers the Higher Education Loan Program (HELP) to assist students by removing financial barriers to education. As an extension of the higher education
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FEE-HELP arrangements, VET FEE-HELP was established in 2008 as an income contingent loan scheme for students undertaking certain VET courses of study (diploma, advanced diploma, graduate diploma and graduate certificate courses) with an approved VET provider. Eligible Australian citizens and permanent humanitarian visa holders mayÂaccess a VET FEE-HELP loan to pay for all or part of their tuition fees.
The number of students accessing VET FEE-HELP has increased significantly since the scheme was first made available to students in 2009. In 2012, the Australian Government assisted more than 55,000 students meet the costs of their studies through the provision of close to $325 million of VET FEE-HELP loans. This assistance was provided through 105 approved VET providers, with the number of approved providers continuing to grow.
Student participation in the scheme was high, with 84 per cent of eligible full fee-paying students taking up loans, and a further 29 per cent of eligible students in Victorian and South Australian Government subsidised places also taking up loans.
New South Wales Achievements Information in this section is based on reports provided by the jurisdictions to inform the Commonwealth on progress of national and jurisdictionally flexible reforms as agreed under the National Partnership (NP) and in jurisdictional Implementation Plans (IPs).
National VET Reforms â Total Vet Activity (TVA): As Chair of DPMPC, NSW along with the Commonwealth presented
a paper to the 16ÂNovemberÂ2012 SCOTESE meeting where Ministers agreed on a strategy and implementation plan. Ministers endorsed the recommended option of mandating TVA data collection and reporting. Ministers considered a Decision Regulatory Impact Statement and agreed to an implementation date of 1 JanuaryÂ2014 to coincide with the implementation of the Unique Student Identifier and to support My Skills and the regulatorâs requirements.
â Improved timelines for data sharing and reporting: The DPMPC, chaired by NSW, has
responsibility for implementing this initiative and in AprilÂ2012, NSOC endorsed in-principle a proposed approach. A trial of more timely VET data reporting with South Australia was agreed to identify implementation issues and likely data quality issues. The guiding principles for this initiative were endorsed by the DPMPC in FebruaryÂ2013, noting the possibility of operational issues in some jurisdictions.
â Unique Student Identifier (USI): The USI business case, prepared by DPMPC, was considered
and endorsed by the Council of Australian Governments on 13 AprilÂ2012. On 8ÂJuneÂ2012, SCOTESE agreed to final design issues for USI implementation. The USI draft legislative package was expected to be released for public consultation in JanuaryÂ2013. Work on building the USI IT system commenced in SeptemberÂ2012 based on business requirements and functional specifications. Full functionality, with the exception of producing transcripts, is scheduled to be delivered in JanuaryÂ2013 with transcript functionality to follow in AprilÂ2014.
â Improved consumer information: NSW agreed to the implementation plan for My Skills and
is represented on the My Skills Advisory Group, established in MayÂ2012 to provide advice to
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the MyÂSkills project team on implementation of Phase 1 of My Skills. Consumer information is also a key focus of NSWâs Smart and Skilled reforms, announced in OctoberÂ2012. NSW also commenced development on an online portal with information on training opportunities, provider performance, labour market trends and employment pathways. The portal, which is under development, will link to the My Skills website.
Jurisdictionally Flexible Reforms â Smart and Skills reforms: The Smart and Skilled reforms are being implemented in NSW to
increase participation and achievement in the vocational education and training sector. The NSW Government has adopted a staged implementation of Smart and Skilled leading to an entitlement to government subsidised training commencing from 1ÂJanuaryÂ2015. In 2012 research and consultation was undertaken to inform key aspects of the reform process. The NSW Quality Framework was expected to be released in 2013.
â In 2014, funded training will be offered in line with the 2014 NSW Skills List priorities. Student
fees and training provider subsidies for 2015 will be announced and the fee calculator released. Applications will open for training providers to deliver training under Smart and Skilled and successful training providers will be offered contracts. Training providers will commence enrolling students for the implementation of the entitlement to government subsidised training in 2015.
â Implementation of state based criteria for access to public subsidy funding: The Smart
and Skilled Quality Framework, released in DecemberÂ2013, sets a high benchmark for quality training delivered by training providers forÂSmart and Skilled. Development of the NSW Quality Framework was based on extensive industry and community consultation. Feedback was received from more than 200 training providers, employers and government agencies. Smart and Skilled providers will be subject to ongoing performance monitoring, and students will have clear avenues for making complaints about the behaviour and practices of training providers. The NSW Department of Education and Communities will also publish information on provider performance to help students make informed choices.
â External validation of assessments: Following agreement to the National Partnership on
Skills Reform in AprilÂ2012, NSW commenced inter-jurisdictional research on models for independent validation of assessment. Independent validation of assessment was included as a key principle in the Smart and Skilled Quality Framework. Under Smart and Skilled industry (including the training industry) will be more involved in monitoring the quality of training through their participation in pilots of independent validation of assessment. A series of NSW pilots for independent validation of assessment with industry involvement to strengthen assessment practice in the VET sector were conducted with an expected completion date of JanuaryÂ2014. The pilot studies were led by AgriFood Skills Australia in partnership with TAFE NSW, The Australian Council for Private Education and Training (ACPET), and the NSW Public Sector ITAB. Training package areas covered aged care, training and assessment, water supply and veterinary nursing and took place across metropolitan, regional and rural NSW. A draft final report and evaluation will be presented to the Independent Validation of Assessment Steering Group in MarchÂ2014. The Steering Group is chaired by Department of Education and Communities with current membership of TAFE NSW, Community Colleges
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Australia, Australian Council for Private Education and Training, Community Services & Health NSW ITAB and Manufacturing Skills Australia. The outcomes of the evaluation will be analysed by the Steering Group to develop improved, more consistent assessment processes that can be adopted across all industries.
â Introduction of a national entitlement: Under Smart and Skilled, NSW will introduce an
entitlement for qualifications up to and including Certificate lll for individuals aged 15 years and over who live or work in NSW, and do not have a Certificate lV level qualification or higher. A Skills List will define which qualifications receive government funding, based on labour market analysis, employment forecasting and industry consultation. The 2014 Skills List was expected to be released by late 2013.
â Expanded access to Income Contingent Loans (ICLs): Under the Smart and Skilled reforms,
ICLs will be available for students in NSW undertaking government funded Diplomas and Advanced Diplomas on the Skills List. NSW is a member of the national ICL Working Group, and is engaged in discussions around the implementation and data sharing. NSW will also participate in the trial of extending ICLs for select Certificate lV courses. Nomination of qualifications for trial has been provided to the Commonwealth.
â Development of a Government to Government Shared Information Model: As a member of
the Government to Government Shared Information Model (G2G) Group, NSW contributed to defining the structure and scope of government to government information sharing arrangements. Through the G2G Group, NSW was also engaged in determining a timeline and plan for implementation. NSW endorsed the proposed framework for an information sharing model through the NSOC in early 2013.
â Strategies to support public providers: In 2012, TAFE NSW strengthened its role as the
Stateâs major provider of VET by increasing participation and outcomes to meet State and Commonwealth priorities. Strategies that will be implemented to support TAFE NSW and its Institutes operate more effectively include a new governance model, the allocation of a separate and distinct TAFE NSW budget, and increased capacity to make decisions based on the local needs of the training market.
Victorian achievements:
National VET Reforms â Total Vet Activity: During 2012, Victoria, through its membership of DPMPC and NSOC,
oversaw the development of a strategy for reporting TVA, including appropriate transition and exemption arrangements for public and private RTOs. Following on from the 2012 decision to mandate reporting of TVA for all RTOs, Victoria endorsed, through SCOTESE, the policy to underpin the implementation of the new reporting requirements from 1ÂJanuaryÂ2014.
â Improved timelines for data sharing and reporting: The VET data systems managed
by Victoria enable daily submission of data from funded training providers. This provides Victoria a valuable store house of evidence to inform contracting, monitoring and policy development. Victoria already reports publicly using this data on a quarterly basis through
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the Quarterly Training Market Reports. Victoria is well placed to respond to the requirements of timeliness in VET reporting.
â Unique Student Identifier: During 2012, Victoria actively worked to support the
implementation of the USI with training providers. There has been considerable consultation with providers in preparation for implementation in 2014. Victorian data systems have been enhanced to support the introduction of the USI through the incorporation of AVETMISS 7.
â Improved consumer information: In DecemberÂ2012 Victoria launched the Victorian Skills
Gateway, a comprehensive website for Victorian vocational education and training. The Skills Gateway complements and links to the My Skills website. Searches can be performed on occupations, courses, training providers, video and written case studies, and is also viewable via a purpose-built smartphone interface. During 2012, Victoria participated in the My Skills Advisory Group and contributed research to support the development of My Skills.
Jurisdictionally Flexible Reforms â Implementation of state based criteria for access to public subsidy funding: Entry
standards for RTOs seeking to deliver government subsidised training in Victoria were progressively strengthened during 2012. While the general criteria remained unchanged, processes used to assess expressions of interest made by training providers moved away from self-declaration towards independent testing and validation. Separately, in order to deliver government subsidised recognition of prior learning (RPL) in 2013, providers will be required to have their RPL process assessed by an independent body with expertise in the practice of RPL.
â External validation of assessments: In 2012, Victoria selected a consultant to manage and
develop models of validation of assessment involving industry for piloting. Core units of Certificate lll Commercial Cookery and the Diploma of Nursing were selected for validation by industry experts, facilitated by an assessment expert using different models. Assessment tools, including processes, assessment activities, instructions, decision, records of processes and decisions but not judged student work were the subject of the validation models. Victoria also developed a mechanism for peer review for effect in all 2013 Service Agreements for the Victorian Training Guarantee Program.
â Introduction of National Entitlement: The Victorian Training Guarantee continues to exceed
the scope of the national entitlement. Students are eligible to enrol in government subsidised training in Victoria if they are under the age of 20 and enrolling in an approved foundation course, VCE, VCAL or an apprenticeship. From 2013, eligible students will also be able to commence two government subsidised courses.
â Expanded access to Income Contingent Loans: During 2012, Victoria maintained access to
VET FEE-HELP for subsidised students at the Diploma and Advanced Diploma level. Victoria also participated in all working group meetings for the national trial of VET FEE-HELP to a limited number of Certificate lV students. However the ICL Certificate lV trial was delayed in 2012 as the IP was not yet signed.
â Development of a Government to Government Shared Information Model: Victoria
publishes quarterly reports that provide value added analysis of Victorian VET delivery. The
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Victorian Training Market Quarterly Report for Quarter 4 2012 was recently published and Victoria is exploring options to make the aggregate data accessible through interactive views for stakeholders. Access to raw data is also being examined for possible distribution as part of Victoriaâs DataVic Access Policy. Victoria looks forward to the national work being progressed through the G2G Working Group following direction from NSOC on this area of work.
â Strategies to support public providers: The Victorian TAFE Institutesâ board capacity and
corporate basis was strengthened through amendments to the Education and Training Reform Act 2006 (Vic) in 2012. The amendments ensure that the selection of Board directors is on the basis of the skills and experience that are relevant to the governance and oversight of major public authorities. Implementation of these changes was expected occur byÂAprilÂ2013. The amendments will help to position TAFE Institutes to operate more effectively in a complex and competitive VET market.
Queensland achievements:
National VET Reforms â Total Vet Activity: Queensland is participating in the Commonwealth led national forums
regarding the introduction of TVA. Queensland supported the proposal to SCOTESE for private providers (not in receipt of government funding) to be required to report data to the national VET collection.
â Improved timelines for data sharing and reporting: Queensland supports the move to
improved timelines for reporting of VET activity. In line with agreed timelines, Queensland is fully prepared to move from annual reporting to âhalf-yearlyâ reporting in 2014, and quarterly reporting in 2015.
â Unique Student Identifier: Queensland supports the introduction of the USI and supports the
draft legislation that was agreed by SCOTESE out of session in DecemberÂ2012. Queensland will host (on behalf of the Commonwealth) as USI draft legislation public consultation session for local stakeholders in early 2013. Queensland has representation on each of the USI taskforce working groups (IT, Data, Governance, Legislation and Communication) and participates fully to ensure the successful implementation of the USI in Queensland.
â Improved consumer information: Queensland agreed to support the implementation
of the My Skills website, in accordance with the National Partnership on Skills Reform. Queensland participated in the national My Skills Advisory Group (MSAG) established by the Commonwealth.
Jurisdictionally Flexible Reforms â Implementation of state based criteria for access to public subsidy funding: Queenslandâs
existing contestably delivered User Choice program included a requirement for providers to achieve Pre-Qualified Supplier (PQS) status before they could deliver government funded apprenticeship training. Activity in 2012 included planning for the use of PQS for
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all contestably delivered training from 1 JulyÂ2013. An expansion of contestably delivered training was also a commitment in the NovemberÂ2012 Government Response to the Queensland Skills and Training Taskforce final report.
â External validation of assessments: Queenslandâs Independent Assessment Validation
Reference Group was established in 2012 to co-ordinate the assessment of pilot projects. Membership included representatives from public and private RTOs and the Queensland Government.
â Introduction of a national entitlement: Queensland will introduce the entitlement model
through its Certificate III Program from 1ÂJulyÂ2013. The entitlement was a commitment in the NovemberÂ2012 Government Response to the Queensland Skills and Training Taskforce final report.
â Expanded access to ICLs: In 2012, Queensland actively participated in all teleconferences
and face-to-face workshops of the ICL working group with the Commonwealth and other jurisdictions.
â Development of a Government to Government Shared Information Model: Queensland
fully supports the development of a shared information model to improve government to government exchange. Queensland contributed to the various national forums regarding this initiative, including the DPMPC Government to Government Group.
â Strategies to support public providers: The Queensland Skills and Training Taskforce was
established in JuneÂ2012 to undertake a broad consultation process as part of an industry-led review to identify ways to improve the VET Sector. The Taskforce delivered its final report in NovemberÂ2012 and the Queensland Government released its response to the Taskforceâs recommendations on 30ÂNovemberÂ2012. Key strategies in the Government Response included: Establishing TAFE Queensland as a statutory body, rationalising the structure of TAFE Queensland through the creation of six regions across the State, and providing upfront investment to establish a better resourced TAFE Reform Unit to lead the change management process.
West Australian achievements:
National VET Reforms â Total VET Activity: During 2012, Western Australia contributed to the policy development on
TVA. Although Western Australia supported the option for mandatory collection of activity data, including the core demographic data collection, SCOTESE endorsed the option for the collection of full demographic data. Western Australia emphasised at the SCOTESE meeting of 16ÂNovemberÂ2012, that the initiative should not become too onerous on small businesses that operate without Government funding. This request was accepted by SCOTESE and Senior Officials were asked to identify appropriate amelioration strategies to support smaller RTOs manage the introduction of TVA.
â Improved timelines for data sharing and reporting: Through DPMPC deliberations and
submissions, Western Australia contributed to the policy discussion on improved timelines
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for data collection and reporting. Through its input into NSOC, Western Australia endorsed the guiding principles for timelier reporting of VET data, along with a phased implementation timeline.
â Unique Student Identifier: Western Australia emphasised the need to establish an
Intergovernmental Agreement (IGA) for the Unique Student Identifier at the SCOTESE meeting on 16ÂNovemberÂ2012. Western Australia led the IGA development process with Victoriaâs concurrence. The IGA development will be finalised as soon as the scope of the USI collection is finalised through the passage of the legislation. Western Australia endorsed the draft legislative package for the USI through Senior Officials in NovemberÂ2012. The draft package was expected to be endorsed by Ministers Out-of-Session through SCOTESE in early JanuaryÂ2013.
â Improved consumer information: Western Australia agreed to the My Skills Implementation
plan through the NSOC-SCOTESE process. A My Skills Advisory Group was established to provide advice to the Commonwealth Government on practical implementation. Western Australia is represented on this group.
Jurisdictionally Flexible Reforms â Implementation of state based criteria for access to public subsidy funding: As the first
stage of implementation of this reform initiative, Western Australia commenced internal approval processes for the establishment of an audit and education team in late 2012. The recruitment processes relating to the establishment of this team were achieved.
â External validation of assessments: An internal position paper was developed in late 2012
for the strategy for implementation of the External Validation Pilot Project. The concept, project plan and timelines for the Project were endorsed in NovemberÂ2012.
â Introduction of a national entitlement: A preliminary modelling exercise for the design
of the training entitlement model, and a range of suitable options was developed for government consideration in mid-2012. Internal modelling for the entitlement model was completed in OctoberÂ2012, however the model still subject to further Government approval processes.
â Expanded access to Income Contingent Loans: Western Australia has participated in the
ICL working group deliberations initiated by the Commonwealth and contributed to policy discussions. The internal modelling for the ICLs and their potential impact on the training entitlement model were considered as part of the design of the entitlement model.
â Development of a Government to Government Shared Information Model: During 2012,
Western Australia contributed to policy discussions on developing the scope and governance arrangements for the shared information model through the NSOC-SCOTESE process, as well as through multilateral teleconferences of the G2G Working Group. The broader strategy for the implementation of the shared information model was endorsed by Western Australia through the NSOC process.
â Strategies to support public providers: An evaluation of the Governance Framework for
State Training Providers was completed in 2012.
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South Australian achievements:
National VET Reforms â Total Vet Activity: South Australia indicated at the 6ÂMarchÂ2013 meeting of the NSOC
that it will work collaboratively with other jurisdictions in communicating TVA reporting requirements to RTOs. South Australia provided detailed submissions to the Commonwealth on issues critical to a number of transparency reforms, for example, in the course of consultations on the TVA Data Collection, in JulyÂ2012.
â Improved timelines for data sharing and reporting: South Australia supported proposals
developed through DPMPC and through bilateral negotiations to improve the timeliness of data collection and provision. For example, South Australia supported an implementation date of 1ÂJanuaryÂ2014 for the commencement of the USI and supports the detailed TVA implementation package due to be presented to SCOTESE by mid-2013.
â Unique Student Identifier: During 2012, South Australia provided input into and agreed to
the broad technical specifications for the USI and related recommendations through the USI Taskforce and Working Groups. South Australia is investigating integration of the USI with local data collection systems and the revised AVETMIS standard (comment: the second S is for standard). South Australia participated in discussions on strategies to reduce the cumulative reporting burden on RTOs, exemption principles and transitional arrangements. For example, South Australia supported changing the relevant standard in the Data Provision Requirements under the National VET Regulator Act 2011 and Australian Quality Training Framework. South Australia will participate in proposed workshops with RTOs in each state and territory to test proposed amelioration strategies and in communicating with RTOs the implementation of the USI, scheduled for 1ÂJanuaryÂ2014.
â Improved consumer information: South Australia through DPMPC cooperated with the
Commonwealth in relation to development of the implementation plan for the phased introduction of the Commonwealthâs My Skills website. It is noted that the South Australian Skills for All web based information service and My Skills share a number of elements that assist users and clients to navigate the training system.
Jurisdictionally Flexible Reforms â Implementation of state based criteria for access to public subsidy funding: In 2012,
Comprehensive provider selection criteria and assessment procedures were developed and are available on the Skills for All website. The standards required to be met by a Skills for All provider are above those specified under the national framework and governed by ASQA.
â External validation of assessments: In 2012, South Australia trialled a pilot program for the
validation of assessment procedures and policies in the Aged Care Industry (Certificate lll). A final report is being developed which will be shared with industry and training providers delivering the Certificate lll in Aged Care. The initiative was implemented through the Skills for All Quality Assurance and Compliance Framework.
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â Introduction of a national entitlement: In JulyÂ2012, South Australia implemented Skills for
All, a major reform of the South Australian training system. Skills for All satisfies all elements of the Commonwealth Governmentâs National Entitlement as outlined in clause 28(a) of the NP on Skills Reform. From 1ÂJulyÂ2012, all South Australians aged 16 years and over are eligible for government funding training under up to a minimum Certificate lll level.
â Expanded access to Income Contingent Loans: As per the Bilateral Agreement on the
National Entitlement to a Quality Training Place (NEQTP) signed with the Commonwealth in FebruaryÂ2012, South Australiaâs government supported changes to the TAFE governance arrangements to provide TAFE institutes access to Income Contingent Loans (ICLs) through VET FEE-HELP to eligible Diploma and Advanced Diploma students.
â Development of a Government to Government Shared Information Model (SIM): During
2012, South Australia participated in ongoing discussions led by the Commonwealth to develop systemic approaches for improving RTO data collection and dissemination. South Australia currently collects consumer-based information from Skills for All Training Providers and makes that information available on the Skills for All website. Additionally, South Australia gathers information which RTOs are obliged to provide it under the terms of the Skills for All Contract, which is used for quality assurance and compliance purposes.
â Strategies to support public providers: The TAFE South Australia Act 2012 (SA) was
assented to on 19ÂJulyÂ2012 and commenced operation on 1ÂNovemberÂ2012. This Act establishes TAFE SA as a single autonomous statutory corporation comprised of three institutes. The Act allows TAFE SA to operate more efficiently and with more autonomy in the market-led training system instituted under Skills for All.
Tasmanian achievements:
National VET Reforms â Total Vet Activity: During 2012, Tasmania supported enhanced national data collections,
including the introduction of TVA through its input into SCOTESE, NSOC and DPMPC. Tasmania worked with the Commonwealth to finalise amelioration strategies to ease the burden of TVA on RTOs and develop and implement a communication strategy for Tasmania as a part of the national strategy. Tasmania will invite the Commonwealth to present a workshop on the introduction of TVA at the MayÂ2013 Skills Tasmania conference.
â Improved timelines for data sharing and reporting: Tasmania worked with other
jurisdictions to agree a strategy for improved timelines for provision of data. Tasmania is continuing to develop business systems and processes to prepare for the introduction of quarterly reporting and the earlier submission of the final data file.
â Unique Student Identifier: Tasmania is a member of the USI Working Group and is working
with the Commonwealth to implement the USI. During 2012, Tasmania scheduled an upgrade to systems to allow the collection of the USI and to meet the 1ÂJanuaryÂ2014 deadline.
â Improved consumer information: During 2012, Tasmania supported the development of the
My Skills website through its input into SCOTESE, NSOC, DPMPC and the My Skills Advisory
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Group. Tasmania supported the implementation of this reform by identifying what types of data should be included on the website, providing permission for NCVER to utilise Tasmanian data stores, and facilitating linkages between My Skills and Department of Education websites.
Jurisdictionally Flexible Reforms â Implementation of state based criteria for access to public subsidy funding: From
1ÂJulyÂ2013, RTOs seeking to access Tasmanian government subsidies will be required to apply for subsidies under the Department of Educationâs Endorsed RTO model. Endorsem*nt under the model will be rolled out in a phased manner aligned with the contestable programs released under the Tasmanian Skills Fund in 2013â14.
â External validation of assessments: During 2012, Tasmania explored two existing examples
of Tasmanian organisations that are working with RTOs to validate assessments: Aged and Community Services Tasmaniaâs Certificate lll in Aged Care project, and the Public Providerâs Pre Vocational Program â Certificate lll in Tourism (Guiding) project. A strategy for identifying and exploring more pilot projects and analysing their outcomes was developed and is in the early stages of implementation. Case study analysis and recommendations will be shared with inter-governmental stakeholder through the Commonwealth supported project endorsed by SCOTESE and will form the topic matter of state-based workshops on independent validation of assessment.
â Introduction of national entitlement: Tasmaniaâs approach to the National Training
Entitlement was agreed by the Skills Tasmania Board as part of the Skills for Work Program in AugustÂ2012. From 1 JanuaryÂ2014, Tasmaniaâs entitlement will apply to all persons aged between 15â64, who do not have a higher qualification, and who have not completed a Certificate llll in the last five years. Tasmaniaâs entitlement mayÂalso be extended to cover post-trade qualifications to meet industry need. Funding arrangements for the entitlement have been entrenched in the funding model for Tasmaniaâs new sole public provider, TasTAFE, and extensive consultations were carried out with RTOs when developing the entitlement model.
â Expanded access to Income Contingent Loans: Tasmania investigated the impact of
implementing income contingent loans through the VET FEE-Help assistance scheme. Consultations with the Commonwealth to support public provider TasTAFE manage the application process in order to make VET FEE-HELP available for students by 1 JanuaryÂ2014. A position has been created to manage the application process for TasTAFE and will also provide support to private RTOs seeking to become VET FEE-HELP providers. Work also commenced to ensure TasTAFEâs systems are capable of providing studentsâ access to VET FEE-HELP and fulfilling Commonwealth reporting requirements.
â Development of a Government to Government Shared Information Model: Tasmania is a
member of the G2G Working Group and through this group participated in the development and implementation of the G2G framework. During 2012, Tasmania progressed related reforms to improve information and data systems relevant to government to government information exchange including: the variable subsidy purchasing policy, Tasmaniaâs activity
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based payments system, and the IT systems of the Department of Education and the Tasmanian public provider.
â Strategies to support public providers: During 2012, Tasmania commenced reforms to
formally establish TasTAFE as Tasmaniaâs sole public VET provider, merging the existing functions of the Tasmanian Polytechnic and the Skills Institute into one entity. Tasmania also developed a variable subsidy purchasing policy that recognised the extra costs involved in providing training through a public RTO, including wages, infrastructure costs, community service obligations and delivery of training in regional and remote areas. A Memorandum of Understanding is being developed between TasTAFE and the Department of Education to ensure that purchasing arrangements will guarantee a level of funding to support the viability of TasTAFE, and will include separate payments for community service obligations and the additional costs associated with running a public RTO, so that TasTAFE is not disadvantaged in a more competitive market.
Northern Territory achievements:
National VET Reforms â Total Vet Activity: In 2012, the Northern Territory agreed to the strategy and implementation
plan for mandating and reporting TVA. The Northern Territory, through SCOTESE, endorsed full AVETMISS reporting by all RTOs from JanuaryÂ2013 onwards and the steps for implementation. The Northern Territory actively participated in the TVA working group led by the Commonwealth, and continued to have input through membership of the DPMPC.
â Improved timelines: for data sharing and reporting The Northern Territory agreed to a
strategy for improved timelines for provision of data and actively participates in the working group established by the Commonwealth to progress this initiative. The Northern Territory provided input into the development of the guiding principles for implementation of more timely data reporting, the implementation timeline and communication plan and agreed to work together with the Commonwealth and other jurisdictions to resolve outstanding issues.
â Unique Student Identifier: The Northern Territory is committed to the implementation of
the USI. In 2012, the Northern Territory participated in and completed activities consistent with the broader milestones established by the Commonwealth. The Northern Territory is represented on all four working groups established by the USI Taskforce. Forums and information sessions were held with industry, RTOs and other key VET Stakeholders, to discuss the development and implementation of the USI, and the potential impact on RTO business processes. The Northern Territory contributed to the development of the legislative framework and the draft USI legislation.
â Improved consumer information: Under the National Partnership on Skills Reform, the
Northern Territory committed to the implementation of the My Skills website. In 2012, the Northern Territory participated in the national My Skills Advisory Group, contributing to the development and design of the My Skills website, the Phase 1 initial launch and the scoping for Phase 1.1 of the website.
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Jurisdictionally Flexible Reforms â Implementation of state based criteria for access public subsidy funding: In 2012, the
Northern Territory developed Endorsed Provider Model (EMP) guidelines which includes the requirement for self-assessment, and details the transparency and quality assurance specifications for RTOs that seek to access public funding. An initial application form was developed to assist RTOs in providing the information required as outlined in the guidelines.
â External validation of assessments: A consultant was appointed in DecemberÂ2012 to
undertake research, industry consultations and scope a proposed model of independent validation for trial, and validate that model with participating industry sectors and RTOs. The consultantâs final report will be completed in AprilÂ2013. The research on current practices and/or independent validation of assessment practices did not identify any model that directly addressed all aspects of âindependent validation of RTO assessment practicesâ. As such, an innovative model that supports valid and consistent assessment of a studentâs skills level (competence) to a workplace standard was endorsed as the proposed Northern Territory model. The next phase of the project will focus on the full development of the model. A range of industry areas and RTOs have agreed to participate in a pilot.
â Introduction of a national entitlement: The Northern Territory Training Entitlement (NTTE)
model was developed in line with Schedule 3 of the National Partnership Agreement on Skills reform, and introduced initially through the Northern Territoryâs two public providers. The full scope of qualifications available through the public providers and the NTTE are included in the model.
â Expanded access to Income Contingent Loans: The income Contingent Loan (ICL) scheme
was agreed with the Commonwealth for implementation in line with Schedule 4 of the National Partnership Agreement on Skills Reform. As part of the introduction of the ICLs scheme in the Northern Territory, a draft adjustable pricing model to manage student contributions was also developed. Following discussion in 2012, the Northern Territoryâs two public providers Charles Darwin University (CDU) and Batchelor Institute of Indigenous Tertiary Education (BIITE), have agreed in-principle to undertake the registration process to become approved to offer ICLs in 2014.
â Development of a Government to Government Shared Information Model â All jurisdictions
have agreed to work together to achieve a consistent shared information model. The Northern Territory is a member of the G2G Working Group, and in 2012 contributed to defining the scope of structure of information sharing arrangements. Through NSOC, the Northern Territory has endorsed the G2G Framework for provision to SCOTESE, and agreed to continue with the work required to progress the initiative.
â Strategies to support public providers: As a result of discussions between the Northern
Territory, Charles Darwin University and the Batchelor Institute of Indigenous Tertiary Education, the Northern Territory agreed to fund a project management position in each institution to be responsible for managing the implementation of the reforms, with a focus on limiting the impact on the public providersâ service delivery. The first payment of support will be made to public providers in 2013 which is when providers advised they would need the funding.
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Australian Capital Territory achievements:
National VET Reforms â Total Vet Activity: In 2012, the ACT contributed to the work of the states, territories and the
Commonwealth to develop a strategy and implementation plan for mandating and reporting TVA. Through participation in the USI Communications National Working Group, the ACT was involved in the development of the joint TVA/USI Communications Strategy and provided information on ACT specific activity through the ACT Government Communications Plan.
â Improved timelines for data sharing and reporting: In 2012, the ACT contributed to
the work of the States, Territories and the Commonwealth to agree to a strategy to deliver improved timelines for provision of data, through participation on the Data and Performance Measurement Principal Committee. The ACT also released a Request for Proposal for the development and implementation of the ACT Vocational Education and Training Administration Records System (AVETARS) and signed the contract with the successful provider. AVETARS will enable the ACT to commence capture of more timely AVETMISS reporting for funded training activity in the ACT. AVETARS will also enable the ACT Government and RTOs operating in the ACT to improve timelines for data sharing and reporting.
â Unique Student Identifier: Throughout 2012, the ACT participated in various national
working groups that have worked towards finalising operational, funding, communications, governance and legislative arrangements for the implementation of the USI. In SeptemberÂ2012 the General Manager of the USI Taskforce presented to a Training and Tertiary Education quarterly forum, attended by. approximately 120 representatives from RTOs, Group Training Organisations (GTOs), Secondary Schools and Colleges, Australian Apprenticeships Centres (AACs) and local Industry Associations operating in the ACT. In NovemberÂ2012 the ACT agreed to the draft legislation for the establishment of the USI.
â Improved consumer information: Since the preliminary meeting in MayÂ2012, the ACT has
actively participated in the My Skills Advisory Group. The ACT agreed to the proposed implementation plan for My Skills, and assisted where relevant or required in those aspects of the plan that were implemented in 2012. The ACT provided feedback on the first (âsandpitâ) and later iterations of the website. In late 2012 the Canberra Institute of Technology contributed data for the project, in line with the undertaking that such input would commence with each jurisdictionâs public providers.
Jurisdictionally Flexible Reforms â Implementation of state based criteria for access public subsidy funding: In AugustÂ2012,
the ACT opened applications for the ACT Funding Agreement (ACTFA), which replaced the Competitive Allocation of Skills Initiatives (CASI) Services Agreement. The process by which new ACT based criteria for public subsidy funding were developed consisted of public and stakeholder consultation sessions, and a focus group comprising a number of RTOs. The ACTFA application and assessment process incorporated strengthened quality criteria,
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including the development of RTO Risk Profiling. The ACTFA will commence for successful applicants from 1ÂJanuaryÂ2013.
â External validation of assessments: The Independent Industry Validation of RTO
Assessment Practices pilot program for the ACT was introduced in NovemberÂ2012. To encourage innovation, the ACT made the decision to undertake a Request for Proposal (RFP) process for this initiative. The Request for Proposal (RFP) for the pilot program was released in DecemberÂ2012, and will close in FebruaryÂ2013. Proposals will be approved by the RFP assessment panel, which will include qualifications from a broad range of qualifications and industry areas. Successful RTOs and their Industry Partners committed to attending quarterly workshops throughout 2013, in addition to the provision of quarterly progress reports. Throughout 2012, the ACT actively participated in meetings of the External Validation of RTO Assessment National Reference Group and provided updates of the progress of the ACT pilot program.
â Introduction of a national entitlement: In 2012, the development of specifications for a new
ACT VET data management system (AVETARS) included scope to enable modifications to manage emerging initiatives, such as the introduction of ACT entitlement. In 2012 the ACT also commenced development of the Forecasting Industry Needs and Entitlement (FINE) Model, which forms the foundations of modelling the ACT Entitlement to training. It will provide the ACT with the necessary evidence base to inform the introduction of ACT entitlement. The model development commenced in NovemberÂ2012.
â Expanded access to Income Contingent Loans: In 2012, the development of specifications
for a new ACT VET data management system (AVETARS) included scope to enable modifications to manage emerging initiatives, such as expanding access to ICLs in the ACT. In 2012, the ACT commenced development of the ICL cost model and consideration of ICL eligibility criteria. Specifically, the ACT has identified the earnings potential and income distribution of all ACT VET specific occupations.
â Development of a Government to Government Shared Information Model: During 2012, the
ACT participated in the G2G Working Group to develop the G2G framework. The framework was endorsed by the NSOC for provision to SCOTESE. The ACT Skills Reform NP Working Group (SRNPWG) was established in 2012, with Terms of Reference developed in 2012 and expected to be endorsed early 2013. An improved process was also developed to more regularly update information on the ACTâs Skills Reform webpage, facilitating improved information exchange.
â Strategies to support public providers: The ACT provided tacit support to the principle
of more independence for CIT, to enable the public provider to operate in a more openly competitive tertiary environment. CIT proposed a new model transforming its current advisory council to a governing board. In 2012, the CIT Advisory Council was strengthened in terms of industry and community representation. An internal CIT working group is reviewing internal boards and committees, as part of a structural review of the public provider.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 1 Annual National Report of the Australian Vocational Education and Training System 2012 Section 1 28
Economic and social context for VET 2012 This section provides an overview of overall economic activity, labour market and social trends in Australia relevant to the vocational education and training sector.
Global economic trends and the Australian economy The global economy had a sluggish recovery in the year 2012 and weakened in late 2012 as a result of the economic instability of the Eurozone. As seen in Table 1, countries in the Euro area experienced a drop in economic growth due to the repeated speculation over Greeceâs possible exit from the Eurozone throughout 2012. Japan showed a sign of recovery from the tsunami and nuclear disasters, while economic growth was modest in the United States.
Table 1 Quarterly gross domestic product change (%) over same quarter, previous year
Australia Euro area Japan United States
(%) (%) (%) (%)
Fourth quarter 2010 2.8 2.2 3.5* 2.4
Fourth quarter 2011 2.6 0.7 0.0* 2.0
Fourth quarter 2012 3.2 -1.0 0.4* 1.7
Note: *Japanâs quarterly GDP change from the fourth quarter 2010 to the fourth quarter 2011 was -0.03.
Source: Quarterly National Accounts, OECD National Accounts Statistics (database), JuneÂ2013, DOI: 10.1787/2074384x-table14
Australia showed remarkable resilience against global economic challenges. Gross domestic product increased by 3.2ÂperÂcent over the year to the fourth quarter of 2012.1 The Australian dollar remained strong against other major currencies as shown in table 2, which continued to have an impact on Australiaâs trade markets. The value of Australiaâs total exports declined by 4.2ÂperÂcent from 2011 to 2012 with the largest drop (5.9ÂperÂcent) in the export of primary products including minerals, fuels, processed food, and other primary products. By contrast, the value of Australiaâs total imports rose by 7.4ÂperÂcent over the same period. In 2012, China was Australiaâs largest trading partner, accounting for $73 billion of export value and $44.5 billion of import value.2
Table 2 Australian exchange rates, DecemberÂ2011 â DecemberÂ2012
United States Chinese Japanese Euro
Dollar Renminbi Yen
 Units of foreign currency per AUD
December 2011 1.02 6.41 78.73 0.78
March 2012 1.04 6.55 85.34 0.78
June 2012 1.02 6.48 80.89 0.81
September 2012 1.05 6.58 81.05 0.81
December 2012 1.04 6.47 89.46 0.79
Source: RBA, Bulletin Statistical Tables, JuneÂ2013, table F.11.
1 Source: Gross domestic product change in other quarters can be found in table D.1 in Appendix D. 2 Source: The Department of Foreign Affairs and Trade (DFAT), Monthly trade data MayÂ2013. Data can be found in table D.2 in Appendix D.
29 Annual National Report of the Australian Vocational Education and Training System 2012 Section 1 Annual National Report of the Australian Vocational Education and Training System 2012 Section 1
Figure 2 Unemployment rate of selected countries, 2006â2012
Percentage (%)
Japan United States Australia Euro area
Year
2
4
6
8
10
12
2006 2007 2008 2009 2010 2011 2012
Note: Data was extracted in JulyÂ2013.
Source: Source: OECD.Stat Extracts, Short-term labour market statistics dataset, JulyÂ2013.
Data can be found in table D.3 in Appendix D.
Labour market performance was uneven across the globe. The employment situation continued to deteriorate in many countries in the Euro area. By DecemberÂ2012, Greece and Spain were still suffering the aftershock of the debt crisis with unemployment rates of 26.1ÂperÂcent and 26.2ÂperÂcent respectively.3 By contrast, the jobs market looked stronger for the United States with a sharp drop in the unemployment rate from 9.6ÂperÂcent in 2010 to 8.1ÂperÂcent in 2012, which suggests that the US economy started to move out of the recession. Japan experienced a minimal fall in the unemployment rate, while the unemployment rate in Australia increased slightly over the year.
The Australian labour market While the Australian job market fared relatively well compared with the labour markets of other major economies, the labour market in Australia slowed down towards the end of 2012. The unemployment rate in Australia reached 5.4ÂperÂcent in DecemberÂ2012, an increase of 0.2 percentage points from DecemberÂ2011. Employment growth over the year to DecemberÂ2012 was 1.4ÂperÂcent overall, compared to 0.9ÂperÂcent over the year to DecemberÂ2011.4 By DecemberÂ2012, there were approximately 11.5Âmillion people employed, of whom 8.1Âmillion people worked in full-time jobs and 3.4Âmillion people worked part-time. Compared with DecemberÂ2011, the number of people in full-time employment increased by 1.3ÂperÂcent by DecemberÂ2012, while there was a 1.7ÂperÂcent increase in the number of people in part-time employment over the same period.
3 Source: OECD.StatExtracts, Short-term labour market statistics dataset. Data was extracted in AugustÂ2013. 4 Source: ABS, Labour Force, Australia, JuneÂ2013, cat.no.6202.0.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 1 Annual National Report of the Australian Vocational Education and Training System 2012 Section 1 30
Figure 3 Full-time and part-time employment, 125âmonthly percentage change, Australia, DecemberÂ2006 â DecemberÂ2012
Percentage (%)
Full-time Employment Part-time Employment
2
4
6
8
-2
-4
2006 2006 2006 2006 2006 2006 2006
Notes: Trend series, persons aged 15 years and over.
Source: ABS, Labour Force, Australia, JuneÂ2013, cat.no.6202.0. Data series can be found in table D.4 in Appendix D.
Figure 4 Employment growth by state and territories, Australia, DecemberÂ2011 â DecemberÂ2012
Employment growth (%) 0.0
-1.0
-2.0
1.0
2.0
3.0
4.0
5.0
4.7
1.7 1.6 1.6
1.1
0.2 0.0
-1.2
1.4
WA NSW ACT NT VIC QLD SA TAS AUST
Note: Trend series, persons aged 15 years and over.
Source: ABS, Labour Force, Australia, JuneÂ2013, cat.no.6202.0
Data series can be found in table D.5 in Appendix D.
Employment growth was uneven across states and territories as shown in Figure 4. It was highest in Western Australia (4.7ÂperÂcent), while Tasmania experienced a negative employment growth of 1.2ÂperÂcent. There was also some variation in the unemployment rate between states and territories, as seen in table 3. By DecemberÂ2012, the three states with the highest unemployment rates were Tasmania (7.1ÂperÂcent), Queensland (6.0ÂperÂcent) and South Australia (5.7ÂperÂcent), while the unemployment rate was lowest in the Northern Territory (4.0ÂperÂcent). Over the year, the unemployment rate fell by 0.3 and 0.1 percentage points in the Northern Territory and New South Wales respectively.
31 Annual National Report of the Australian Vocational Education and Training System 2012 Section 1 Annual National Report of the Australian Vocational Education and Training System 2012 Section 1
Table 3 Unemployment rate by state and territories, Australia, DecemberÂ2011 â DecemberÂ2012
Dec 2011 Dec 2012 Difference
(%) (%)
TAS 6.4 7.1 0.7
QLD 5.5 6.0 0.5
SA 5.2 5.7 0.5
VIC 5.3 5.6 0.3
NSW 5.3 5.1 -0.1
ACT 3.7 4.5 0.8
WA 4.2 4.4 0.2
NT 4.3 4.0 -0.3
AUST 5.2 5.4 0.2
Note: Trend series, persons aged 15 years and over.
Source: ABS, Labour Force, Australia, JuneÂ2013, cat.no.6202.0
The slowdown of the Australian labour market can be illustrated by job vacancy data (Figure 3 and Table 4). The internet vacancy index (IVI), which is compiled by the Department of Education, Employment and Workplace Relations (DEEWR), is based on a count of online vacancies newly lodged on major online job boards and covers all occupations and skill levels. Overall, vacancies fell substantially, with a drop of approximately 24.1ÂperÂcent across Australia over the year to JanuaryÂ2013 (Table 4). In particular, from JanuaryÂ2012 to JanuaryÂ2013, the level of internet vacancies for professionals and technicians and trades workers declined by 26.1ÂperÂcent and 29.4ÂperÂcent respectively (Figure 5).
Figure 5 Internet vacancy index, Australia, JanuaryÂ2006 â JanuaryÂ2013
Professionals Technicians and trades workers
60
80
100
120
140
160
180
Jan-06
Apr-06
Jul-06
Oct-06
Jan-07
Apr-07
Jul-07
Oct-07
Jan-08
Apr-08
Jul-08
Oct-08
Jan-09
Apr-09
Jul-09
Oct-09
Jan-10
Apr-10
Jul-10
Oct-10
Jan-11
Apr-11
Jul-11
Oct-11
Jan-12
Apr-12
Jul-12
Oct-12
Jan-13
Note: Trend series, based to JanuaryÂ2006.
Source: DEEWR Internet Vacancy Index, JulyÂ2013.
Data series can be found in table D.6 in Appendix D.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 1 Annual National Report of the Australian Vocational Education and Training System 2012 Section 1 32
Looking at the state level, Table 4 shows that over the year to JanuaryÂ2013, vacancies dropped across the board. In particular, the most significant dips in advertised vacancies were seen in Queensland (33.2ÂperÂcent), Western Australia (30.4ÂperÂcent) and South Australia (29.2ÂperÂcent). Meanwhile, the smallest dips occurred in Tasmania (13.1ÂperÂcent), the NT (16.0ÂperÂcent) and NSW (16.1ÂperÂcent).
Table 4 Internet vacancy index by state, yearly change, JanuaryÂ2012 â JanuaryÂ2013
Internet vacancy index Change (JanÂ12âJanÂ13)
Jan 2012 Jan 2013 (%)
TAS 60.2 52.3 -13.1
NT 144.6 121.4 -16.0
NSW 68.5 57.5 -16.1
VIC 77.2 60.2 -22.0
ACT 146.9 112.0 -23.8
SA 78.9 55.9 -29.2
WA 153.4 106.8 -30.4
QLD 90.6 60.5 -33.2
Australia 84.9 64.4 -24.1
Note: Trend series, based to JanuaryÂ2006.
Source: DEEWR Internet Vacancy Index, JulyÂ2013.
Table 5 shows that employment growth was strongest for professionals (4.9ÂperÂcent or 119,400 workers), followed by sales workers (3.1ÂperÂcent or 33,000 workers) and community and personal service workers (2.5ÂperÂcent or 27,600 workers). Meanwhile, it was weakest for managers (down 2.4ÂperÂcent or 35,700 workers) and clerical and administrative workers (down 1.5ÂperÂcent or 25,400 workers). Technicians and trades remained steady, while labourers experienced slight growth (1.8ÂperÂcent), and machinery operators and drivers experienced a slight decline (1.2ÂperÂcent).
33 Annual National Report of the Australian Vocational Education and Training System 2012 Section 1 Annual National Report of the Australian Vocational Education and Training System 2012 Section 1
Table 5 Employment by occupation, Australia, NovemberÂ2011 â NovemberÂ2012
Nov 2011 Nov 2012 Change (Nov 11âNov 12)
(â000) (â000) (â000) (%)
Managers 1,482.1 1,446.4 -35.7 -2.4
Professionals 2,431.7 2,551.1 119.4 4.9
Technicians and trades workers
1,686.4 1,691.1 4.7 0.3
Community and personal service workers
1,092.2 1,119.9 27.6 2.5
Clerical and administrative workers
1,716.2 1,690.8 -25.4 -1.5
Sales workers 1,058.3 1,091.3 33.0 3.1
Machinery operators and drivers
798.7 789.1 -9.6 -1.2
Labourers 1,148.3 1,169.2 20.9 1.8
Total 11,413.9 11,548.9 135.0 1.2
Note: Number includes full-time and part-time employment, persons aged 15 years and over.
Source: ABS, Labour Force, Australia, Detailed, Quarterly, MayÂ2013, cat.no.6291.0.55.003.
Table 6 shows the strength in the mining sector in conjunction with weakness in some of the non-mining sectors. Mining had by far the strongest employment growth in 2012, with employment up by around 11.2ÂperÂcent (or 27,100 workers). However, mining employs relatively few people, accounting for just 2.3ÂperÂcent of the Australian workforce in 2012. Construction declined over 2012 (2.6ÂperÂcent or 27,000 workers), as did agriculture, forestry and fishing (2.4ÂperÂcent or 7,900 workers). Meanwhile the manufacturing and services sectors remained relatively stable.
Table 6 Employment by selected industries, Australia, NovemberÂ2011 â NovemberÂ2012
Nov 2011 Â Nov 2012 Change (2011â2012)
â000 % â000 % â000 (%)
Agriculture, Forestry and Fishing
331.3 2.9 323.4 2.8 -7.9 -2.4
Mining 241.5 2.1 268.7 2.3 27.1 11.2
Manufacturing 952.9 8.4 960.3 8.3 7.5 0.8
Construction 1,033.4 9.1 1,006.4 8.7 -27.0 -2.6
Services 8,833.0 77.5 8,983.4 77.8 150.3 1.7
Total 11,392.1 100.0 11,542.1 100.0 150.0 1.3
Note: Trend series, persons aged 15 years and over.
Source: ABS, Labour Force, Australia, Detailed, Quarterly, MayÂ2013, cat.no.6291.0.55.003.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 1 Annual National Report of the Australian Vocational Education and Training System 2012 Section 1 34
Qualification profile of the Australian workforce in 2012 Overall, approximately 64ÂperÂcent of the Australian workforce in 2012 held either a higher education or VET qualification (Figure 6). The majority of professionals hold higher education qualifications (73.4ÂperÂcent), and this group has the highest proportion of non-school qualifications in general (91.4ÂperÂcent). VET qualifications are the dominant form of qualification for all other fields, particularly technicians and trades workers (64.5ÂperÂcent) and community and personal services workers (47.7ÂperÂcent). The major Australian and New Zealand Standard Classification of Occupations (ANZSCO) groups in which the majority of workers hold no non-school qualifications are labourers, machinery operators and drivers, and sales workers. Of note is that the proportion of workers with no non-school qualifications has fallen slightly over the past year (from 38.0ÂperÂcent in 2011 to 35.6ÂperÂcent in 2012).5
Figure 6 Proportion of employed persons by level of highest non-school qualification, by occupation, Australia, 2012
Percentage (%)
Occupation
Higher education Vet Without non-school qualification
0 20 10 30 40 50 60 70 80 90 100
Labourers
Total
Machinery operators and drivers
Sales workers
Clerical and administrative workers
Community and personal service workers
Technicians and trades workers
Professionals
Managers 34.3 33.7 31.9
73.4 18.0 8.6
8.1 64.5 27.4
17.5 47.7 34.8
21.2 35.6 43.2
11.2 27.0 61.8
6.3 33.3 60.4
7.1 29.8 63.1
29.1 35.3 35.6
Notes: Employed persons aged 15â74 years. Although the other tables in this section are for persons aged 15â64 years, the ABS data for this figure is only available for persons aged 15â74 years.
VET includes certificates not further defined.
Source: ABS, Education and Work, Australia, MayÂ2012, cat.no.6227.0.
Data can be found in table D.7 in Appendix D.
5 ABS, Education and Work, Australia, MayÂ2012, cat.no.6227.0, as reported in ANR 2011.
35 Annual National Report of the Australian Vocational Education and Training System 2012 Section 1 Annual National Report of the Australian Vocational Education and Training System 2012 Section 1
Figure 7 Proportion of population by level of highest non-school qualification, Australia, 2000â2012
100
200
300
400
500
600
700
2001 2000 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
Percentage (%)
Bachelor degree or above
Year
Advanced Diploma/Diploma or below Total with non-school qualification
15.7
17.0
29.1
47.2
17.8
29.8
48.2
18.1
30.2
49.1
18.9
31.3
50.9
19.6 30.7
51.5
20.6 30.8
52.4
20.8 31.1
52.6
21.9 30.8
53.9
23.0 30.8
55.0
23.0 31.4
55.7
23.7 31.4
56.5
25.4 32.2
58.8
28.1
43.8
Notes: Persons aged 15â64 years.
Total with non-school qualifications includes level not determined.
Source: ABS, Education and Work, Australia, MayÂ2000âMayÂ2012, cat.no.6227.0.
Data series can be found in table D.8 in Appendix D.
From 2011 to 2012, the proportion of the population holding Bachelor degrees or above as their highest non-school qualification increased by 1.7 percentage points, to 25.4ÂperÂcent, and the proportion holding an Advanced Diploma/Diploma or below as their highest qualification also increased slightly, to 32.2ÂperÂcent (Figure 7). Over the past decade, the proportion of people holding a Bachelor degree or above as their highest qualification has been steadily rising, from 15.7ÂperÂcent in 2000 to 25.4ÂperÂcent in 2012. The rate of growth has been considerably slower for those with highest qualifications up to an advanced diploma or diploma level, with an increase of only 4Âpercentage points over 12 years.
Table 7 illustrates the important role of education and training in the labour market. In 2012, the unemployment rate among those without a non-school qualification was 7.7ÂperÂcent, compared to 2.8ÂperÂcent and 4.8ÂperÂcent for those with a higher education qualification and VET qualification, respectively. People without a non-school qualification had an unemployment rate which was almost double that for those with a non-school qualification. In particular, the differential in unemployment rate between those with and without a non-school qualification widened between 2011 and 2012.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 1 36
Table 7 Labour force status by level of highest non-school qualification, Australia, 2011â2012
Unemployment 2011 %
Unemployment 2012 %
Higher Education qualification 2.9 2.8
VET qualification 4.7 4.8
Total with a non-school qualification 3.9 3.9
Total without a non-school 7.1 7.7
qualification
Total 5.1 5.3
Notes: Persons aged 15â64 years.
VET qualification includes certificates not further defined.
Total with a non-school qualification includes persons with qualification level not determined.
Total includes persons who never attended school.
Source: ABS, Education and Work, Australia, MayÂ2011âMayÂ2012, cat.no.6227.0.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 1
Section 2: Performance of the National Vocational Education and Training (VET) System
Annual National Report of the Australian Vocational Education and Training System 2012 Section 2
39 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2
Performance of the national vocational education and training system Section 2 contains key performance measures of the national vocational education and training system.
Performance of the national VET system presents data on key indicators of student performance including student participation, achievement and outcomes and employer engagement and satisfaction.
VET system efficiency provides data on government VET expenditure per training output.
Disadvantage in VET contains information on the participation, achievement and outcomes of different student groups.
The complete data sets and background information presented in the tables and graphs in Section 2 are available in Section 3.
The scope of reporting The Australian VET system includes apprentices and trainees and covers delivery of VET by Technical and Further Education (TAFE) institutes, other government providers, universities, secondary schools, industry organisations, Adult Migrant Education Scheme providers, enterprises, agricultural colleges, community education providers and privately operated registered training organisations.
VET training activities are funded by the Australian Government, State and Territory governments, industry bodies, employers and enterprises, and by individual students through their payment of fees.
Data available for statistical reporting on VET does not cover all vocational education and training undertaken, as arrangements are not in place to collect all data from all community education providers and private providers. Figure 8 provides a summary of data used for national reporting.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 40
Figure 8 Scope of reporting
Training organisation type
TAFE and other government providers
Training funding type
Government funded
Fee-for-Service (domestic and international)
Community providers Private providers
Data available for reporting and used for performance reporting Data not available for reporting
The data presented in Section 2 mainly reports on âtotal reported VETâ which refers to data used for national reporting of VET activities (see Figure 7; Box 1). Some data presented in Section 2 reports on âgovernment funded VETâ, which includes data on training activities that are funded under Commonwealth and/or state/territory recurrent or specific funding. The data scope is identified in all tables and graphs.
Data scope inclusions and exclusions Activity reported in this publication includes vocational education and training delivered by the following registered training providers:
â TAFE and other government providers, including multi-sector higher education institutions
â registered community providers
â registered private providers (government funded only)
Activity reported in this publication excludes the following types of training activity:
â recreation, leisure and personal enrichment (ânon-vocationalâ programs)
â delivery in schools where the delivery has been undertaken by schools
â delivery undertaken at overseas campuses of Australian VET institutions
Activity reported in this publication includes training with the following funding sources:
â government funded (â11â, â13â and â15â funding, AVETMISS)
â domestic fee-for-service (â20â funding, AVETMISS)
â international fee-for-service delivery within Australia (â30â funding, AVETMISS)
Changes to previously published data Some of the data in this publication differs from data reported in previous years for the following reasons:
â Data on graduates and module completers have changed as the definition of graduates and
module completers has changed. The change has been applied retrospectively to the relevant
41 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2
time series. Please refer to NCVERâs technical paper, An analysis of self-reported graduates for more information.
â The Australian Bureau of Statistics (ABS) released the Australian Statistical Geography
Standard (ASGS) in 2011. The ASGS is used for geographical reporting in the VET Provider Collection for 2011 and 2012. The previous Australian Standard Geographical Classification (ASGC) is used for geographical reporting between 2006 and 2010.
â To coincide with the introduction of the ASGS, student remoteness (ARIA+) is now based on
the mapping of postal areas to ASGS SA2 and ARIA+ Remoteness regions for 2011 and 2012. Data between 2006 and 2010 remains based on ABS Postal Areas and ARIA+.
â The ABS released a new version of the Socio-economic Indexes for Areas (SEIFA 2011) in
March 2013. These indexes have been applied for 2011 and 2012. The previous version of SEIFA (2006) is applied for data between 2006 and 2010.
â The derivation of student funding source has been revised. Previously recognition of current
competency endorsem*nts were not considered when determining the funding type in hierarchical classifications. Labels associated with funding source have also been updated to âGovernment Fundingâ, âOnly fee-for-service â domesticâ and âOnly fee-for-service â internationalâ. Figures 9 and 13 in Section 2; as well as Tables A.1, A.4 to A.7 and A.10 in Appendix A and the corresponding State and Territory Tables in Appendix C have changed. An endnote will be added to these Appendices.
Key indicators This section presents data on student participation and achievement in vocational education and training as well as outcomes from this training (e.g. employment) and student satisfaction. This section also presents data on employer engagement in and satisfaction with VET.
Some of the data presented in this section have previously been published in other Australian vocational education and training statistics publications including Students and Courses, Student Outcomes Surveys and Surveys of Employer Use and Views. For more information, please refer to the NCVER website.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 42
Student participation Close to two million (1,900,300) students were part of the total reported VET students aged 15 to 64 who participated in vocational education and training in 2012.
The number of total reported students aged 15 to 64 years increased by 15.9ÂperÂcent over the four years from 2008â2012 from 1,639,000 to 1,900,300.
Annual growth of student participation slowed to 3.3ÂperÂcent between 2011 and 2012. This compares with larger increases of 5.4ÂperÂcent between 2009 and 2010, and 4.6ÂperÂcent between 2010 and 2011.
One in eight (12.5ÂperÂcent) Australian residents aged 15 to 64 participated in vocational education and training in 2012 which is 1.2 percentage points more than was reported in 2008 at 11.3ÂperÂcent.
Figure 9 Number of total reported VET students and participation rates, ages 15 to 64, 2008â2012
2008 2009 2010 2011 2012
12.5
1900.3
1835.2
12.2
1753.2
11.8
1649.0
11.2
1639.0
11.3
Percentage (%)
Number of students ('000)
Participation Rate VeET students aged 15-64
1000
1200
1400
1600
1800
2000
2200 15
10
5
800
600
400
200
Source data and explanatory notes: Table A.1
43 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2
There were 1,547,300 government funded VET students in 2012, an increase of 23.1ÂperÂcent since 2008.
The number of fee-for-service â domestic students has decreased by 9.6ÂperÂcent from 404,200 in 2008 to 365,500 in 2012.
The number of international students has decreased by 34.6ÂperÂcent from 46,500 to 30,400 between 2009, the peak year for international students, and 2012.
Fee-for-service â international students make up 1.6ÂperÂcent of the funding source for total reported VET students in 2012, down from 2.7ÂperÂcent in 2009.
Figure 10 Number of total reported VET students by Government funded, 2008â2012
2010 2009 2008 2011 2012
200
400
600
800
1000
1200
1400
1600
Number of students ('000)
Government funds
Year
Only fee for service - domestic students Only fee for service - international students
1257.0
404.2
38.5
1278.1
182.1
46.5
1363.3
391.7
44.0
1483.7
361.7
36.5
1547.3
365.5
30.4
Source data and explanatory notes: Table A.1
Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 44
Just over one quarter (25.7ÂperÂcent) of total reported VET students were aged 15 to 19 in 2012.
The number of mature-aged VET students aged 20 to 64 increased by 18.2ÂperÂcent between 2008 and 2012, which is almost double the increase reported for VET students aged 15 to 19 (10.0ÂperÂcent).
VET students aged 25 to 39 increased their numbers at the highest rate between 2008 and 2012 at 19.5ÂperÂcent to reach 552,800 in 2012.
Figure 11 Number of total reported VET students by age group, 2008â2012
2010 2009 2008 2011 2012
200
300
400
500
600
100
Age 15 to 19
Year
Age 20 to 24 Age 25 to 39 Age 40 to 64
443.8
279.4
462.6
453.2
447.4
287.4
469.9
444.3
462.0
307.0
502.3
481.9
478.2
321.3
529.2
506.5
488.1
332.6
552.8
526.8
Number of students ('000)
Source data and explanatory notes: Tables A.2
45 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2
Over half of total reported VET students (51.4ÂperÂcent) undertook training at the Certificate III or IV course level in 2012 compared to 41.8ÂperÂcent in 2008.
While the proportion of total reported VET students undertaking training at the Diploma or above course level had steadily increased between 2008 and 2011, from 10.1ÂperÂcent to 13.9ÂperÂcent, it slightly declined between 2011 and 2012 to 13.8ÂperÂcent.
The number of students undertaking training at Certificate I or II or lower course levels increased by 6.1ÂperÂcent from 378,700 in 2008 to 402,000 in 2012. This represents 22.3ÂperÂcent of qualifications in 2008 and 20.7ÂperÂcent in 2012.
Figure 12 Number of reported VET students by course level, 2008â2012
Diploma and above Certificate III or IV Cretificate I or II or lowert Other
2010 2009 2008 2011 2012
Year
Number of students ('000)
400
600
800
1000
1200
200
172.1
710.3
378.7
438.7
200.0
744.3
386.0
376.4
233.0
807.4
402.6
355.9
262.2
914.0
402.6
303.0
268.3
998.1
402.0
274.8
Source data and explanatory notes: Tables A.2
Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 46
Disaggregating VET Certificates Certificate III course level makes up more than one third (34.0ÂperÂcent) of training undertaken by total reported VET students in 2012; an increase in proportion of 3.4 percentage points since 2008.
Gains between 2008 and 2012 are recorded for training undertaken at the Certificate IV course level. In 2008 Certificate IV courses made up just over one tenth (11.2ÂperÂcent) of training undertaken by total reported VET students, the Certificateâs proportion increased by 6.2 percentage points to 17.4ÂperÂcent in 2012.
Certificate I and Certificate II courses, as a proportion of total courses decreased by 0.6 percentage points and 1.3 percentage points respectively.
For the first time in 2012, the proportion of total VET students in a Certificate II course (15.6 ÂperÂcent) is lower than the proportion in Certificate IV courses (17.4 ÂperÂcent).
Training at the Certificate I course level makes up the smallest proportion of all Certificate course levels at 4.8ÂperÂcent in 2012.
Figure 13 Proportion of total reported VET students who participate in vocational education and training, by selected course levels, 2008â2012
Certificate III Certificate II Certificate IV Certificate I
Year
2008
30.6
11.2
16.9
5.4
15.6
4.8
17.4
30.8
12.8
5.3
17.3
30.8
14.1
5.0
17.4
32.3
16.7
16.3
4.5
33.0
2009 2010 2011 2012
Percentage (%)
5
10
15
20
25
30
Source data and explanatory notes: NCVER, Vocational Education and Training Provider Collection, 2008â2012.
Data can be found in table D.9 in Appendix D
47 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2
Full-year Training Equivalents Full-Year Training Equivalents (FYTEs) refer to training activity in terms of equivalent full-time students. A FYTE of one represents the activity of a student who is training on a full-time basis for one year. FYTEs are based on annual hours of training (720 hours = 1 FYTE).
The government funded component of VET training has increased between 2008 and 2012 by 4.6 percentage points from 82.3ÂperÂcent to 86.9ÂperÂcent for total reported FYTEs and by 5.7 percentage points from 74.0ÂperÂcent to 79.6ÂperÂcent for total reported VET students.
Figure 14 Proportion of total reported VET students and Full-Year Training Equivalents by Government Funded, 2008â12
10
20
30
40
50
60
70
80
90
100
2009 2008 2010 2011 2012 2008 2009 2010 2011 2012
Percentage (%)
Year
Students FYTEs
Government funding Only free for service - domestic students Only free for service - international students
23.8
2.3
73.954
22.4
2.7
74.9
21.8
75.8
19.2
78.8
18.8
79.626
12.1
82.3
11.7
81.8
10.9
83.2
9.9
4.1
86.0
10.1
3.1
86.9
2.4 1.9 1.6 5.6 6.5 5.8
Source data and explanatory notes: Tables A.1, A.4
Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 48
In 2012, 56.8ÂperÂcent of total reported students were aged 25 to 64, an 0.9 percentage point increase from 2008 (55.9ÂperÂcent).
The proportion of FYTEs for students aged 25 to 64 increased by 6.09 percentage points from 48.2ÂperÂcent to 54.1ÂperÂcent between 2008 and 2012.
In contrast, there was a decline in the proportion of FYTEs delivered to students aged 15 to 19 by 4.4 percentage points from 30.4ÂperÂcent to 26.0ÂperÂcent.
Figure 15 Proportion of total reported VET students and Full-Year Training Equivalents by age group, 2008â2012
10
20
30
40
50
60
70
80
90
100
2009 2008 2010 2011 2012 2008 2009 2010 2011 2012
Percentage (%)
Year
Students FYTEs
27.1 27.1
17.4
28.5
26.9 27.5 27.6 27.7
26.4
17.5
28.7
26.1
17.5
28.8
25.7
17.5
29.1
30.4
21.4
26.8
21.4
29.4
21.6
27.4
21.7
27.9
21.5
27.9
22.8
27.0
28.3
20.6
24.1
26.0
28.7
25.4
19.9 17.0
28.2
27.7
Age 15 to 19 Age 20 to 24 Age 25 to 39 Age 40 to 64
Source data and explanatory notes: Tables A.2, A.4
49 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2
In 2012 51.4ÂperÂcent of total reported VET students were undertaking training at Certificate III or IV level.
In 2012, 57.1ÂperÂcent of total reported FYTEs were delivered to students at Certificate III or IV level.
From 2008â2012, the proportion of total reported FYTEs delivered at the Diploma and above course level rose by 1.7 percentage points from 21.8ÂperÂcent to 23.5ÂperÂcent.
Figure 16 Proportion of total reported VET students and Full-Year Training Equivalents by course level, 2008â2012
10
20
30
40
50
60
70
80
90
100
2009 2008 2010 2011 2012 2008 2009 2010 2011 2012
Percentage (%)
Year
Students FYTEs
Diploma and above Certificate II or IV Certificate I or II or lower Other
10.1 11.7
43.6
22.6
22.1 19.1
16.1 14.1
13.0
44.9
22.4
13.9
48.6
21.4
13.8
51.4
20.7
21.8
51.5
17.4
9.3
23.4
52.4
16.7
7.4
24.7
52.6
16.4
6.3
24.9
15.9
54.6
4.6
23.5
15.8
3.6
57.1
41.8
22.3
25.8
Source data and explanatory notes: Tables A.2, A.4
Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 50
Participation by gender In 2012, 50.2ÂperÂcent of FYTEs delivered to male students were 25 to 64 years old. This contrasts to 58.0ÂperÂcent of FYTEs delivered to female students in the same age group.
The proportion of total reported FYTEs delivered to students aged 15 to 24 declined between 2008 and 2012 by 8.2 percentage points from 58.0ÂperÂcent to 49.8ÂperÂcent for male students and by 3.4 percentage points from 45.4ÂperÂcent to 42.0ÂperÂcent for female students.
Figure 17 Proportion of total reported VET Full-Year Training Equivalents undertaken by male and female students by age group, 2008â2012
10
20
30
40
50
60
70
80
90
100
2009 2008 2010 2011 2012 2008 2009 2010 2011 2012
Percentage (%)
Year
Male students Female students
Diploma and above Certificate II or IV Certificate I or II or lower Other
19.2 19.9
55.8
16.9
7.4 6.6 4.6 3.9
20.4
55.8
17.3
20.3
58.2
17.0
18.7
60.7
16.7
24.5
47.9
18.0
9.6
27.2
49.0
16.4
7.4
29.1
49.3
15.5
6.1
29.7
14.9
50.8
4.6
28.3
15.0
3.2
53.5
54.8
16.9
9.0
Source data and explanatory notes: Table B.7
51 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2
Full-Year Training Equivalents delivered to male and female students In 2012, the largest number of FYTEs delivered are in the fields Management and commerce at 165,300, Society and culture at 129,700 and Engineering and related technology at 127,400.
The proportion of female students is high in the fields Management and commerce (63.9 ÂperÂcent), Society and culture (75.5ÂperÂcent), Health (75.6ÂperÂcent), Food, hospitality and personal services (66.1ÂperÂcent), and Education (62.6ÂperÂcent).
The proportion of male students is high in the field of Engineering and related technologies (91.1ÂperÂcent), Architecture and building (92.1ÂperÂcent), Information technology (81.0ÂperÂcent) and Agriculture, environmental and related studies (75.8ÂperÂcent).
Similar proportions of male and females are found in Creative arts (57.4ÂperÂcent female students) and Natural and physical sciences (59.3ÂperÂcent female students).
Figure 18 The number of Full-Year Training Equivalents undertaken in vocational education and training by field of education, 2012
Natural and physical sciences
Information technology
Engineering and related technologies
Architecture and building
Agriculture, environmental and related studies
Health
Education
Management and commerce
Society and culture
Creative arts
Food, hospitality and personal services
Mixed field programs
Field of education
0 20 40 60 80 100 120
Number (â000)
Male students Female students
2.1 3.0
17.0
4.0
11.4
4.4
27.0
8.6
9.9
30.7
6.4 10.9
31.8
14.1 19.0
20.6
30.4
44.2
97.9
105.6
59.7
51.3
116.0
40.2
Source data and explanatory notes: NCVER, Vocational Education and Training Provider Collection, 2008â2012. Data can be found in table D.10 in Appendix D.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 52
VET in Schools VET in Schools, as adopted by the then Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA), is defined as a program/s undertaken as part of a studentâs senior secondary Certificate that provides credit towards a nationally recognised VET qualification.
The VET in Schools arrangement offers two main options. Students can undertake school-based apprenticeships and traineeships or VET subjects and courses. The latter is referred to as âother VET in Schools programsâ.
The number of VET in Schools students increased by 13.4ÂperÂcent between 2008 and 2011 from 219,955 to 249,380.
The majority of VET in Schools students (59.9ÂperÂcent) undertook training at the Certificate II course level in 2011, a 2.9 percentage points increase in proportion from 2008.
Just under one in five VET in Schools students undertook training at the Certificate I course level (19.1ÂperÂcent) and Certificate III course level (18.1ÂperÂcent).
Table 8 VET in Schools students by qualification level, 2008â2011
2008 2009 2010 2011
VET in Schools students
219,955 229,475 233,821 249,380
By Qualification Level (%)
â Certificate IV or higher
1.2 1.8 1.5 1.6
â Certificate III 18.3 18.3 16.7 18.1
â Certificate II 57.0 55.0 56.7 59.9
â Certificate I 19.6 21.9 22.9 19.1
â Other2 3.8 3.0 2.2 1.3
Source data and explanatory notes: Australian vocational education and training statistics: VET in Schools 2008, 2009, 2010, 2011 (NCVER). Data can be found in Table D.11 in Appendix D.
1 Data on school students undertaking a senior secondary certificate were obtained from the board of studies in each state or territory.
2 âOtherâ includes secondary education, non-award courses, statement of attainment, bridging and enabling courses, subject only (no qualification) and those not elsewhere classified
53 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2
Student achievements
Load pass rate Load pass rate is the proportion of modules passed, i.e. the ratio of hours (or FYTEs) attributed to students who gained competencies/passed assessment in an assessable module or unit of competency to all students who were assessed and either passed, failed or withdrew.
Students aged 40 to 64 had a load pass rate of 85.6ÂperÂcent in 2012, a 3.8 percentage point improvement from 2008 (81.8ÂperÂcent).
In contrast, the load pass rate for students aged 15 to 20 was 80.2ÂperÂcent in 2012, up by 2.1 percentage points from 2008 (78.1ÂperÂcent).
Students aged 20 to 24 improved their load pass rate between 2008 and 2012 by 0.9 percentage points from 80.8ÂperÂcent to 81.7ÂperÂcent.
Figure 19 Load Pass Rates for total reported VET students by age group, 2008â2012
10
20
30
40
50
60
70
80
90
100
Age 25 to 39 Age 40 to 64 Age 20 to 24 Age 15 to 19
Percentage (%)
2008 2009 2010 2012 2011
77.9
78.2
79.5
80.2
80.8
81.2
80.3
81.7
81.7
80.7
80.3
81.9
83.9
83.6
81.8
82.8
83.8
85.6
85.6
78.1
Source data and explanatory notes: Table A.6
Load pass rates have improved across course levels from 2008â2012 by between 2.1 percentage points for training undertaken at Diploma and above course level and 2.6 percentage points for Certificate I or II or lower.
Students undertaking training at the Diploma and above course level had similar load pass rates (83.0ÂperÂcent) in 2012 to students undertaking training at the Certificate III or IV course level (84.8ÂperÂcent).
Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 54
A lower load pass rates is reported for students undertaking training at the Certificate I or II or lower course level at 75.8ÂperÂcent in 2012.
Figure 20 Load Pass Rates for total reported VET students by course level, 2008â2011
10
20
30
40
50
60
70
80
90
100
Certificate I or II or lower Other Certificate III or IV Diploma and above
Percentage (%)
2008 2009 2010 2012 2011
81.5
82.3
83.2
83.2
82.5
82.6
82.5
84.6
84.8
73.2
74.1
74.9
76.0
75.8
77.3
76.2
76.6
78.7
80.7
80.9
Source data and explanatory notes: Table A.6
55 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2
Recognition of Prior Learning Recognition of Prior Learning (RPL) is a major component of competency based vocational education. RPL is assessed on previous experience and learning prior to study that has not been formally assessed. It can lead to a full qualification in the VET sector.
The proportion of total reported VET students who have been awarded RPL for at least one enrolment has increased by 3.1 percentage points between 2008 and 2012 from 4.4ÂperÂcent to 7.5ÂperÂcent.
In 2012, 11.8ÂperÂcent of students aged 50 to 59 and 11.2ÂperÂcent of students aged 40 to 49 were awarded RPL for one or more enrolment. This contrasts to 3.0ÂperÂcent for students aged 15 to 19 and 6.2ÂperÂcent for students aged 20 to 24.
Roughly one in seven (13.6ÂperÂcent) of total reported students who undertook training at the Diploma course level received RPL for at least one enrolment. The proportion of RPL is smaller for training at the Certificate IV (12.4ÂperÂcent), Certificate III (8.1ÂperÂcent), Certificate II (2.7ÂperÂcent) and Certificate I (1.7ÂperÂcent) course levels.
Table 9 Proportion of total reported VET students with RPL by age groups and major course level, 2008â2012
 2008 2009 2010 2011 2012
By Age Group (%) Â Â Â Â Â
14 years and under 0.3 0.8 0.8 1.7 0.8
15 to 19 years 1.8 2.2 2.4 2.9 3.0
20 to 24 years 4.0 4.8 5.0 5.4 6.2
25 to 29 years 5.3 6.5 7.0 7.5 8.2
30 to 39 years 6.1 7.4 8.0 8.7 9.6
40 to 49 years 6.5 8.2 9.2 10.1 11.2
50 to 59 years 6.0 7.8 9.1 10.5 11.8
60 to 64 years 3.9 5.5 6.8 8.5 9.9
65 years and over 1.4 2.8 3.1 4.6 5.4
Not known 2.7 3.4 3.6 3.2 4.9
Total 4.4 5.5 6.1 6.8 7.5
By Major Course Level (%) Â Â Â Â Â
Graduate diploma 5.2 29.9 17.0 17.6 21.9
Graduate certificate 10.8 15.5 9.6 26.1 29.8
Bachelor degree (Honours) - - - - -
Bachelor degree (Pass) 3.0 5.7 2.1 5.8 5.8
Advanced diploma 9.4 11.6 13.4 14.7 16.3
Associate degree - 8.0 3.7 7.5 5.4
Diploma 11.5 11.9 13.4 13.1 13.6
Certificate IV 9.6 11.1 12.0 12.2 12.4
Certificate III 5.1 5.8 6.3 6.6 8.1
Certificate II 2.1 3.1 2.6 3.1 2.7
Certificate I 0.7 0.9 1.3 2.1 1.7
Source data and explanatory notes: NCVER, Vocational Education and Training Provider Collection, 2008â2012. Data can be found in table D.12 in Appendix D.
Note: Recognition of prior learning represents students who achieved an RPL - granted result in at least one enrolment in the collection year. For national reporting, RPL does not include any additional training at the unit of competency or module level.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 56
Qualifications Completed The number of qualifications completed by total reported VET students aged 15 to 64 increased from 2008 to 2011 by 48.5ÂperÂcent from 347,077 to 515,254 with the largest gain reported between 2010 and 2011 (22.2ÂperÂcent).
Students aged 40 to 64 achieved the largest gains in qualification completions between 2008 and 2011 at 62.2ÂperÂcent followed by students aged 25 to 39 at 54.1ÂperÂcent.
The number of qualification completions for students aged 15 to 19 and 20 to 24 between 2008 and 2011 increased by 38.0ÂperÂcent and 36.8ÂperÂcent respectively.
Figure 21 Number of qualifications completed by total reported VET students by age group, ages 15 to 64, 2008â2011
500,000
600,000
400,000
300,000
200,000
100,000
2009 2010 2011 2008
Qualifications Completed
Year
Age 15 to 19 Age 20 to 24 Age 25 to 39 Age 40 to 64
88,504
98,313
79,822
80,438 94,411 98,348
111,005
109,170
151,543
143,536
97,509
128,559
113,693
87,959
109,796
97,570
347,077
515,254
438,109
389,736
Source data and explanatory notes: Table A.8
Note: Data for qualifications completed in 2012 are not presented in this report because of lags in reporting qualification completions.
The number of qualifications completed that is presented in this figure relates to total reported VET students aged 15 to 64 years. The number of qualifications completed by total reported VET students in all age groups is presented in Figure 22.
The largest increase in number of qualifications completed between 2008 and 2011 was reported for training undertaken at Diploma and above course level by 74.8ÂperÂcent (from 48,968 to 85,574). Between 2010 and 2011 the number of completions at Diploma and above course level increased by 26.8ÂperÂcent (from 67,506 to 85,574).
57 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2
Completions at Certificate III or IV course level increased by 51.8ÂperÂcent between 2008 and 2011 from 205,839 to 312,536.
Qualifications completed at the Certificate I or II or lower course level increased by 27.6ÂperÂcent between 2008 and 2011 from 96,752 to 123,445.
Figure 22 Number of qualifications completed by total reported VET students by course level, 2008â2011
500,000
600,000
400,000
300,000
200,000
100,000
2009 2010 2011 2008
Qualifications Completed
Year
Diploma and above Certificate III or IV Certificate I or II or lower
48,968
205,839
96,752
85,574
312,536
123445
67,506
263,393
112,704
55,093
235,608
103,200
351,559
521,555
443,603
393,901
Source data and explanatory notes: Table A.8
Note: Data for qualifications completed in 2012 are not presented in this report because of lags in reporting qualification completions.
The number of qualifications completed that is presented in this figure relates to total reported VET students in all age groups.
The number of qualifications completed by total reported VET students aged 15 to 64 years is presented in Figure 21.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 58
Qualification equivalents Qualification Equivalents express skill outputs in terms of equivalent qualifications within each AQF level and Field of Education. Qualification Equivalents are based on the training activity associated with completions of modules and units of competency, divided by an agreed value of training activity representing a qualification. Please refer to Table A.25 for a list of these agreed values.
Figure 23 Number of Qualification Equivalents completed by total reported VET students by course level, by field of education, 2012
0 10 20 30 40 50 60 70 80
Field of education ('000)
Number of Qualification Equivalents ('000)
Diploma and above Certificate IV Certificate III Certificate I Certificate II
Natural and physical sciencesl
Information Technology
Engineering and related Technologies
Architecture and Building
Agriculture, Environmental and related studies
Health
Education
Management and Commerce
Society and Culture
Creative arts
Food, Hospitality and Personal Services
0.7 1.4 1.5
0.2 0.0
2.5 3.6 5.4
2.5 2.1
6.5 7.3
3.0 5.2
5.9
2.7
2.2 4.5
7.9
1.2
8.5
7.3 7.6
4.7
0.1
1.0
6.0
0.0 0.3
3.6
9.1
1.0
5.9 5.7 5.2
0.7
1.3
5.3
2.1
15.7
26.0
23.1
56.1
39.4
37.9
20.1
17.9
21.5
29.1
56.8
56.7
77.6
21.6
2.9
5.8
Source data and explanatory notes: Table A.9
59 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2
Qualification equivalents Qualification Equivalents express skill outputs in terms of equivalent qualifications within each AQF level and Field of Education. Qualification Equivalents are based on the training activity associated with completions of modules and units of competency, divided by an agreed value of training activity representing a qualification. Please refer to Table A.25 for a list of these agreed values.
Figure 23 Number of Qualification Equivalents completed by total reported VET students by course level, by field of education, 2012
0 10 20 30 40 50 60 70 80
Field of education ('000)
Number of Qualification Equivalents ('000)
Diploma and above Certificate IV Certificate III Certificate I Certificate II
Natural and physical sciencesl
Information Technology
Engineering and related Technologies
Architecture and Building
Agriculture, Environmental and related studies
Health
Education
Management and Commerce
Society and Culture
Creative arts
Food, Hospitality and Personal Services
0.7 1.4 1.5
0.2 0.0
2.5 3.6 5.4
2.5 2.1
6.5 7.3
3.0 5.2
5.9
2.7
2.2 4.5
7.9
1.2
8.5
7.3 7.6
4.7
0.1
1.0
6.0
0.0 0.3
3.6
9.1
1.0
5.9 5.7 5.2
0.7
1.3
5.3
2.1
15.7
26.0
23.1
56.1
39.4
37.9
20.1
17.9
21.5
29.1
56.8
56.7
77.6
21.6
2.9
5.8
Source data and explanatory notes: Table A.9
Qualification completion rates Estimated qualification completion rates provide an important performance measure for the VET sector. As not all students who enrol in a qualification complete it, measures of individual subject load pass rates are also a useful indicator.
A completion rate is the proportion of students who finish the qualification they started. Completion rates can be calculated by tracking a cohort of students from start to finish, and record how many go on to eventually finish their qualification. However, this could take many years, by which time the rates will be out of date. Instead, estimated qualification completion rates presented here are calculated by tracking a cohort for only one year and using a mathematical model to estimate how many students will go on to complete their qualification. This mathematical model requires looking a year ahead and, therefore, the most recent data available for reporting is for students commencing in 2009.
A subject load pass rate is the ratio of hours studied by students who passed their subjects to the total hours committed to by all students who passed, failed or withdrew from the corresponding subjects.
For qualifications commencing in 2011 Estimated completion rates for qualifications undertaken at the Diploma and above course level were the highest at 43.6ÂperÂcent; followed by Certificate IV (41.6ÂperÂcent); Certificate III (40.9ÂperÂcent); Certificate II (26.6ÂperÂcent); and Certificate I (18.1ÂperÂcent).
In contrast, estimated qualification completion rates for full-time students aged 25 years and under with no post-school qualification were at 56.2ÂperÂcent for training at the Certificate III course level; followed by Certificate IV (44.5ÂperÂcent); Diploma and above (41.4ÂperÂcent); Certificate II (37.8ÂperÂcent); and Certificate I (21.3ÂperÂcent).
Subject load pass rates are higher than qualification completion rates ranging between 66.0ÂperÂcent for Certificate I to 85.5ÂperÂcent for Certificate III course levels.
From 2008 to 2011 Highest gains in estimated qualification completion rates were reported for training at Diploma and above at 9.9 percentage points for total reported VET students and at Certificate III at 9.4 percentage points for full-time students aged 25 years and under with no post-school qualification.
Notable gains (9.1 percentage points) in estimated completion rates of qualifications for full-time students aged 25 years and under with no post-school qualification were also recorded for training at the Certificate IV course level, which reached 44.5ÂperÂcent.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 60
Table 10 Estimated completion rates for qualifications in VET, by course level, 2008â2011
 Estimated qualification completion rate (%) Subject load pass rate (%)
 2008 2009 2010 2011 2008 2009 2010 2011
Total reported VET students
By Course Level11 (%) Â Â Â Â Â Â Â Â
Diploma and above 33.6 38.0 42.8 43.6 80.9 81.5 82.3 83.2
Certificate IV 35.2 39.0 41.4 41.6 78.5 79.4 80.2 82.9
Certificate III 34.1 37.8 39.1 40.9 84.3 84.3 83.8 85.5
Certificate II 21.4 22.1 24.3 26.6 76.2 76.9 77.5 79.2
Certificate I 18.9 21.2 17.7 18.1 64.5 66.0 65.1 66.0
Full-time students aged 25 years and under with no post-school qualification  Â
By Course Level11 (%) Â Â Â Â Â Â Â Â
Diploma and above 35.7 41.5 44.2 41.4 79.4 78.8 78.1 78.8
Certificate IV 35.5 43.8 43.7 44.5 75.0 76.1 75.2 79.3
Certificate III 46.8 50.9 55.0 56.2 79.6 79.9 80.1 82.8
Certificate II 33.0 37.9 40.2 37.8 71.3 72.8 73.1 73.8
Certificate I 30.9 34.8 27.4 21.3 69.0 68.1 62.6 61.0
Source data and explanatory notes: Australian vocational education and training statistics: The Likelihood of completing a VET qualification 2005â2008, NCVER, Australian vocational education and training statistics: Student Intentions 2011, NCVER, Data can be found in tables D.15 and D.16 in Appendix D.
Apprentices and trainees Apprentices and trainees are a critical part of the vocational education and training sector. From 1ÂJulyÂ2012 the Australian Government discontinued the $1,500 standard employer commencement incentive payment and increased the standard completion incentive by $500 to $3,000 for existing worker apprentices and trainees in non-National Skills Needs List occupations. The substantial decrease in commencements in the September andÂDecember quarters 2012 and the increase in completions in the December quarter 2012 respectively, need to be seen in the context of this policy change.
61 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2
Figure 24 Apprentice and trainee commencements, completions and cancellations/withdrawals, seasonally adjusted and smoothed, by quarter, 2003â2012
March 2003 March 2004 March 2005 March 2006 March 2007 March 2008 March 2009 March 2010 March 2011 March 2012
Dec 2012 67.5
Mar 2012 94.1
10
20
30
40
50
60
70
80
90
100
June 2012 66.3
Number (â000)
Completions Commencements Cancellations/withdrawals
Figure 25 Trade and non-trade commencements, seasonally adjusted and smoothed, by quarter, 2003â2012
March 2003 March 2004 March 2005 March 2006 March 2007 March 2008 March 2009 March 2010 March 2011 March 2012
Dec 2012 43.3
Mar 2012 71.1
10
20
30
40
50
60
70
80
Number (â000)
Trade commencements Non-trade commencements
Source data and explanatory notes: NCVER, Apprentice and Trainee Collection, 2003â2013, June 2012 estimates. Data can be found in tables D.13 and D.14 in Appendix D.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 62
Student outcomes This section presents information about the outcomes of students who completed their vocational education and training from 2007 to 2011. The figures are derived from the Student Outcomes Survey, which is an annual survey that covers students who have an Australian address as their usual address and are awarded a qualification (graduates), or who successfully complete part of a course and then leave the VET system (module completers).
Information is presented on employment and further study outcomes and satisfaction with training. The Student Outcomes Survey covers training outcomes for students who:
â completed government-funded or fee-for service training at Technical and Further Education
(TAFE) institutes or other government providers such as polytechnic, Skills Institute, university and agricultural colleges
â completed government-funded training with private or community education providers
â completed fee-for-service training with some community education providers
Sampling variability The Student Outcomes Survey was undertaken as a stratified, randomly selected sample, with survey responses weighted to population benchmarks. As the estimates from the Student Outcomes Survey are based on information provided by a sample rather than a population, they are subject to sampling variability; that is they may differ from the numbers that would have been produced if all graduates or module completers had been included and responded to the survey. By convention, a 95ÂperÂcent confidence interval is applied in judging the reliability of survey estimates. This means that, if the survey were repeated, there is a 95ÂperÂcent chance that the new results obtained would be within a width of plus or minus two standard errors. Within the figures in this section, 95ÂperÂcent confidence interval widths are presented as error bars on the charts. For example, in Figure 26, the proportion of graduates aged 15 to 19 who improved their employment circ*mstances after training in 2012 is estimated to be 55.9ÂperÂcent with error bars at 53.1ÂperÂcent and 58.7ÂperÂcent reflecting a 95ÂperÂcent confidence interval of ± 2.8 percentage points.
In addition, 95ÂperÂcent confidence intervals can be calculated for the difference between two independent proportions by using the following formula:
* ± + 2 2 1 2 1 2 Ë Ë ( ) 2 ( ) ( ) p p SE SE
where pË1 and pË2 are the estimated proportions and SE1 and SE2 are the standard errors for the respective proportions.
SE = 1/2 of the 95ÂperÂcent confidence interval for the respective proportion.
If the interval contains zero, then there is insufficient evidence at the 5ÂperÂcent significance level to reject the null hypothesis. Thus, there is no statistical difference between the two proportions. If the interval does not contain zero, the difference between the two proportions can be said to be significantly different at the 5ÂperÂcent level. For example, the 95ÂperÂcent confidence interval in figure 26 for the difference of proportions between graduates who improved their employment
63 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2
circ*mstances in 2012 aged 15 to 19 years and those aged 20 to 24 years evaluates to a confidence interval from -16.0 to -8.8. The confidence interval does not contain zero so the two proportions are significantly different at the 5ÂperÂcent level.
Employment and/or further study after training More graduates than module completers reported an improvement of their employment circ*mstances after training.
The proportion of students who reported improved employment circ*mstances declined between 2008 and 2012 for several age groups. The largest drop was reported for graduates aged 15 to 19 at 8.4 percentage points from 64.3ÂperÂcent to 55.9ÂperÂcent noting that the observation is subject to sampling variability.
The lowest proportion of students reporting an improvement in employment circ*mstances in 2012 was for module completers aged 15 to 19 (40.6ÂperÂcent) noting that the observation is subject to sampling variability.
Figure 26 Proportion of total reported VET graduates and module completers who improved their employment circ*mstances after training by age group, 2008â2012
10
20
30
40
50
60
70
80
90
100
Graduates Module Graduates Module Module Graduates Graduates Module Completers Completers Completers Completers Age 25 to 39 Age 40+ Age 20 to 24 Age 15 to 19
Percentage (%)
2008 2009 2010 2012 2011
58.7 56.5 57.4 55.9
64.3
40.6 44.1
37.6 40.6
43.6
71.0 69.1 70.7 68.3
75.5
51.5 53.9 55.1 52.1
58.2
64.4 61.8 64.1 61.5
68.2
52.4 49.4 53.6 53.9
54.1
59.9 57.0 60.3 61.7
61.8
46.7 46.5 48.6 47.7
48.0
Source data and explanatory notes: Table A.13
Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 64
In 2012, the net change in employment from before to after training was positive for total reported VET graduates for all age groups, noting that this change is subject to sampling variability.
The highest net change in employment was for graduates aged 15 to 19 (11.7 percentage points), followed by module completers in the same age group (7.9 percentage points), noting that this change is subject to sampling variability.
Figure 27 Proportion of total reported VET graduates and module completers who were employed before and after training by age group, 2012
10
20
30
40
50
60
70
80
90
100
Graduates Module Graduates Module Module Graduates Graduates Module Completers Completers Completers Completers Age 25 to 39 Age 40+ Age 20 to 24 Age 15 to 19
Percentage (%)
Employment before training Employment after training
56.0
67.7
48.2
56.1
70.7
79.6
65.7
71.2
72.6
78.8
78.9
81.4
77.1
80.5
73.9
74.5
Source data and explanatory notes: Table A.13
65 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2
Satisfaction with VET From 2008â2012, proportions of total reported VET graduates who achieved their main reason for training slightly decreased for all groups, except module completers aged 15 to 19, noting that these changes are subject to sampling variability.
The largest decrease was for graduates aged 20 to 24 of 5.3 percentage points from 90.6ÂperÂcent in 2008 to 85.3ÂperÂcent in 2012, noting that these changes are subject to sampling variability.
Figure 28 Proportion of total reported VET graduates and module completers who achieved their main reason for training by age group, 2008â2012
10
20
30
40
50
60
70
80
90
100
Graduates Module Graduates Module Module Graduates Graduates Module Completers Completers Completers Completers Age 25 to 39 Age 40+ Age 20 to 24 Age 15 to 19
Percentage (%)
2008 2009 2010 2012 2011
75.8 78.2 75.8 76.4
75.7
86.6 85.3 85.8 86.0
86.6
88.5 87.8 88.5 85.3
90.6
81.8 80.8 80.4 79.4
83.4
85.4 83.5 84.4 83.7
86.6
85.0 81.7 83.6 83.2
84.8
83.7 82.8 83.4 84.8
86.5
86.4 84.8 85.3 84.7
86.0
Source data and explanatory notes: Table A.13
Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 66
From 2008â2012, proportions of total reported VET graduates aged 15 to 24 years and aged 40 and over who were satisfied with the overall quality of their training increased. In contrast, there was a small decrease for those aged 25 to 39, noting that these changes are subject to sampling variability
Figure 29 Proportion of total reported VET graduates and module completers who were satisfied with the overall quality of training by age group, 2008â2012
10
20
30
40
50
60
70
80
90
100
Graduates Module Graduates Module Module Graduates Graduates Module Completers Completers Completers Completers Age 25 to 39 Age 40+ Age 20 to 24 Age 15 to 19
Percentage (%)
2008 2009 2010 2012 2011
90.0 89.7 90.6 91.7
92.4
84.7 84.7 84.2 83.4
84.9
87.7 88.4 87.5 89.2
89.2
83.3 83.8 83.1 83.9 81.8
88.4 88.1 87.3 88.0 87.2
87.3 86.8 86.6 86.1 85.7
86.5 88.3 88.5 87.8
88.9
88.3 87.4 87.7 85.7
86.5
Source data and explanatory notes: Table A.13
67 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2
Young people in VET Almost half a million (488,100) of total reported VET students aged 15 to 19 participated in vocational education and training in 2012, which is one in three (33.5ÂperÂcent) of Australian residents aged 15 to 19 and one in four (25.7ÂperÂcent) of total reported VET students.
The number of students aged 15 to 19 increased between 2008 and 2012 by 10.0ÂperÂcent, compared to 18.2ÂperÂcent for students aged 20 to 64.
The number of FYTEs completed by students aged 15 to 19 increased from 170,200 to 199,300 between 2008 and 2012 (17.1ÂperÂcent). This compares to an increase of 45.6ÂperÂcent of FYTEs completed by students aged 20 to 64.
The load pass rate for students aged 15 to 19 increased from 78.1ÂperÂcent in 2008 to 80.2ÂperÂcent in 2012. It is the lowest load pass rate compared to students in other age groups whose pass rates range between 81.7ÂperÂcent and 85.6ÂperÂcent.
The increase of 38.0ÂperÂcent in the number of qualifications completed by students aged 15 to 19 between 2008 and 2012 was exceeded by their older counterparts aged 20 to 64 whose number of completions went up by 51.6ÂperÂcent in that same period.
Table 11 Students aged 15 to 19 years, key participation and achievement indicators, 2008â2012
2008 2009 2010 2011 2012
Total VET students of all age groups (â000) 1,699.7 1,706.7 1,799.0 1,881.9 1,943.2
VET students aged 15 to 19
Number of students (â000) 443.8 447.4 462.0 478.2 488.1
Participation rate (%) 30.7 30.6 31.6 32.9 33.5
Proportion of students (%) 27.1 27.1 26.4 26.1 25.7
Number of government funded students (â000) 385.5 388.9 402.9 424.0 433.3
Proportion of Full-Year Training Equivalents (%) 30.4 29.4 27.9 27.0 26.0
Number of Full-Year Training Equivalents (â000) 170.2 176.6 180.6 189.6 199.3
Load Pass Rates (%) 78.1 77.9 78.2 79.5 80.2
Number of qualifications completed (â000) 80.4 94.4 98.3 111.0 -
In 2012, over 90ÂperÂcent (92.4ÂperÂcent) of students aged 15 to 19 reported to have been satisfied with the quality of training, an increase of 2.4 percentage points from 90.0ÂperÂcent since 2008, noting that this change is subject to sampling variability.
Students aged 15 to 19 reporting improved employment circ*mstances decreased by 8.4 percentage points between 2012 (55.9ÂperÂcent) and 2008 (64.3ÂperÂcent).
Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 68
Figure 30 Employment and further study outcomes after completing VET, Graduates aged 15 to 19 years, 2008â2012
Employed after training26 (%)
Achieved main reason for undertaking training 31 (%)
Improvement in employment circ*mstance after training 28 (%)
Satisfied with overall quality of training 32 (%)
Employed or in further study after training 26,29 (%)
20
40
60
80
Percentage (%)
2008 2009 2010 2012 2011
73.6
71.4
70.5
84.7
76.4
58.7
56.5
57.4
55.9
64.3
87.9
87.2
85.7
85.0
89.5
86.6
85.3
85.8
86.0
86.8
89.7
90.6
91.7
92.4
90.0
Source data and explanatory notes: NCVER, Vocational Education and Training Provider Collection, 2007â2011 (tables A.2, A.3, A.4, A.6, A.8 and A.13 in Appendix A); ABS, Australian Demographic Statistics, cat. no. 3101.0.
Employer engagement and satisfaction with VET This section explores the proportion of Australian employers who are engaged in and are satisfied that vocational education and training meets the skills needs of their workforce.
Data for this measure are collected via the biennial Survey of Employer Use and Views of the VET System, which collects information on the various ways employers meet their skill needs. This may include hiring staff with vocational qualifications, employing apprentices and trainees, or providing staff with nationally recognised and unaccredited training. The survey was first conducted in 2005.
The survey focuses on employersâ engagement with the VET system. It requests information on the various ways employers meet their skill needs and inquires about employers satisfaction with VET. The survey is based on employersâ experiences with VET in the 12 months preceding their interview.
In this report, employers are distinguished by their size. Small employers include employers with fewer than 10 employees; medium employers employ between 10 and 99 employees; and large employers have 100 or more employees.
69 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2
Sampling variability The Survey of Employer Use and Views of the VET System was undertaken as a stratified, randomly selected sample, with survey responses weighted to population benchmarks. As the estimates from the Survey of Employer Use and Views of the VET System are based on information provided by a sample rather than a population, they are subject to sampling variability; that is, they may differ from the estimates that would have been produced if all employers had been included and responded to the survey. By convention, a 95ÂperÂcent confidence interval is applied in judging the reliability of survey estimates. This means that, if the survey were repeated, there is a 95ÂperÂcent chance that the new results obtained would be within a width of plus or minus two standard errors. Within the figures in this section, 95ÂperÂcent confidence interval widths are presented as error bars on the charts. For example, in Figure 33, employer engagement with apprenticeships and traineeships in 2011 has an estimate of 29.0ÂperÂcent with error bars at 27.5ÂperÂcent and 30.5ÂperÂcent, reflecting a 95ÂperÂcent confidence interval of ± 1.5 percentage points.
In addition, 95ÂperÂcent confidence intervals can be calculated for the difference between two independent proportions by using the following formula:
* ± + 2 2 1 2 1 2 Ë Ë ( ) 2 ( ) ( ) p p SE SE
where pË1 and pË2 are the estimated proportions and SE1 and SE2 are the standard errors for the respective proportions.
SE = 1/2 of the 95ÂperÂcent confidence interval for the respective proportion.
If the interval contains zero, then there is insufficient evidence at the 5ÂperÂcent significance level to reject the null hypothesis. Thus, there is no statistical difference between the two proportions. If the interval does not contain zero, the difference between the two proportions can be said to be significantly different at the 5ÂperÂcent level. For example, the 95ÂperÂcent confidence interval in Figure 33 for the difference of proportions between employers engaged with VET through formal vocational education and through apprenticeships/traineeships in 2011 evaluates to a confidence interval from 3.3 to 7.7. The confidence interval does not contain zero so the two proportions are significantly different at the 5ÂperÂcent level.
Employer engagement Employers were asked:
â whether, in the past 12 months, they had at least one apprentice/trainee, provided their
staff with other nationally recognised training, or had jobs that required formal vocational qualifications.
In 2011 compared to 2007, engagement with apprenticeships and traineeships and other nationally recognised training decreased marginally, noting that this change is subject to sampling variability.
The proportion of employers that had staff with formal vocational qualifications as a job requirement increased slightly, noting that this change is subject to sampling variability.
Engagement with other nationally recognised training fell since 2009 (4.4 percentage points).
Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 70
Figure 31 Proportion of employers who engage with the VET system by type of engagement with training, 2007, 2009, and 2011
Formal vocational qualification Other nationally recognised training Apprenticeships/traineeships
5
10
15
20
25
30
35
40
Percentage (%)
2007 2009 2011
30.6
29.0
29.1
26.1
21.7
22.1
34.2
34.5
33.3
Source data and explanatory notes: Tables A.15, A.16
In 2011 compared to 2009, proportions of large and medium employers who engaged with the VET system declined across all types of engagement. In particular, there were large decreases in proportions of large employers engaged with apprenticeships and traineeships and other nationally recognised training, 5.0Âpercentage points and 11.1 percentage points respectively, noting that these changes are subject to sampling variability.
From 2007 to 2011, there was a substantial decrease in the proportion of medium employers who engaged with apprenticeships and traineeships (8.3 percentage points), noting that this change is subject to sampling variability.
In contrast, in 2011 compared to 2007, proportions of small employers who engaged with the VET system rose across all types of engagement.
71 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2
Figure 32 Proportion of employers who engage in the VET system by type of engagement with training, by employer size, 2007, 2009 and 2011
Apprenticeships/ traineeships
Other nationally recognised training
Formal vocational qualification
Apprenticeships/ traineeships
Other nationally recognised training
Formal vocational qualification
Apprenticeships/ traineeships
Other nationally recognised training
Formal vocational qualification
Small employers (1 to 9 employees) Medium employers (10 - 99 employees) Large employers (100 or more employees)
2007 2009 2011
10
20
30
40
50
60
70
80
90
100
Percentage (%)
22.2
25.6
25.6
15.9
19.6
16.0
26.6
27.2
29.7
47.1
41.1
38.8
36.4
39.7
39.3
49.4
50.4
49.3
62.2
68.3
63.3
64.2
78.4
67.3
76.8
77.0
74.3
Source data and explanatory notes: Tables A.15, A.16
In 2011, Construction had the highest proportion of employers with apprenticeships and traineeships (61.7ÂperÂcent), noting that this percentage is subject to sampling variability.
Mining had the largest proportion of employers (46.8ÂperÂcent) that engaged in other nationally recognised training, noting that this percentage is subject to sampling variability.
Other Services followed by Education and Training (58.1ÂperÂcent and 53.4ÂperÂcent respectively) had the largest proportions of employers with formal vocational qualification as a job requirement, noting that these percentages are subject to sampling variability.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 72
Figure 33 Proportion of employers who engage with the VET system by industry type, 2011
0 10 20 30 40 50 60 70 80
Industry
Percentage (%)
Apprenticeships/traineeshops Other nationally recognised training
Formal vocational qualifications
Agriculture, Forestry and Fishing
Mining
Manufacturing
"Electricity, Gas, Water and Waste Services"
Construction
Wholesale Trade
Retail Trade
Accommodation and Food Services
Transport, Postal and Warehousing
Information Media and Telecommunications
Financial and Insurance Services
Rental, Hiring and Real Estate Services
Professional, Scientific and Technical Services
Administrative and Support Services
Public Administration and Safety
Education and Training
Health Care an Social Assistance
Arts and Recreation Services
Other Services
13.2 14.0 13.3
29.3
46.8 46.0
36.7
19.1
40.3
39.5
36.4
33.2
61.7
22.5
51.9
10.1
15.7 19.8
25.2
15.6 19.5
21.5 19.9 25.6
8.5
14.5 13.3
12.4 11.1
21.8
14.0
40.2
35.3
20.3 24.6
40.0
15.7 16.6
31.8
18.0 20.0 22.1
24.7
43.6 49.3
27.9
39.9
53.4
22.4
33.7 39.4
16.8
29.6 29.1
51.0
22.9
58.1
* The estimate has a relative standard error greater than 25ÂperÂcent and therefore should be used with caution.
Source data and explanatory notes: Tables A.15, A.16
73 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2
Employer satisfaction The survey asked those employers who engaged in an aspect of vocational education and training:
â whether they felt very satisfied, satisfied, neither satisfied nor dissatisfied, dissatisfied, or very
dissatisfied with the aspect of the VET system they engaged in as a way of meeting their skill needs.
In 2011 compared to 2007, employer satisfaction with VET as a way of meeting their skill needs increased for employers who engaged with other nationally recognised training (8.0 percentage points) and those that had staff with formal vocational qualifications as a job requirement (4.0 percentage points), noting that these changes are subject to sampling variability.
Figure 34 Proportion of employers engagement with an aspect of VET who were satisfied with VET as a way of meeting their skill needs, by type of engagement with training, 2007, 2009 and 2011
Formal vocational qualification Other nationally recognised training Apprenticeships/traineeships
2007 2009 2011
10
20
30
40
50
60
70
80
90
100
Percentage (%)
83.2
82.7
83.3
85.8
88.5
80.5
83.4
84.8
80.8
Source data and explanatory notes: Tables A.17, A.18
Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 74
In 2011 compared to 2007, satisfaction for employers of all sizes that had staff with formal vocational qualifications as a job requirement and those who engaged with other nationally recognised training increased, noting that these changes are subject to sampling variability.
The highest increases were for large employers who had staff with formal vocational qualifications as a job requirement (10.0 percentage points) and large and small employers who engaged with other nationally recognised training (10.0 and 9.9 percentage points respectively), noting that these changes are subject to sampling variability.
Figure 35 Proportion of employers engaged with an aspect of VET who were satisfied with VET as a way of meeting their skill needs, by type of engagement with training, by employer size, 2007, 2009 and 2011
Apprenticeships/ traineeships
Other nationally recognised training
Formal vocational qualification
Apprenticeships/ traineeships
Other nationally recognised training
Formal vocational qualification
Apprenticeships/ traineeships
Other nationally recognised training
Formal vocational qualification
Small employers (1 to 9 employees) Medium employers (10 - 99 employees) Large employers (100 or more employees)
2007 2009 2011
10
20
30
40
50
60
70
80
90
100
Percentage (%)
84.8
82.3
80.5
75.8
84.2
85.7
81.5
82.6
84.2
80.6
83.7
86.9
86.2
88.4
92.4
79.8
85.0
85.4
86.8
89.5
91.0
82.0
85.2
92.0
80.2
81.6
90.2
Source data and explanatory notes: Tables A.17, A.1
75 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2
Satisfaction with aspects of the vocational education and training system in the last 12 months varied considerably across industry types.
Figure 36 Proportion of employers engaged with an aspect of VET who were satisfied with VET as a way of meeting their skills needs, by industry type, 2011
0 10 20 30 40 50 60 70 80 90 100
Industry
Percentage (%)
Apprenticeships/traineeshops Other nationally recognised training
Formal vocational qualifications
Agriculture, Forestry and Fishing
Mining
Manufacturing
"Electricity, Gas, Water and Waste Services"
Construction
Wholesale Trade
Retail Trade
Accommodation and Food Services
Transport, Postal and Warehousing
Information Media and Telecommunications
Financial and Insurance Services
Rental, Hiring and Real Estate Services
Professional, Scientific and Technical Services
Administrative and Support Services
Public Administration and Safety
Education and Training
Health Care an Social Assistance
Arts and Recreation Services
Other Services
70.2
86.4
79.7
96.5
90.0 92.2
73.7
82.2
80.4
82.1 97.3 93.7
83.7 89.0
82.5
86.4 89.4
85.2
77.8
94.9
85.3
80.8 94.7
83.3
94.0
84.9 81.4
69.6 76.6 78.8
84.0 87.1 85.9
88.3 96.0
87.9
83.1 81.4 85.9
89.0 91.5
85.0
87.2 89.3 84.8
83.7 88.9 91.4
87.6
84.4 87.1
91.0 96.0
87.8
81.0 89.0
83.0
Source data and explanatory notes: Tables A.17, A.18
Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 76
In 2011, relatively high proportions of employers who were dissatisfied with all aspects of vocational education and training that they had engaged in were present in Agriculture, Forestry and Fishing (12.4ÂperÂcent), Arts and Recreation Services (7.0ÂperÂcent) and Manufacturing (6.8ÂperÂcent), noting that these percentages are subject to sampling variability.
Figure 37 Satisfaction level of employers with all aspects of VET that they were engaged in, by industry type, 2011
0 10 20 30 40 50 60 70 80 90 100
Industry
Percentage (%)
Satisfied with all aspects of VET used Neither fully satisfied or dissatisfied (mixture)
Dissatisfied with all aspects of VET used
Agriculture, Forestry and Fishing
Mining
Manufacturing
"Electricity, Gas, Water and Waste Services"
Construction
Wholesale Trade
Retail Trade
Accommodation and Food Services
Transport, Postal and Warehousing
Information Media and Telecommunications
Financial and Insurance Services
Rental, Hiring and Real Estate Services
Professional, Scientific and Technical Services
Administrative and Support Services
Public Administration and Safety
Education and Training
Health Care an Social Assistance
Arts and Recreation Services
Other Services
71.8
85.4
68.3
81.6
79.1
78.6
76.6
66.0
80.5
82.8
76.8
83.2
76.0
85.1
75.5
89.2
76.1
17.2
6.7
7.0
3.7
1.6
23.0
5.0 10.1
16.8
16.5
6.6
16.6
14.9
2.3
15.3
32.5
23.0
19.2
2.1
5.1
20.8
3.4
15.0
13.4
6.8
24.9
10.1
12.4 15.8
15.8
77.9
85.5
* The estimate has a relative standard error greater than 25ÂperÂcent and therefore should be used with caution.
** Estimate is based on an unweighted count of less than 5.
Source data and explanatory notes: Tables A.19, A.20
77 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2
VET system efficiency This section presents data on the efficiency of the vocational education and training system with respect to:
â expenditure per adjusted Full-Year Training Equivalent
â cost of capital per adjusted Full-Year Training Equivalent
Total government expenditure is defined in this section as being equivalent to the recurrent funds provided by the Commonwealth, state and territory governments including funding from Commonwealth administered programs.
Information on total expenditure is defined as the total expenses from all funding sources, government and non-government, as reported by states and territories in the annual national Finance collection.
Expenditure per adjusted FYTE and cost of capital per adjusted FYTE are weighted using a course mix weight. This takes into account the variation among states and territories in the relative mix of high- and low-cost programs supporting comparability of costs among jurisdictions.
Please note the endnotes which provide detailed information on any definitions, caveats and technical issues associated with the data.
Some of the data presented in this section was previously published in the Australian VET statistics publication Financial information. For more information, please refer to the NCVER website.
In 2012, the total expenditure per FYTEs was $10,422 nationally. Expenditure per FYTEs ranged from $9,005 in Victoria to $23,826 in the Northern Territory.
National expenditure per FYTEs decreased from $10,937 to $10,422 between 2012 and 2011.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 78
Figure 38 Total expenditure per adjusted Full-Year Training Equivalent by state/territory ($/FYTE, 2011 prices), 2011â2012
10,000
15,000
20,000
25,000
30,000
5,000
New South Wales Victoria Queensland South Australia
Western Australia Tasmania Northern Territory
Australian Capital Territory
Australia
2011 2012
State Territory
$ per FYTE
10,799
10,171
9,806
9,005
11,632
11,814
11,718
10,863
12,125
12,419
11,122
11,365
21,613
23,826
14,246
16,216
10,937
10,422
Source data and explanatory notes: Table A.21
Nationally, the cost of capital per FYTEs in 2012 was $1,215.
In 2012, the cost of capital per FYTEs ranged from $788 in Victoria to $2,186 in the Northern Territory.
79 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2
Figure 39 Cost of capital per adjusted Full-Year Equivalent by state/ territory, 2012
Australia
Australian Capital Territory
Northern Territory
Tasmania
Western Australia
South Australia
Queensland
Victoria
New South Wales
State/Terrotory
0 500 1,000 1,500 2,000 2,500
$ per FYTE
1,215
1,721
2,186
1,601
1,329
1,354
788
1,603
1,308
Source data and explanatory notes: Table A.22
Disadvantage in VET This section considers participation, achievement and outcomes for six specific groups: Indigenous students, students with a disability, students with a language background other than English, students that are from the most socio-economically disadvantaged areas as measured by Socio-Economic Indexes for Areas â Index of Relative Socio-economic Disadvantage (SEIFA (2011), students that are from the most geographically isolated areas as measured by the Accessibility/ Remoteness Index of Australia (ARIA), and students with a prior educational attainment level of less than year 12 (includes students with less than YearÂ12 or Certificate III educational attainment).
The purpose of this section is to illustrate relationships across various aspects of disadvantage. The inclusion of six student groups across the three aspects of participation, achievement and outcomes produces a significant quantity of data which can be found in tables in Appendix B. For further contextual information regarding policy focus and specific programs which may impact these groups, please refer to Section 1.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 80
Data regarding socio-economic status, prior educational attainment and geographical regions has been reported in full to highlight trends for students who are from the most socio-economically disadvantaged areas, are from remote and very remote areas and who have an educational attainment of less than year 12. Figures have been included based on their ability to depict trends within participation, achievement and outcomes as well as within the student groups and across the years. Key statements accompany each of the groups of Figures. These highlight key aspects and describe important trends for all VET students and within the six student groups.
Reporting socio-economic disadvantage Socio-economically disadvantaged areas are measured by SEIFA. The Australian Bureau of Statistics released a new version, SEIFA (2011, in March 2013. These indexes apply for 2011 and 2012 activity. The previous version of SEIFA (2006) applies to previous yearsâ data. For further information on SEIFA see ABS catalogue 2033.0.55.001.
Changes to the underlying geographical classification also occurred in 2011. The Australian Statistical Geography Standard (ASGS) is the Australian Bureau of Statisticsâ new geographical framework, replacing the Australian Standard Geographical Classification (ASGC). For further information on the changes to the geographical classification is available on the ABS website.
The derivation of SEIFA (IRDS) quintiles in this report is based on mapping the smallest geographical areas available to SEIFA:
â For 2008â2010 training activity data; and 2008â2011 student outcomes survey data,
Statistical Local Area (SLA) is mapped to SEIFA 2006.
â For 2011â2012 training activity; and 2012 student outcomes survey data (2011 graduates),
Statistical Area 2 (SA2) is mapped to SEIFA 2011.
Based on this methodology there is a large shift between the number of VET students in 2010 and 2011 by SEIFA quintiles. This shift is predominantly due to underlying residential population changes when mapping from SLA to SEIFA, or SA2 to SEIFA (see Table 14). This represents a break in time series. Consequently, any figures in this report showing time series only present on 2011â2012 training activity, or 2012 student outcomes.
81 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2
Table 12 The number of VET students and Estimated Residential Population of 15â64 years olds by SEIFA quintile, 2008â2012
SEIFA Index of Relative Socio-economic Disadvantage 2008 2009 2010 2011 2012
SLA to SEIFA 2006 SA2 to SEIFA 2011
VET Students (â000)
Quintile 1 (Most disadvantaged) 257.5 252.5 265.7 430.3 448.2
Quintile 2 402.9 402.9 425.3 416.1 436.1
Quintile 3 355.5 352.8 371.7 361.1 378.6
Quintile 4 348.1 347.7 369.4 335.8 357.3
Quintile 5 (Least disadvantaged) 254.8 254.7 266.2 256.4 265.4
Not known 81.0 96.1 100.8 82.2 57.7
Total 1,699.7 1,706.7 1,799.0 1,881.9 1,943.2
Estimated Residential Population 15â64 year olds (â000)
Quintile 1 (Most disadvantaged) 1,841.6 1,872.7 1,893.6 2,776.4 *
Quintile 2 3,015.0 3,061.7 3,090.1 2,916.7 *
Quintile 3 2,959.8 3,023.1 3,064.5 3,025.0 *
Quintile 4 3,414.5 3,494.4 3,549.7 3,159.5 *
Quintile 5 (Least disadvantaged) 3,220.7 3,270.6 3,298.0 3,153.8 *
Not known 4.6 4.9 5.1 3.6 *
Total 14,456.2 14,727.4 14,901.0 15,034.9
Participation rates (%)
Quintile 1 (Most disadvantaged) 14.0 13.5 14.0 15.5 -
Quintile 2 13.4 13.2 13.8 14.3 -
Quintile 3 12.0 11.7 12.1 11.9 -
Quintile 4 10.2 9.9 10.4 10.6 -
Quintile 5 (Least disadvantaged) 7.9 7.8 8.1 8.1 -
Not known - - - - -
Total 11.8 11.6 12.1 12.5
* Age breakdowns for Estimated Residential Population for 2012 are not available from the ABS until 30 August 2013.
Student participation
Students in disadvantaged groups as a proportion of total reported VET students From 2008â2012, proportions of students in all disadvantaged groups as a proportion of total reported VET students increased, with the exception of students with an educational qualification of less than year 12 (no change between 2008 and 2012) and students from remote and very remote areas (decrease from 4.6ÂperÂcent in 2008 to 3.5ÂperÂcent in 2012) (Figure 40).
In 2012, students with an educational qualification of less than year 12 recorded the highest proportion of participation in VET as a proportion of total reported VET students, with 37.8ÂperÂcent undertaking VET. This was followed by students from SEIFA quintile 1 (23.1ÂperÂcent), however it should be noted that the proportion for students from this group increased considerably following the application of the new SEIFA IRSD 2011 classification from 2011 onwards (Figure 40). Students
Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 82
speaking a language other than English recorded the next highest proportion, with this group representing 15.8ÂperÂcent of total reported VET students in 2012, an increase of 1.2 percentage points from 14.6ÂperÂcent in 2008 (Figure 40).
Total reported VET students and students in disadvantaged groups by course level In 2012, 65.2ÂperÂcent of total reported VET students undertook training at Certificate III or above course levels. Across all disadvantaged student groups, students who speak a language other than English at home had the largest proportion of students at this course level (63.0ÂperÂcent). This group of students also recorded the largest proportion of students undertaking training at the level of Diploma and above (16.6ÂperÂcent) and it should be noted that this proportion is greater than that recorded for total reported VET students (13.8ÂperÂcent) (Figure 41).
Students from SEIFA quintile 1 recorded the next highest proportion of students undertaking training at the level of Certificate III or IV and above (58.3ÂperÂcent), and were followed by students with a highest prior education level of less than year 12 (53.8ÂperÂcent), students from remote and very remote areas (53.5ÂperÂcent) and students with a disability (53.0ÂperÂcent) (Figure 41).
Indigenous students were least likely to undertake training at Certificate III or above course levels (45.1ÂperÂcent). Conversely, 41.8ÂperÂcent of Indigenous students were studying in Certificate I, II or lower courses as compared to 20.7ÂperÂcent for total reported VET students (Figure 41).
Despite recording the lowest proportion of students undertaking Certificate III and IV or higher courses, the proportion of Indigenous students undertaking training at these levels are increasing. Study at the level of Certificate III or IV has increased by 6.2 percentage points from 33.3ÂperÂcent in 2008 to 39.5ÂperÂcent in 2012, and at the level of Diploma and above, an increase of 2.0 percentage points was observed (from 3.6ÂperÂcent in 2008 to 5.6ÂperÂcent in 2012) (Figure 42).
Conversely, the proportion of Indigenous students undertaking training at levels other than those specified in Figure 42 has decreased from 23.4ÂperÂcent in 2008 to 13.2ÂperÂcent in 2012 (Figure 42).
83 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2
Total reported VET students and students in disadvantaged groups by highest level of prior educational attainment In 2012, across all student groups, 37.8ÂperÂcent of total reported VET studentsâ highest level of prior educational attainment was less than Year 12 (Figure 44).This figure has remained constant when compared to 2008 (Figures 43 and 44).
In 2012, a highest prior educational attainment of less than year 12 was the most common level observed for all student groups, with the exception of students who speak a language other than English at home where the most common highest level of prior educational attainment was Year 12 (31.8ÂperÂcent) (Figure 44). The proportion of students speaking a language other than English with a highest prior education level of Diploma and above was also notably higher than that recorded for total reported VET students (22.3ÂperÂcent and 12.5ÂperÂcent respectively) (Figure 44).
Over the past 5 years, whilst a highest prior educational level of less than Year 12 has remained the most common level for total reported VET students, and for most disadvantaged student groups, the proportions of students within these groups with Certificate III and above as their highest level of prior educational attainment is continuing to increase (Figures 43 and 44).
Figure 40 Students in disadvantaged as a proportion of total reported VET students, 2008â2012
10
20
30
40
50
2008 2009 2010 2011 2012
Percentage (%)
Indigenous students Students with a disability Students who speak a language other than English at home
Students with less than Year 12 educational attainment
Students from SEIFA Quintile 1 areas (most disadvantaged)
Students from remote and very remote areas
Year
4.3
5.9
14.6
37.77868903
37.28635396
37.86582946
38.29818891
37.81499026
4.6
4.4
5.9
14.9
4.4
4.6
6.1
4.5
4.7
6.3
3.7
4.6
6.4
3.5
15.8
15.3
15.1
33.9
23.1
Source data and explanatory notes: Table B.1
Less than year 12 includes students with less than Year 12 or Certificate III educational attainment.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 84
Figure 41 The proportion of total reported VET students and students in disadvantaged groups by course level, 2012
10
20
30
40
50
60
70
80
90
100
Total reported VET sudents Indigenous students
Students with a disability Students who speak a
language other than English at home
Students from remote and very remote areas
Students with less than Year 12 educational
attainment
Students from SEIFA Quintile 1 areas
Percentage (%)
Other Certificate I or II or lower Certificate III or IV Diploma and above
13.806437336
51.36375917
20.686704114
14.14309938
5.5630966421
39.452368767
41.768842208
13.215692383
10.082363875
42.934974201
33.642598468
13.340063455
16.590989157
46.43695933
22.257995068
14.714056445
6.5964820696
46.916373022
31.616420876
14.870724032
4.4934875119
49.257300097
34.192229651
12.05698274
10.255294653
47.974956938
26.538863156
15.230885254
Source data and explanatory notes: Table B.3
Less than year 12 includes students with less than Year 12 or Certificate III educational attainment.
Figure 42 The proportion of Indigenous students by course level, 2008â 2012
10
20
30
40
50
60
70
80
90
100
2009 2008 2010 2011 2012
Percentage (%)
23.4
4.0 4.8
20.3
41.8
33.8
17.6
42.3
35.3
14.9
41.6
38.2
5.3
13.2
39.5
41.8
5.6
39.7
33.3
3.6
Other Certificate I or II or lower Certificate III or IV Diploma and above
Source data and explanatory notes: Table B.3
85 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2
Figure 43 Students in disadvantaged groups and total reported VET students by highest level of prior educational attainment, 2008
Less than Year 12 Certificate III or IV Dipoma and above
Total reported VETS students
Students who speak a language other than English at home Students from remote and very remote areas
Indigenous students Students with a disability
10
20
30
40
50
60
70
Percentage (%) 28.4
11.8
17.1
28.9
12.0 8.3
14.5 9.9
11.6
3.8
10.6
23.2 22.3
49.8
65.5
37.8
49.9
17.5
11.1
7.3
Source data and explanatory notes: Table B.5
Less than year 12 includes students with less than Year 12 or Certificate III educational attainment.
Figure 44 Students in disadvantaged groups and total reported VET students, by highest level of prior educational attainment, 2012
Less than Year 12 Year 12 Certificate III or IV Dipoma and above
Total reported VETS students
Students who speak a language other than English at home
Students from SEIFA Quintile 1 areas (most disadvantaged)
Students from remote and very remote areas
Indigenous students Students with a disability
10
20
30
40
50
60
70
Percentage (%)
37.8
61.6
49.1
44.6
17.0
24.6
13.8
17.0
12.7
17.9
12.8
14.8
12.5
9.7
9.3
22.3
19.9
31.8
28.8
45.1
21.7
16.8
9.3
4.6
Source data and explanatory notes: Table B.5
Less than year 12 includes students with less than Year 12 or Certificate III educational attainment.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 86
Disadvantaged student groups: From 2008â2012 FYTEs increased across all student groups (Figure 45).
Across all disadvantaged student groups, students with a disability recorded the highest increase in the number of FYTEs, with 37,700 FYTEs in 2008 compared to 55,600 in 2012, a 47.4 percentage point increase over the past 5 years (Figure 45).
Students with a highest attainment of Year 11, Certificate I or Certificate II, showed a 52.4 percentage point increase in FYTEs from 66,200 in 2008 to 100,900 in 2012. Students with an educational attainment at or below Year 10 recorded an increase of 28.8 percentage points (130,600 FYTEs in 2008, up to 168,200 in 2012) (Table B.7).
For Indigenous students, and those who speak a language other than English, increases in FYTEs of approximately one third were observed over the past 5 years. FYTEs for Indigenous students increased from 22,000 in 2008 to 29,200 in 2012 (a 32.6 percentage point increase), and for students speaking a language other than English, the number of FYTEs increased from 115,900 in 2008 to 151,700 in 2012 (a 30.9Âpercentage point increase) (Figure 45).
By socio-economic status: The Socio-economic Indexes for Areas (SEIFA 2011) have been applied for 2011 and 2012. The previous version of SEIFA (2006) is applied for data between 2008 and 2010.
All quintiles reported growth in FYTEs over the past year. The increase was greatest for Quintile 4 (13.2ÂperÂcent), and lowest for Quintile 5 (8.9ÂperÂcent). Quintile 1, the most disadvantaged group, reported an annual growth of 10.4 percentage points, which was on par with the remaining quintiles (TableÂB.7).
By geographical remoteness: The ABS released the Australian Statistical Geography Standard (ASGS) in 2011. The ASGS is used for geographical reporting in the VET Provider Collection for 2011 and 2012. The previous Australian Standard Geographical Classification (ASGC) is used for geographical reporting between 2008 and 2010. To coincide with the introduction of the ASGS, student remoteness (ARIA+) is now based on the mapping of postal areas to ASGS SA2 and ARIA+ Remoteness regions for 2011 and 2012. Data between 2008 and 2010 remains based on ABS Postal Areas and ARIA+.
87 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2
Looking at annual growth, from 2011 to 2012, the number of FYTEs undertaken by students increased across all geographical areas (Figure 47).
Major cities recorded the largest growth over the past year (11.9ÂperÂcent), with an increase of 435,800 FYTEs in 2011 to 487,800 in 2012. Growth was lowest for remote and very remote areas, where the increase of 18,300 FYTEs in 2011 to 18,600 in 2012 represents a 1.7 percentage point increase (Figure 47).
Figure 45 Number of FYTEs undertaken by total reported VET students and students in disadvantaged groups, 2008â2012
Total reported VETS students Indigenous students Students with a disability
Students who speak a language other than English at home
Students from remote and very remote areas
450 500
550
400 350 300 250
750
650 600
200
700
150
800
100 50
Number (â000)
37.7
39.3
43.7
49.7
55.6
37.7
39.3
43.7
49.7
55.6
115.9
127.0
134.4
138.6
151.7
18.2
18.4
20.3
18.3
18.6
568.4
609.6
655.8
711.7
775.5
2008 2009 2010 2012 2011
Source data and explanatory notes: Table B.7
Less than year 12 includes students with less than Year 12 or Certificate III educational attainment.
.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 88
Figure 46 Number of Full-Year Training Equivalents undertaken by total reported VET students by SEIFA Index for relative socio-economic disadvantage, 2011â2012
70
80
90
100
110
120
130
140
150
160
170
180
Number (%)
2011 2012
SEIFA Quintile 1 areas (most disadvantaged) SEIFA Quintile 2 areas SEIFA Quintile 3 areas
SEIFA Quintile 5 areas (least disadvantaged) SEIFA Quintile 4 areas
154.1
147.8
136.6 131.9
100.6
170.2
162.8
152.3 149.3
109.6
Source data and explanatory notes: Table B.7
89 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2
Figure 47 Number of Full-Year Training Equivalents undertaken by total reported VET students by ABS Accessibility/Remoteness Index of Australia, 2008â2012
100
150
200
250
300
350
400
450
500
550
50
Number (%)
2008 2009 2010 2011 2012
326.5
121.4
66.8
18.2 18.4
69.8
128.4
348.5
37.3.5
141.0
68.9
20.3
76.6
18.3
148.5
435.8
18.6
74.1
164.0
487.8
Inner regional area Outer regional area Major cities Remote and very remote
Source data and explanatory notes: Table B.7
.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 90
Student achievements
Load Pass Rates From 2008â2012, the Load Pass Rates for total reported VET students and for each disadvantaged student group increased. In 2012, the Load Pass Rates for total reported VET students was 82.9ÂperÂcent (Figure 48).
Load Pass Rate by student group In 2012, students from remote and very remote areas had the highest Load Pass Rates of all disadvantaged groups (84.6ÂperÂcent) (Figure 48).
Indigenous students and students with a disability recorded the lowest Load Pass Rates in 2012 (both 74.5ÂperÂcent). However, from 2008â2012, these two student groups recorded the highest increases when compared to other student groups. The Load Pass Rate for Indigenous students increased by 4.7 percentage points (from 69.8ÂperÂcent in 2008 to 74.5ÂperÂcent in 2012), and students with a disability recorded an increase of 4.1 percentage points (from 70.4ÂperÂcent in 2008 to 74.5ÂperÂcent in 2012) (Figure 48).
Load Pass Rates by student group and course level Students who speak a language other than English at home had the lowest Load Pass Rates at Certificate I or II or lower (67.0ÂperÂcent). Indigenous students undertaking courses at this same level also recorded a low Load Pass Rate of 69.6ÂperÂcent (Figure 49).
By geographical remoteness: In 2012, across all student groups, students from outer regional areas achieved the highest Load Pass Rate for Certificate III or IV courses (88.4ÂperÂcent) followed by students from these same areas undertaking courses other than those specified in the data (87.3ÂperÂcent). Students from remote and very remote areas undertaking study at the level of Diploma and above also achieved a high Load Pass Rate of 87.3ÂperÂcent (Figure 50).
Students from major cities had the lowest Load Pass Rates for Certificate I or II or lower (75.2ÂperÂcent) (Figure 50).
91 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2
By socio-economic status: From 2011 to 2012, movements in Load Pass Rates within the five SEIFA quintiles were relatively minimal. In Quintile 1 (most disadvantaged), a slight increase from 80.1ÂperÂcent to 80.6ÂperÂcent was recorded, compared with a slight decrease for Quintile 5 (least disadvantaged), where the Load Pass Rate was 83.7ÂperÂcent in 2011 and 83.3ÂperÂcent in 2012 (Table B.9).
In 2012, the Load Pass Rates for students from Quintile 1 areas (most disadvantaged) were lower than for students in other SEIFA Index quintiles across all course levels (Figure 51).
Figure 48 Load Pass Rates for total reported VET students and students in disadvantaged groups, 2008â2012
60
65
70
75
80
85
90
Percentage (%)
2010 2008 2012 2009 2011
69.8
70.9
71.3
75.1
77.5
80.6
83.5
83.9
80.9
77.7
75.1
71.9
73.8
73.8
77.2
79.8
80.1
82.7
83.0
84.6
82.9
80.3
78.3
74.5
74.5
80.6
72.4
70.4
74.5
77.4
80.1
82.2
Total reported VETS students Indigenous students Students with a disability
Students who speaka language other than English at home Students from remote and very remote areas
Students with less than year 12 educational attainment
Students from SEIFA Quintile 1 areas (most disadvantaged)
Source data and explanatory notes: Table B.9, B.12
Less than year 12 includes students with less than Year 12 or Certificate III educational attainment.
.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 92
Figure 49 Load Pass Rates for total reported VET students and students in disadvantaged groups, by course level, 2012
!"#$% &'()* +),$- LOTE RI Remote Yr 12 Q1
Dip and above 83.0 77.6 77.1 81.4 87.3 77.4 81.2
./&&&/0/&1 84.8 76.8 76.4 81.3 86.8 83.8 83.4
.2#/&/$'(/&& 75.8 69.6 70.4 67.0 78.1 73.9 73.0
3#425 80.7 76.2 71.4 70.3 85.6 75.6 76.4
6789/
::8;/ ::8
6<8=/
6:87/
::8=/
6<8>/
6=86/
:;86/ :;8=/
6<87/
6;86/
6786/ 678=/
:?86/
;@8;/ :98=/
;:89/
:68
:78@/ :789/
698:/
:;8>/
:<8=/ :987/
6?8;/
:?8;/ :;8=/
9/
<9/
>9/
79/
=9/
?9/
;9/
:9/
69/
@9/
<99/
Total reported VET students Indigenous students
Students with a disability Students who speak a language
other than English at home
Students from remote and very remote areas
Students with less than year 12 educational attainment
Students from SEIFA Quintile 1 areas (most disadvantaged)
Figure 49: Load Pass Rates for total reported VET students and students in disadvantaged groups, by course level, 2012
Diploma or above Certificate III or IV Certificate I or II or lower Other
Total reported VETS students Indigenous students
Students with a disability Students who speak a
language other than English at home
Students from remote and very remote areas
Students with less than year 12 educational
attainment
Students from SEIFA Quintile 1 areas (most disadvantaged)
Dipoma and above Certificate III or IV Certificate II or I or lower Other
10
20
30
40
50
60
70
80
90
100
76.4
73.0
83.4
81.2
75.6
73.9
83.8
77.4
85.6
78.1
86.8
87.3
70.3
67.0
81.3
81.4
71.4
70.4
76.4
77.1
76.2
69.6
76.8
77.6
80.7
75.8
84.8
83.0
Source data and explanatory notes: Table B.9, B.12
Less than year 12 includes students with less than Year 12 or Certificate III educational attainment.
93 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2
Figure 50 Load Pass Rates for total reported VET students by course level by ABS Accessibility/Remoteness Index of Australia, 2012
Major cities Inner regional areas Outer regional areas Remote and very
remote areas
10
20
30
40
50
60
70
80
90
100
Percentage (%)
Dipoma and above Certificate III or IV Certificate II or I or lower Other
78.145243062
86.819415186
87.316887136
85.570758147
77.844554937
88.382998313
86.178036676
87.34976347
75.863388096
85.780218442
84.748349084
84.996451794
75.180505082
83.706359671
81.803157751
76.192675559
Source data and explanatory notes: Tables B.9
Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 94
Figure 51 Load Pass Rates for total reported VET students by course level and SEIFA Index for relative socio-economic disadvantage, 2012
Quintile 1 (most disadvantaged)
Quintile 2 Quintile 3 Quintile 4 Quintile 5 (least
disadvantaged)
10
20
30
40
50
60
70
80
90
100
Percentage (%)
Dipoma and above Certificate III or IV Certificate II or I or lower Other
81.945739766
78.593221443
84.367497579
83.207262618
78.573558526
77.13446187
85.491378779
83.114864022
84.617643375
77.059465163
85.468556801
83.233723172
82.180591962
75.939833173
84.981980923
82.754172245
76.443915169
73.015817898
83.422234573
81.228096398
Source data and explanatory notes: Tables B.9
Qualifications completed by student group The number of qualifications completed by total reported VET students rose from 351,600 in 2008 to 521,600 in 2011, a 48.4 percentage point increase (Figure 52).
The highest increase in the number of qualifications completed between 2008 and 2011 was recorded by Indigenous students, who recorded a 75.4 percentage point increase in the number of qualifications completed (from 10,800 in 2008 to 19,000 in 2011) (Figure 52).
Looking at annual change, students with a disability recorded the greatest increase in the number of qualifications completed (25.7 percentage points) with the number rising from 23,300 in 2010 to 29,200 in 2011 (Figure 52).
95 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2
In 2011, across all student groups, the highest number of qualifications completed was for students with less than year 12 educational attainment at 169,900, students from SEIFA quintile 1 (109,900) and students who speak a language other than English at home at (85,800) (Figure 52).
Qualifications completed by course level and student group In 2011, across all student groups and course levels, proportions of qualifications completed at Diploma and above course level were the lowest (Figure 53).
In 2011, the proportion of qualifications completed at Diploma and above level was the highest for students who speak a language other than English at home (21.8ÂperÂcent), a figure greater than that observed among total reported VET students (16.4ÂperÂcent). Comparatively, the proportion of qualifications completed at this course level by students with less than a year 12 prior educational attainment was the lowest (4.7ÂperÂcent) (Figure 53).
In 2011, the highest proportion of qualifications completed at Certificate III or IV course level was observed for students from SEIFA quintile 1 areas (most disadvantaged) (57.5ÂperÂcent), whereas the proportion of qualifications completed by Indigenous students at this course level was the lowest (45.4ÂperÂcent) (Figure 53).
In 2011, at Certificate I or II or lower course level, Indigenous students completed the highest proportion of qualifications (48.1ÂperÂcent). The proportion completed by Indigenous students is notably higher than that observed among total reported VET students (23.7ÂperÂcent). In contrast, the lowest proportion of qualifications at this course level was completed by students who speak a language other than English at home (22.7ÂperÂcent) (Figure 53).
From 2008 to 2011, the largest increase in the number of qualifications completed by Indigenous students was at the Diploma and above course level (from 690 to 1,228 or 78.0 percentage points) followed by Certificate I or II or lower course level (from 5,134 to 9,124 or 77.7 percentage points). The number of qualifications completed at Certificate III and IV course level rose from 4,979 to 8,598 or 72.7 percentage points (Figure 54).
From 2008 to 2011, the proportion of qualifications completed by students with a disability at Certificate III or IV course level rose by the largest percentage (from 46.8ÂperÂcent to 50.8ÂperÂcent) and was accompanied by a decrease in qualifications completed at the Certificate I or II or lower course level (from 43.2ÂperÂcent to 38.4ÂperÂcent) (Table B.11).
Similarly, from 2008 to 2011, the proportion of qualifications completed by students who speak a language other than English at home at Certificate III or IV course level increased from 52.1ÂperÂcent to 55.5ÂperÂcent and declined at Certificate I or II or lower course level from 28.4ÂperÂcent to 22.7ÂperÂcent (Table B.11).
Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 96
Figure 52 Number of qualifications completed by total reported VET students and students in disadvantaged groups, 2008â2011
2008 2009 2010 2011
Total reported VETS students
Students who speak a language other than English at home
Students from SEIFA Quintile 1 areas (most disadvantaged) Students with less than year 12 educational attainment
Students from remote and very remote areas
Indigenous students Students with a disability
Number (â000)
14.72
29.233
18.95
14.803
23.259
15.613
12.491
19.893
12.786
12.612
10.803
17.369
50
100
150
200
300
350
400
450
500
550
250
109.946
169.923
85.788
521.6
443.6
140.425
127.243
115.304
393.9
59.304
351.6
67.753
78.29
Source data and explanatory notes: Tables B.11, B.12
Less than year 12 includes students with less than Year 12 or Certificate III educational attainment.
97 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2
Figure 53 Proportion of qualifications completed by total reported VET students and students in disadvantaged groups, by course level, 2011
Total reported VETS students Indigenous students
Students with a disability Students who speak a
language other than English at home
Students from remote and very remote areas
Students with less than year 12 educational
attainment
Students from SEIFA Quintile 1 areas (most disadvantaged)
Dipoma and above Certificate III or IV Certificate I or II or lower
0 0
10
20
30
40
60
70
80
90
100
50
16.407473804
23.668644726
59.92388147
6.4802110818
45.372031662
48.147757256
10.857592447
50.771388499
38.371019054
21.816571082
55.532242272
22.651186646
8.1657608696
54.327445652
37.506793478
4.6709391901
11.588416132
30.945191276
41.055066118
54.273994692
57.466392593
Source data and explanatory notes: Tables B.11, B.12
Less than year 12 includes students with less than Year 12 or Certificate III educational attainment.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 98
Figure 54 Number of qualifications completed by Indigenous students by course level, 2008â2011
10,000
12,000
14,000
16,000
18,000
20,000
2,000
6,000
8,000
4,000
10803
12786
15613
18950
9124
8598
1228
7981
6810
822
6460
5635
691 690
4979
5134
2008 2009 2010 2011
Certificate III or IV Certificate II or I or lower Dipoma and above
Total Number of qualifications
Source data and explanatory notes: Tables B.11
Data for qualifications completed in 2012 are not present in this report because of lags in reporting qualification completions.
Student outcomes
Improvement in employment circ*mstances after training From 2008â2012, the proportion of total reported VET graduates who improved their employment circ*mstances after training decreased by 5.3 percentage points (Figure 55). Across all disadvantaged groups, the proportion of graduates who improved their employment circ*mstances after training also declined (Figure 55).
Improvement in employment circ*mstances after training by student group From 2008â2012, across all student groups, the largest decrease (6.8 percentage points) in the proportion of graduates who improved their employment circ*mstances after training was for Indigenous graduates (from 60.3ÂperÂcent to 53.5ÂperÂcent), and graduates with a highest prior educational qualification of Year 12 (from 65.6ÂperÂcent to 58.8ÂperÂcent) noting that this change is subject to sampling variability (FigureÂ55).
99 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2
Compared to other student groups, the proportion of graduates with a disability who improved their employment circ*mstance after training remains consistently lower (Figure 55).
Employed or in further study after training From 2008â2012, the proportion of total reported VET graduates who were employed or in further study after training decreased by 3.3 percentage points, noting that this change is subject to sampling variability (Figure 56).
Employed or in further study after training by student group From 2008â2012, across all student groups, the proportion of disabled graduates who were employed or in further study after training declined by the largest percentage (4.2 percentage points) followed by graduates who speak a language other than English at home (3.9 percentage points) (Figure 56).
In contrast, the proportion of Indigenous graduates with this outcome increased by the greatest percentage (2.9 percentage points) (Figure 56).
Achieved main reason for training From 2008â2012, the proportion of graduates who achieved their main reason for training declined by 2.9 percentage points from 87.7ÂperÂcent to 84.8ÂperÂcent, noting that change is subject to sampling variability (Figure 57).
From 2008â2012, across all student groups, the proportions of graduates who achieved their main reason for training declined, noting that these changes are subject to sampling variability (Figure 57).
In 2012, across all student groups, the highest proportion of graduates who achieved their main reason for training was for graduates from remote and very remote areas (93.0ÂperÂcent) (Figure 57).
From 2008â2012, across all student groups, the proportion of graduates with a disability declined by the largest percentage (4.4 percentage points), followed closely by graduates speaking a language other than English (4.2 percentage points) (Figure 57).
Student satisfaction with overall quality of the training From 2008â2012, across all student groups, graduate satisfaction with the overall quality of training remained consistently high. In 2008, 88.0ÂperÂcent of total reported VET graduates were satisfied with the overall quality of training, increasing slightly to 89.1ÂperÂcent in 2012, noting that this change is subject to sampling variability (Figure 58).
Satisfaction with overall quality of the training by student group In 2012, across all student groups, at least 88.2ÂperÂcent of graduates were satisfied with the overall quality of training (Figure 58).
Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 100
In 2012, across all student groups, the proportion of graduates who were satisfied with the overall quality of training was the highest for graduates from remote and very remote areas (93.9ÂperÂcent) (Figure 58).
In contrast, the proportion of graduates who were satisfied with the overall quality of training was the lowest for graduates with a disability (88.2ÂperÂcent), noting that this student group has recorded the lowest level of satisfaction over the past 5 years (Figure 58).
Figure 55 Proportion of total reported VET graduates and graduates in disadvantaged groups who improved their employment circ*mstances after training, 2008â2012
2008 2011 2009 2010 2012
58.8 57.1
71.5
54.4
44.6 53.5
62.4
60.5 69.8
54.1
42.9
57.2 63.6
61.0 69.3
51.1
42.8 53.2
61.5
63.0 70.8
52.9
46.1
62.2 64.1
65.6 73.2
57.4
48.7 60.3
67.7
10
20
30
40
50
60
70
80
90
100
Percentage (%)
Total reported VETS graduates
Graduates who speak a language other than English at home
Graduates from SEIFA Quintile 1 areas (most disadvantaged) Graduates with less than year 12 educational attainment
Graduates from remote and very remote areas
Indigenous graduates Graduates with a disability
Source data and explanatory notes: Tables A.11, B.18, B.20, B.22, B.26, B.28, B.30
Less than year 12 includes students with less than Year 12 or Certificate III educational attainment.
101 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2
Figure 56 Proportion of total reported VET graduates and graduates in disadvantaged groups who were employed in further study after training, 2008â2012
2008 2011 2009 2010 2012
10
20
30
40
50
60
70
80
90
100
Percentage (%)
Total reported VETS graduates
Graduates who speak a language other than English at home
Graduates from SEIFA Quintile 1 areas (most disadvantaged) Graduates with less than year 12 educational attainment
Graduates from remote and very remote areas
Indigenous graduates Graduates with a disability
84.3 83.3
93.2
82.9
72.7 80.1
88.0
84.2 90.4
82.1
72.3 80.4
88.3
85.0 92.2
80.6
73.7 80.9
87.9
86.6 92.6
82.1
77.2 84.3
89.9
86.9 92.6
86.8
76.9 77.2
91.3
Source data and explanatory notes: Tables A.11, B.18, B.20, B.22, B.26, B.28, B.30
Less than year 12 includes students with less than Year 12 or Certificate III educational attainment.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 102
Figure 57 Proportion of total reported VET graduates and graduates in disadvantaged groups who achieved their main reason for training, 2008â 2012
2008 2011 2009 2010 2012
10
20
30
40
50
60
70
80
90
100
Percentage (%)
Total reported VETS graduates
Graduates who speak a language other than English at home
Graduates from SEIFA Quintile 1 areas (most disadvantaged) Graduates with less than year 12 educational attainment
Graduates from remote and very remote areas
Indigenous graduates Graduates with a disability
82.6 87.2
80.4
75.2
85.3 84.8
93.0
86.0
80.5
74.7
85.8 85.4
90.0
86.2
80.4
76.2
88.8 84.8
90.4
87.7
81.0 78.9
86.9 86.1
91.3
88.8
84.6
79.6 89.0
87.7
93.8
Source data and explanatory notes: Tables A.11, B.18, B.20, B.22, B.26, B.28, B.30
Less than year 12 includes students with less than Year 12 or Certificate III educational attainment.
103 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2 Annual National Report of the Australian Vocational Education and Training System 2012 Section 2
Figure 58 Proportion of total reported VET graduates and graduates in disadvantaged groups who were satisfied with the overall qualify of training, 2008â2012
2008 2011 2009 2010 2012
10
20
30
40
50
60
70
80
90
100
Percentage (%)
Total reported VETS graduates
Graduates who speak a language other than English at home
Graduates from SEIFA Quintile 1 areas (most disadvantaged) Graduates with less than year 12 educational attainment
Graduates from remote and very remote areas
Indigenous graduates Graduates with a disability
92.3 91.3
93.9 91.3
88.2 93.5
89.1
90.9 89.7
89.8
86.6 91.5
88.9
89.6 90.2
87.8 86.9
90.2 88.3
90.1 90.3
89.8 86.1
90.8 88.5
89.5
87.3 87.5
85.0 90.0
88.0
Source data and explanatory notes: Tables A.11, B.18, B.20, B.22, B.26, B.28, B.30
Less than year 12 includes students with less than Year 12 or Certificate III educational attainment.
Section 3: Appendicies
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
107 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Appendix A: Key Indicators Data Tables This section presents data on student participation and achievement in VET as well as outcomes from this training (e.g. employment) and student satisfaction with it. This section also presents data on employer engagement in and satisfaction with VET.
Some of the data presented in this section have previously been published in other Australian vocational education and training statistics publications including Students and Courses, Student Outcomes Surveys and Surveys of Employer Use and Views. For more information, please refer to the NCVER website.
Student outcomes This section presents information about the outcomes of students who completed their vocational education and training from 2007 to 2011. The figures are derived from the Student Outcomes Survey, which is an annual survey that covers students who have an Australian address as their usual address and are awarded a qualification (graduates), or who successfully complete part of a course and then leave the VET system (module completers).
Information is presented on employment and further study outcomes and satisfaction with training.
The Student Outcomes Survey covers training outcomes for students who:
â completed government-funded or fee-for service training at Technical and Further Education
(TAFE) institutes or other government providers such as polytechnics, skills institutes, universities and agricultural colleges
â completed government-funded training with private or community education providers
â completed fee-for-service training with some community education providers
Sampling variability The Student Outcomes Survey was undertaken as a stratified, randomly selected sample, with survey responses weighted to population benchmarks. As the estimates from the Student Outcomes Survey are based on information provided by a sample rather than a population, they are subject to sampling variability; that is they may differ from the numbers that would have been produced if all graduates or module completers had been included and responded to the survey. By convention, a 95ÂperÂcent confidence interval is applied in judging the reliability of survey estimates. This means that, if the survey were repeated, there is a 95ÂperÂcent chance that the new results obtained would be within a width of plus or minus two standard errors. Within the figures in this section, 95ÂperÂcent confidence interval widths are presented as error bars on the charts. For example, in figure 26, the proportion of graduates aged 15â19 who improved their employment circ*mstances after training in 2012 is estimated to be 55.9ÂperÂcent with error bars at 53.1ÂperÂcent and 58.7ÂperÂcent reflecting a 95ÂperÂcent confidence interval of ± 2.8 percentage points.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 108
In addition, 95ÂperÂcent confidence intervals can be calculated for the difference between two independent proportions by using the following formula:
* ± + 2 2 1 2 1 2 Ë Ë ( ) 2 ( ) ( ) p p SE SE
where pË1 and pË2 are the estimated proportions and SE1 and SE2 are the standard errors for the respective proportions.
SE = 1/2 of the 95ÂperÂcent confidence interval for the respective proportion.
If the interval contains zero, then there is insufficient evidence at the 5ÂperÂcent significance level to reject the null hypothesis. Thus, there is no statistical difference between the two proportions. If the interval does not contain zero, the difference between the two proportions can be said to be significantly different at the 5ÂperÂcent level. For example, the 95ÂperÂcent confidence interval in figure 26 for the difference of proportions between graduates who improved their employment circ*mstances in 2012 aged 15â19 years and those aged 20â24 years evaluates to a confidence interval from -16.0 to -8.8. The confidence interval does not contain zero so the two proportions are significantly different at the 5ÂperÂcent level.
Employer engagement and satisfaction with VET This section explores the proportion of Australian employers who are engaged in and are satisfied that vocational education and training meets the skills needs of their workforce.
Data for this measure are collected via the biennial Survey of Employer Use and Views of the VET System, which collects information on the various ways employers meet their skill needs. This may include hiring staff with vocational qualifications, employing apprentices and trainees, or providing staff with nationally recognised and unaccredited training.The survey was first conducted in 2005.
The survey focuses on employersâ engagement with the VET system. It requests information on the various ways employers meet their skill needs and inquires about employers satisfaction with VET. The survey is based on employersâ experiences with VET in the 12 months preceding their interview.
In this report, employers are distinguished by their size. Small employers include employers with fewer than 10 employees; medium employers employ between 10 and 99 employees; and large employers have 100 or more employees.
Sampling variability The Survey of Employer Use and Views of the VET System was undertaken as a stratified, randomly selected sample, with survey responses weighted to population benchmarks. As the estimates from the Survey of Employer Use and Views of the VET System are based on information provided by a sample rather than a population, they are subject to sampling variability; that is, they may differ from the estimates that would have been produced if all employers had been included and responded to the survey. By convention, a 95ÂperÂcent confidence interval is applied in judging the reliability of survey estimates. This means that, if the survey were repeated, there is a 95ÂperÂcent chance that the new results obtained would be within a width of plus or minus two standard errors. Within the figures in this section, 95ÂperÂcent confidence interval widths are presented as error bars on the
109 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
charts. For example, in Figure 33, employer engagement with apprenticeships and traineeships in 2011 has an estimate of 29.0ÂperÂcent with error bars at 27.5ÂperÂcent and 30.5ÂperÂcent, reflecting a 95ÂperÂcent confidence interval of ± 1.5 percentage points.
In addition, 95ÂperÂcent confidence intervals can be calculated for the difference between two independent proportions by using the following formula:
* ± + 2 2 1 2 1 2 Ë Ë ( ) 2 ( ) ( ) p p SE SE
where pË1 and pË2 are the estimated proportions and SE1 and SE2 are the standard errors for the respective proportions.
SE = 1/2 of the 95ÂperÂcent confidence interval for the respective proportion.
If the interval contains zero, then there is insufficient evidence at the 5ÂperÂcent significance level to reject the null hypothesis. Thus, there is no statistical difference between the two proportions. If the interval does not contain zero, the difference between the two proportions can be said to be significantly different at the 5ÂperÂcent level. For example, the 95ÂperÂcent confidence interval in Figure 33 for the difference of proportions between employers engaged with VET through formal vocational education and through apprenticeships/traineeships in 2011 evaluates to a confidence interval from 3.3 to 7.7. The confidence interval does not contain zero so the two proportions are significantly different at the 5ÂperÂcent level.
VET system efficiency This section presents data on the efficiency of the vocational education and training system with respect to:
â expenditure per adjusted Full-Year Training Equivalent
â cost of capital per adjusted Full-Year Training Equivalent
Total government expenditure is defined in this section as being equivalent to the recurrent funds provided by the Commonwealth, state and territory governments including funding from Commonwealth administered programs.
Information on total expenditure is defined as the total expenses from all funding sources, government and non-government, as reported by states and territories in the annual National VET Finance Collection.
Expenditure per adjusted FYTE and cost of capital per adjusted FYTE are weighted using a course mix weight. This takes into account the variation among states and territories in the relative mix of high- and low-cost programs supporting comparability of costs among jurisdictions.
The endnotes which detailed information on any definitions, caveats and technical issues associated with the data.
Some of the data presented in this section was previously published in the Australian VET training statistics publication Financial Information. For more information, please refer to the NCVER website.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 110
Table A.1 The number of Australians who participate in VET each year, total reported VET Students1, 2008â2012
2008 20093,4,5 20106 20117,8 2012
Total VET Students (â000) 1,699.7 1,706.7 1,799.0 1,881.9 1,943.2
Annual growth (%) Â 0.4 5.4 4.6 3.3
Change since 2008 (%) Â 0.4 5.8 10.7 14.3
Australian Population - Age 15â64 (â000) 14,456.2 14,727.4 14,901.0 15,034.9 15,204.2
Total VET Students - Age 15â64 (â000) 1,639.0 1,649.0 1,753.2 1,835.2 1,900.3
Participation Rate24 - Age 15â64 (%) 11.3 11.2 11.8 12.2 12.5
By Funding Source2 (â000)
Government Funding9 1,257.0 1,278.1 1,363.3 1,483.7 1,547.3
Only Fee-for-service - Domestic10 404.2 382.1 391.7 361.7 365.5
Only Fee-for-service - International11 38.5 46.5 44.0 36.5 30.4
By Funding Source2 (%) Â Â Â Â Â
Government Funding9 74.0 74.9 75.8 78.8 79.6
Only Fee-for-service - Domestic10 23.8 22.4 21.8 19.2 18.8
Only Fee-for-service - International11 2.3 2.7 2.4 1.9 1.6
Total 100.0 100.0 100.0 100.0 100.0
Source: NCVER, Vocational Education and Training Provider Collection, 2008â2012; Australian Bureau of Statistics (ABS), Australian Demographic Statistics, Sep 2012, cat. no. 3101.0.
See also endnotes as referenced in the table, which can be found at the end of Appendix A, for detailed information on any caveats and technical issues associated with the data presented in this table.
111 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Table A.2 The number of total reported VET students who participate in VET, by age and course level, total reported VET Students1, 2008â2012
2008 20093,4,5 20106 20117,8 201223
Total VET Students (â000) 1,699.7 1,706.7 1,799.0 1,881.9 1,943.2
Annual growth (%) Â 0.4 5.4 4.6 3.3
Change since 2008 (%) Â 0.4 5.8 10.7 14.3
Proportion (%)
By Age Group12 (%)
Age 15â19 27.1 27.1 26.4 26.1 25.7
Age 20â24 17.0 17.4 17.5 17.5 17.5
Age 25â39 28.2 28.5 28.7 28.8 29.1
Age 40â64 27.7 26.9 27.5 27.6 27.7
Total 100.0 100.0 100.0 100.0 100.0
By Course Level13 (%)
Diploma and above 10.1 11.7 13.0 13.9 13.8
Certificate III or IV 41.8 43.6 44.9 48.6 51.4
Certificate I or II or lower 14 22.3 22.6 22.4 21.4 20.7
Other15 25.8 22.1 19.8 16.1 14.1
Total 100.0 100.0 100.0 100.0 100.0
Numbers (â000)
By Age Group (â000)
Age 15â19 443.8 447.4 462.0 478.2 488.1
Age 20â24 279.4 287.4 307.0 321.3 332.6
Age 25â39 462.6 469.9 502.3 529.2 552.8
Age 40â64 453.2 444.3 481.9 506.5 526.8
By Course Level13 (â000)
Diploma and above 172.1 200.0 233.0 262.2 268.3
Certificate III or IV 710.3 744.3 807.4 914.0 998.1
Certificate I or II or lower 14 378.7 386.0 402.6 402.6 402.0
Other15 438.7 376.4 355.9 303.0 274.8
Source: NCVER, Vocational Education and Training Provider Collection, 2008â2012.
See also endnotes as referenced in the table, which can be found at the end of Appendix A, for detailed information on any caveats and technical issues associated with the data presented in this table.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 112
Table A.3 The number of government funded students who participate in VET, by age and course level, government funded VET students1,2,9, 2008â 2012
2008 20093,4,5 20106 20117,8 201223
Government funded VET students (â000) 1,257.0 1,278.1 1,363.3 1,483.7 1,547.3
Annual growth (%) Â 1.7 6.7 8.8 4.3
Change since 2008 (%) Â 1.7 8.5 18.0 23.1
Proportion (%)
By Age Group12 (%)
Age 15â19 31.8 31.5 30.3 29.3 28.6
Age 20â24 17.8 17.9 18.2 18.0 18.1
Age 25â39 26.1 26.4 26.7 27.1 27.4
Age 40â64 24.3 24.2 24.8 25.6 25.9
Total 100.0 100.0 100.0 100.0 100.0
By Course Level13 (%)
Diploma and above 11.1 12.3 13.7 14.1 13.5
Certificate III or IV 47.6 49.1 50.9 53.9 56.4
Certificate I or II or lower 14 25.4 24.7 23.8 22.7 22.4
Other15 15.9 13.9 11.6 9.3 7.7
Total 100.0 100.0 100.0 100.0 100.0
Numbers (â000)
By Age Group (â000)
Age 15â19 385.5 388.9 402.9 424.0 433.3
Age 20â24 216.2 221.4 241.4 260.6 273.4
Age 25â39 315.7 326.1 354.6 392.4 415.2
Age 40â64 294.2 299.1 329.1 369.7 392.2
By Course Level13 (â000)
Diploma and above 139.7 157.3 186.8 209.9 209.0
Certificate III or IV 598.5 627.7 693.5 799.2 872.3
Certificate I or II or lower 14 319.0 315.9 324.7 337.0 346.7
Other15 199.9 177.1 158.3 137.6 119.3
Source: NCVER, Vocational Education and Training Provider Collection, 2008â2012.
See also endnotes as referenced in the table, which can be found at the end of Appendix A, for detailed information on any caveats and technical issues associated with the data presented in this table.
113 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Table A.4 The number of Full-Year Training Equivalents (FYTE) undertaken in VET, by age and course level, total reported VET FYTE1,16,17, 2008â2012
2008 20093,4,5 20106 20117,8 201223
Total reported FYTE (â000) 568.4 609.6 655.8 711.7 775.5
Annual growth (%) Â 7.3 7.6 8.5 9.0
Change since 2008 (%) Â 7.3 15.4 25.2 36.4
     Â
Proportion (%)Â Â Â Â Â Â
By Funding Source2 (%) Â Â Â Â Â
Government Funding9 82.3 81.8 83.2 86.0 86.9
Only Fee-for-service - Domestic10 12.1 11.7 10.9 9.9 10.1
Only Fee-for-service - International11 5.6 6.5 5.8 4.1 3.1
Total 100.0 100.0 100.0 100.0 100.0
By Age Group12 (%) Â Â Â Â Â
Age 15â19 30.4 29.4 27.9 27.0 26.0
Age 20â24 21.4 21.6 21.5 20.6 19.9
Age 25â39 26.8 27.4 27.9 28.3 28.7
Age 40â64 21.4 21.7 22.8 24.1 25.4
Total 100.0 100.0 100.0 100.0 100.0
By Course Level13 (%) Â Â Â Â Â
Diploma and above 21.8 23.4 24.7 24.9 23.5
Certificate III or IV 51.5 52.4 52.6 54.6 57.1
Certificate I or II or lower 14 17.4 16.7 16.4 15.9 15.8
Other15 9.3 7.4 6.3 4.6 3.6
Total 100.0 100.0 100.0 100.0 100.0
     Â
Numbers (â000)Â Â Â Â Â Â
By Funding Source2 (â000) Â Â Â Â Â
Government Funding9 467.6 498.5 545.8 612.1 673.6
Only Fee-for-service - Domestic10 68.7 71.4 71.7 70.4 78.0
Only Fee-for-service - International11 32.1 39.8 38.3 29.2 23.9
By Age Group (â000) Â Â Â Â Â
Age 15â19 170.2 176.6 180.6 189.6 199.3
Age 20â24 119.9 129.6 139.5 144.9 152.3
Age 25â39 149.9 164.5 180.5 199.3 219.7
Age 40â64 119.5 130.2 147.6 169.6 194.9
By Course Level13 (â000) Â Â Â Â Â
Diploma and above 123.7 142.8 162.0 177.3 182.2
Certificate III or IV 292.5 319.7 345.0 388.3 443.1
Certificate I or II or lower 14 99.1 101.8 107.4 113.5 122.7
Other15 53.0 45.3 41.5 32.7 27.5
Source: NCVER, Vocational Education and Training Provider Collection, 2008â2012
See also endnotes as referenced in the table, which can be found at the end of Appendix A, for detailed information on any caveats and technical issues associated with the data presented in this table.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 114
Table A.5 The number of Full-Year Training Equivalents (FYTE) undertaken in government funded VET, by age and course level, government funded VET FYTE1,2,9,16,17, 2008â2012
2008 20093,4,5 20106 20117,8 201223
Government funded FYTE (â000) 467.6 498.5 545.8 612.1 673.6
Annual growth (%) Â 6.6 9.5 12.1 10.1
Change since 2008 (%) Â 6.6 16.7 30.9 44.1
     Â
Proportion (%)Â Â Â Â Â Â
By Age Group12 (%) Â Â Â Â Â
Age 15â19 33.3 32.4 30.2 28.6 27.4
Age 20â24 20.9 20.6 20.8 20.1 19.6
Age 25â39 25.1 25.6 26.3 27.1 27.6
Age 40â64 20.7 21.4 22.7 24.1 25.4
Total 100.0 100.0 100.0 100.0 100.0
By Course Level13 (%) Â Â Â Â Â
Diploma and above 20.5 21.8 23.4 23.5 22.3
Certificate III or IV 53.8 54.7 55.0 56.8 59.3
Certificate I or II or lower 14 17.9 17.3 16.8 16.1 15.9
Other15 7.8 6.2 4.8 3.5 2.5
Total 100.0 100.0 100.0 100.0 100.0
     Â
Numbers (â000)Â Â Â Â Â Â
By Age Group (â000) Â Â Â Â Â
Age 15â19 153.3 159.2 162.8 173.2 182.1
Age 20â24 96.0 101.4 112.3 121.8 130.6
Age 25â39 115.6 125.5 141.5 163.8 183.4
Age 40â64 95.1 104.9 122.5 145.7 169.2
By Course Level13 (â000) Â Â Â Â Â
Diploma and above 95.9 108.4 127.7 144.1 150.0
Certificate III or IV 251.5 272.8 300.0 347.8 399.7
Certificate I or II or lower 14 83.9 86.3 91.7 98.4 107.0
Other15 36.3 30.9 26.5 21.7 16.8
Source: NCVER, Vocational Education and Training Provider Collection, 2008â2012.
See also endnotes as referenced in the table, which can be found at the end of Appendix A, for detailed information on any caveats and technical issues associated with the data presented in this table.
115 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Table A.6 The rate of successfully completed VET student activity undertaken each year, by age and course level, Load Pass Rate17,18 for total reported VET students1, 2008â2012
2008 20093,4,5 20106 20117,8 201223
Load Pass Rate (%) 80.1 80.6 80.9 82.7 82.9
Annual growth (%) Â 0.5 0.5 2.1 0.2
Change since 2008 (%) Â 0.5 1.0 3.2 3.4
     Â
By Age Group12 (%) Â Â Â Â Â
Age 15â19 78.1 77.9 78.2 79.5 80.2
Age 20â24 80.8 81.2 80.3 81.7 81.7
Age 25â39 80.7 81.3 81.9 83.9 83.6
Age 40â64 81.8 82.8 83.8 85.6 85.6
     Â
By Course Level13 (%) Â Â Â Â Â
Diploma and above 80.9 81.5 82.3 83.2 83.0
Certificate III or IV 82.5 82.6 82.5 84.6 84.8
Certificate I or II or lower 14 73.2 74.1 74.9 76.0 75.8
Other15 77.3 76.2 76.6 78.7 80.7
Source: NCVER, Vocational Education and Training Provider Collection, 2008â2012.
See also endnotes as referenced in the table, which can be found at the end of Appendix A, for detailed information on any caveats and technical issues associated with the data presented in this table.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 116
Table A.7 The rate of successfully completed VET student activity undertaken by government funded VET students, by age and course level, Load Pass Rate17,18 for government funded VET students1,2,9, 2008â2012
2008 20093,4,5 20106 20117,8 201223
Load Pass Rate (%) 79.4 79.8 80.7 82.4 82.7
Annual growth (%) Â 0.6 1.1 2.1 0.3
Change since 2008 (%) Â 0.6 1.7 3.9 4.2
     Â
By Age Group12 (%) Â Â Â Â Â
Age 15â19 77.6 77.4 77.9 79.2 80.0
Age 20â24 80.3 80.5 80.1 81.6 81.5
Age 25â39 79.8 80.5 81.8 83.8 83.6
Age 40â64 80.8 82.2 83.8 85.4 85.5
     Â
By Course Level13 (%) Â Â Â Â Â
Diploma and above 79.5 80.0 81.8 82.8 82.9
Certificate III or IV 82.1 82.1 82.4 84.4 84.5
Certificate I or II or lower 14 73.0 74.3 75.4 76.1 75.9
Other15 73.5 72.4 73.5 75.4 77.9
Source: NCVER, Vocational Education and Training Provider Collection, 2008â2012.
See also endnotes as referenced in the table, which can be found at the end of Appendix A, for detailed information on any caveats and technical issues associated with the data presented in this table.
117 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Table A.8 The number of qualifications completed by students in VET, Qualifications completed19 by total reported VET students1, 2008 to 2011
2008 20093,4,5 20106,51 2011
Qualifications completed (â000) 351.6 393.9 443.6 521.6
Annual growth (%) Â 12.0 12.6 17.6
Change since 2008 (%) Â 12.0 26.2 48.4
    Â
By Age Group (â000) Â Â Â Â
Age 15â19 80.4 94.4 98.3 111.0
Age 20â24 79.8 88.0 97.5 109.2
Age 25â39 98.3 109.8 128.6 151.5
Age 40â64 88.5 97.6 113.7 143.5
Total 347.1 389.7 438.1 515.3
    Â
By Course Level13 (â000) Â Â Â Â
Diploma and above 49.0 55.1 67.5 85.6
Certificate III or IV 205.8 235.6 263.4 312.5
Certificate I or II or lower 14 96.8 103.2 112.7 123.4
Total 351.6 393.9 443.6 521.6
    Â
By Course Level13 (%) Â Â Â Â
Diploma and above 13.9 14.0 15.2 16.4
Certificate III or IV 58.6 59.8 59.4 59.9
Certificate I or II or lower 14 27.5 26.2 25.4 23.7
Total 100.0 100.0 100.0 100.0
    Â
By Field of Education (%) Â Â Â Â
Natural and Physical Sciences 0.5 0.5 0.6 0.5
Information Technology 2.3 2.1 1.9 1.7
Engineering and related Technologies 15.9 15.8 15.5 16.8
Architecture and Building 5.5 5.5 5.4 4.8
Agriculture, Environmental and related studies 3.7 3.6 3.5 3.6
Health 4.5 4.3 4.8 4.7
Education 5.1 4.9 5.2 5.5
Management and Commerce 29.1 28.1 27.8 28.7
Society and Culture 15.6 17.0 17.7 18.9
Creative Arts 2.7 3.0 3.2 3.0
Food, Hospitality and Personal Services 9.1 8.7 8.0 7.2
Mixed Field programs 6.1 6.3 6.3 4.8
Total 100.0 100.0 100.0 100.0
Source: NCVER, Vocational Education and Training Provider Collection, 2008â2012.
See also endnotes as referenced in the table, which can be found at the end of Appendix A, for detailed information on any caveats and technical issues associated with the data presented in this table.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 118
Table A.9 The number of Qualification Equivalents completed by students in VET, Qualification Equivalents17,20 completed by total reported VET students1, 2008â2012
2008 20093,4,5 20106 20117,8 201223
All Fields of Education by course level
Diploma and above 61,475.9 70,223.9 81,374.9 90,968.5 91,467.1
Certificate IV 76,937.3 92,998.6 107,665.0 128,107.4 144,297.0
Certificate III 200,061.6 210,498.7 220,855.1 253,050.1 295,674.3
Certificate II 107,814.0 114,048.5 129,524.8 143,900.9 146,240.9
Certificate I 50,216.6 50,004.5 44,973.0 45,137.6 56,997.6
Natural and Physical Sciences by course level
Diploma and above 620.5 660.5 712.2 771.9 710.6
Certificate IV 704.5 714.4 1,023.8 1,322.8 1,429.5
Certificate III 1,096.1 1,108.2 1,301.3 1,099.8 1,537.1
Certificate II 84.2 64.7 103.8 127.8 157.8
Certificate I - - - - -
Information Technology by course level
Diploma and above 2,341.1 2,335.7 2,326.5 2,281.0 2,503.6
Certificate IV 3,534.2 3,766.6 3,812.2 3,758.6 3,633.6
Certificate III 4,746.0 4,967.0 4,234.1 4,346.0 5,436.8
Certificate II 864.3 422.0 311.9 470.6 2,539.4
Certificate I - - - 25.1 2,118.1
Engineering and related Technologies by course level
Diploma and above 5,913.9 6,560.9 6,080.4 6,278.1 6,507.6
Certificate IV 3,131.5 3,378.5 4,731.8 6,825.8 7,269.9
Certificate III 39,513.2 42,540.4 44,489.1 52,286.4 56,827.5
Certificate II 19,052.9 23,076.1 27,991.7 31,066.5 29,110.5
Certificate I 10,133.4 7,806.6 5,270.6 4,946.6 5,849.6
Architecture and Building by course level
Diploma and above 2,108.6 2,227.7 2,326.3 2,765.2 3,004.5
Certificate IV 2,280.6 2,688.8 3,383.3 4,679.3 5,232.5
Certificate III 18,144.4 18,664.8 18,767.5 19,028.2 21,542.5
Certificate II 2,859.2 3,080.3 5,296.0 5,836.9 5,934.3
Certificate I 4,649.9 5,855.1 5,455.0 4,637.9 2,723.5
Agriculture, Environmental and related studies by course level
Diploma and above 1,530.7 1,644.9 2,248.3 2,339.3 2,207.3
Certificate IV 2,493.4 2,519.4 3,272.5 3,610.9 4,451.5
Certificate III 10,518.0 12,080.4 11,979.8 15,712.7 17,878.8
Certificate II 6,851.8 7,658.7 9,170.5 8,976.4 7,936.8
Certificate I 1,458.1 1,619.4 1,305.0 1,257.5 1,174.1
2008 20093,4,5 20106 20117,8 201223
119 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
2008 20093,4,5 20106 20117,8 201223
Health by course level
Diploma and above 3,463.2 4,347.8 5,901.1 7,438.0 8,450.4
Certificate IV 5,624.7 7,234.1 6,555.9 6,673.7 7,270.3
Certificate III 3,651.2 5,324.9 6,128.1 6,677.5 7,595.9
Certificate II 3,225.8 4,192.2 5,174.9 4,913.2 4,738.6
Certificate I 66.1 77.4 136.4 70.6 109.0
Education by course level
Diploma and above 760.4 989.0 1,113.6 1,208.5 1,016.3
Certificate IV 12,930.8 14,730.0 16,767.5 17,996.5 20,094.2
Certificate III 2,580.9 3,096.3 3,453.2 4,795.0 5,950.5
Certificate II 80.3 61.4 3.4 20.0 23.7
Certificate I 777.1 1,094.9 470.1 266.3 308.2
Management and Commerce by course level
Diploma and above 28,281.6 30,224.0 35,120.5 39,028.3 37,876.9
Certificate IV 26,204.2 31,625.2 37,208.4 48,583.3 56,676.6
Certificate III 57,807.6 52,559.2 54,658.2 63,832.8 77,649.5
Certificate II 36,068.3 34,045.0 37,416.5 40,693.7 39,351.7
Certificate I 11,111.2 9,555.0 8,148.8 8,539.5 3,576.0
Society and Culture by course level
Diploma and above 11,757.3 15,227.0 18,199.0 21,041.6 21,597.3
Certificate IV 10,543.0 13,735.0 17,124.3 21,519.6 23,121.6
Certificate III 32,887.4 36,558.6 42,472.4 50,894.7 56,099.9
Certificate II 6,123.6 6,460.8 8,894.2 12,584.8 9,148.5
Certificate I 2,589.3 2,546.2 2,110.4 1,832.6 979.9
Creative Arts by course level
Diploma and above 3,967.2 5,036.0 5,829.8 5,930.8 5,934.6
Certificate IV 4,257.2 5,905.6 6,054.8 5,724.4 5,721.5
Certificate III 3,036.6 4,056.5 4,454.6 4,596.8 5,154.3
Certificate II 2,561.4 2,990.2 3,026.2 2,861.1 2,898.6
Certificate I 792.1 772.8 828.9 875.6 678.3
Food, Hospitality and Personal Services by course level
Diploma and above 409.0 611.7 1,144.0 1,488.3 1,300.6
Certificate IV 2,240.8 2,676.2 3,457.8 3,433.4 5,259.8
Certificate III 16,833.8 18,255.3 19,218.8 20,101.5 26,013.2
Certificate II 14,607.1 14,207.2 15,147.2 15,812.6 15,704.0
Certificate I 2,012.1 2,146.0 2,264.9 2,040.7 2,104.5
Source: NCVER, Vocational Education and Training Provider Collection, 2008â2012.
A dash (-) represents a true zero figure, with no reported data in this category.
See also endnotes as referenced in the table, which can be found at the end of Appendix A, for detailed information on any caveats and technical issues associated with the data presented in this table.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 120
Table A.10 The number of Qualification Equivalents completed by students in government funded VET, Qualification Equivalents17,20 completed by government funded VET students1,2,9, 2008â2012
2008 20093,4,5 20106 20117,8 201223
All Fields of Education by course level
Diploma and above 45,908.8 51,014.4 62,925.0 73,004.1 74,392.4
Certificate IV 56,467.7 69,495.9 85,191.0 104,454.9 118,881.9
Certificate III 177,467.6 185,093.6 197,168.0 232,194.7 272,849.7
Certificate II 89,304.5 95,886.5 111,267.1 125,478.5 126,941.0
Certificate I 44,836.7 44,201.8 39,622.4 40,744.3 52,232.6
Natural and Physical Sciences by course level
Diploma and above 546.7 590.2 641.3 674.5 615.3
Certificate IV 611.0 585.9 811.4 1,042.3 1,145.5
Certificate III 760.3 763.4 819.8 808.0 1,154.2
Certificate II 79.8 64.3 92.1 121.1 149.5
Certificate I - - - - -
Information Technology by course level
Diploma and above 2,042.7 1,969.2 1,977.3 1,851.6 1,963.5
Certificate IV 3,144.3 3,346.5 3,325.0 3,309.1 3,302.1
Certificate III 3,962.8 4,285.6 3,776.3 3,981.3 4,964.2
Certificate II 431.2 409.1 310.9 457.8 2,344.2
Certificate I - - - 23.6 2,017.7
Engineering and related Technologies by course level
Diploma and above 4,659.1 4,391.2 4,472.5 4,691.0 5,033.4
Certificate IV 2,513.8 2,662.1 3,939.0 5,722.8 6,192.0
Certificate III 35,789.9 38,308.5 40,005.5 48,328.0 52,468.7
Certificate II 14,813.3 18,528.8 23,244.2 26,031.3 24,006.7
Certificate I 9,472.8 7,218.0 4,947.9 4,639.5 5,213.4
Architecture and Building by course level
Diploma and above 1,918.4 1,991.3 2,079.7 2,447.6 2,579.3
Certificate IV 1,890.7 2,160.3 2,723.0 3,754.2 4,449.4
Certificate III 17,172.1 17,468.5 17,767.5 17,908.8 20,595.7
Certificate II 2,296.1 2,451.2 4,451.7 4,816.8 4,656.9
Certificate I 3,936.8 5,224.2 4,648.0 3,834.0 2,368.3
Agriculture, Environmental and related studies by course level
Diploma and above 1,225.4 1,332.9 1,841.5 1,892.8 1,851.6
Certificate IV 2,297.2 2,199.3 2,784.9 3,135.2 4,084.6
Certificate III 8,999.7 10,400.1 10,193.2 13,810.9 16,078.6
Certificate II 5,987.9 6,607.8 7,941.7 7,778.3 6,859.5
Certificate I 1,375.4 1,471.8 1,234.1 1,131.8 1,064.1
121 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
2008 20093,4,5 20106 20117,8 201223
Health by course level
Diploma and above 2,328.0 2,901.4 4,171.2 5,379.8 6,118.4
Certificate IV 4,660.9 5,930.8 5,135.0 5,258.8 5,521.1
Certificate III 3,168.2 4,577.7 5,410.3 5,907.0 6,638.6
Certificate II 2,951.2 3,352.4 3,859.3 4,035.7 4,147.1
Certificate I 65.7 77.4 135.9 67.6 109.0
Education by course level
Diploma and above 476.4 675.2 748.5 870.5 656.4
Certificate IV 5,671.0 7,314.0 10,280.6 10,286.4 10,624.8
Certificate III 2,365.5 2,796.2 3,189.5 4,330.2 5,066.9
Certificate II 80.3 61.4 3.4 20.0 22.6
Certificate I 775.7 1,084.1 470.1 266.3 308.2
Management and Commerce by course level
Diploma and above 18,633.0 19,673.5 25,407.5 30,574.0 29,908.6
Certificate IV 19,134.4 23,606.9 29,840.8 40,867.9 49,229.4
Certificate III 54,287.2 48,707.4 51,052.9 60,855.2 74,140.4
Certificate II 31,295.7 30,145.6 34,425.5 37,825.3 36,534.7
Certificate I 10,547.5 9,153.7 7,736.2 8,362.0 3,350.3
Society and Culture by course level
Diploma and above 9,856.8 12,205.6 14,972.3 17,811.0 19,014.3
Certificate IV 8,348.2 10,950.2 14,499.5 19,255.7 20,499.7
Certificate III 28,158.2 31,476.9 37,550.0 46,530.9 51,905.2
Certificate II 5,016.8 5,346.8 7,529.7 11,043.5 7,426.4
Certificate I 2,218.2 2,183.4 1,905.8 1,614.0 746.1
Creative Arts by course level
Diploma and above 3,745.3 4,672.2 5,363.0 5,290.2 5,226.6
Certificate IV 3,989.5 5,514.3 5,586.9 5,264.7 5,296.2
Certificate III 2,802.4 3,616.1 3,815.9 3,951.5 4,412.3
Certificate II 2,456.8 2,824.8 2,864.4 2,647.8 2,604.1
Certificate I 775.2 761.5 816.2 870.4 659.4
Food, Hospitality and Personal Services by course level
Diploma and above 192.5 274.3 940.6 1,195.3 1,109.2
Certificate IV 1,419.9 1,657.3 2,554.7 2,831.4 4,643.6
Certificate III 13,760.1 14,759.7 16,681.1 18,463.2 24,167.0
Certificate II 11,141.4 11,615.7 12,394.3 12,892.9 12,943.6
Certificate I 1,896.4 2,006.1 2,038.8 1,716.6 1,794.1
Source: NCVER, Vocational Education and Training Provider Collection, 2008â2012.
A dash (-) represents a true zero figure, with no reported data in this category.
See also endnotes as referenced in the table, which can be found at the end of Appendix A, for detailed information on any caveats and technical issues associated with the data presented in this table.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 122
Table A.11 Employment and further study outcomes of students after completing VET, total reported VET21, 2008â201225
2008 2009 2010 2011 2012
% ± % ± % ± % ± % ±
Graduates26
Employed after training28 (%) 82.4 0.8 79.6 0.5 77.5 0.8 78.7 0.5 77.8 1.0
Difference in proportion employed from before29 training to after (% points) 8.1 Â 4.2 Â 4.7 Â 6.3 Â 6.9 Â
Improvement in employment circ*mstance after training30 (%) 67.7 1.0 64.1 0.6 61.5 0.9 63.6 0.5 62.4 1.1
Employed or in further study after training28,30 (%) 91.3 0.6 89.6 0.4 87.9 0.6 88.3 0.4 88.0 0.8
Achieved main reason for undertaking training33 (%) 87.7 0.7 86.1 0.4 84.8 0.7 85.4 0.4 84.8 0.8
Satisfied with overall quality of training 34 (%) 88.0 0.7 88.5 0.4 88.3 0.6 88.9 0.4 89.1 0.7
Module Completers27
Employed after training28 (%) 78.2 1.0 75.4 0.7 74.8 0.9 75.5 0.7 73.2 1.2
Difference in proportion employed from before29 training to after (% points) 2.8 Â -0.6 Â 1.3 Â 2.4 Â 2.9 Â
Improvement in employment circ*mstance after training30 (%) 50.3 1.2 47.9 0.7 47.8 1.1 49.1 0.8 48.9 1.3
Employed or in further study after training28,31,32 (%) 80.3 1.0 78.2 0.5 77.1 0.9 77.0 0.7 74.8 1.1
Achieved main reason for undertaking training33 (%) 84.0 0.8 83.9 0.5 82.5 0.8 82.8 0.6 82.3 1.0
Satisfied with overall quality of training 34 (%) 86.9 0.8 86.4 0.5 86.2 0.7 85.3 0.5 85.2 0.9
± - 95% confidence interval
Source: NCVER, Student Outcomes Surveys, 2008â2012.
See also endnotes as referenced in the table, which can be found at the end of Appendix A, for detailed information on any caveats and technical issues associated with the data presented in this table.
123 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Table A.12 Employment and further study outcomes of government funded VET students after completing VET, government funded VET22, 2008â201225
2008 2009 2010 2011 2012
% ± % ± % ± % ± % ±
Graduates26
Employed after training28 (%) 81.3 0.9 78.6 0.5 76.3 0.8 77.9 0.5 76.9 1.0
Difference in proportion employed from before29 training to after (% points) 8.7 Â 4.8 Â 5.0 Â 6.7 Â 7.4 Â
Improvement in employment circ*mstance after training30 (%) 67.6 1.1 64.0 0.6 61.4 1.0 63.5 0.6 62.3 1.2
Employed or in further study after training28,30 (%) 90.8 0.7 89.2 0.4 87.3 0.7 87.9 0.4 87.7 0.8
Achieved main reason for undertaking training33 (%) 87.6 0.8 85.7 0.5 84.3 0.7 85.1 0.4 84.5 0.9
Satisfied with overall quality of training 34 (%) 88.1 0.8 88.7 0.4 88.6 0.6 89.0 0.4 89.2 0.7
Module Completers27
Employed after training28 (%) 73.2 1.4 68.6 1.0 69.6 1.3 68.9 1.0 67.7 1.6
Difference in proportion employed from before29 training to after (% points) 4.2 Â 0.1 Â 2.1 Â 3.3 Â 4.0 Â
Improvement in employment circ*mstance after training30 (%) 49.7 1.5 45.6 1.0 46.0 1.4 47.1 1.1 46.7 1.6
Employed or in further study after training28,31,32 (%) 75.1 1.4 71.2 0.8 71.3 1.3 70.6 1.0 69.6 1.5
Achieved main reason for undertaking training33 (%) 80.8 1.2 79.7 0.8 78.5 1.1 78.3 0.9 78.3 1.3
Satisfied with overall quality of training 34 (%) 84.9 1.1 84.0 0.8 84.3 1.0 83.4 0.8 83.0 1.2
± - 95% confidence interval
Source: NCVER, Student Outcomes Surveys, 2008â2012.
See also endnotes as referenced in the table, which can be found at the end of Appendix A, for detailed information on any caveats and technical issues associated with the data presented in this table.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 124
Table A.13 Employment and further study outcomes of students after completing VET, by age, People aged 15â19 years, 20â24 years, 25â39 years, 40+ years, total reported VET21, 2008â201225
2008 2009 2010 2011 2012
 % ± % ± % ± % ± % ±
15â19 Year-olds
Graduates26
Employed after training28 (%) 76.4 2.2 73.6 1.2 71.4 1.9 70.5 1.3 67.7 2.6
Difference in proportion employed from before29 training to after (% points) 14.2 Â 10.4 Â 10.9 Â 12.3 Â 11.7 Â
Improvement in employment circ*mstance after training30 (%) 64.3 2.5 58.7 1.3 56.5 2.2 57.4 1.4 55.9 2.8
Employed or in further study after training28,30 (%) 89.5 1.6 87.9 0.9 87.2 1.3 85.7 1.1 85.0 2.1
Achieved main reason for undertaking training33 (%) 86.8 1.7 86.6 0.9 85.3 1.5 85.8 1.0 86.0 1.9
Satisfied with overall quality of training 34 (%) 90.0 1.6 89.7 0.8 90.6 1.4 91.7 0.8 92.4 1.5
Module Completers27
Employed after training28 (%) 61.1 2.9 57.9 1.7 61.4 2.7 54.4 2.2 56.1 3.4
Difference in proportion employed from before29 training to after (% points) 6.3 Â 4.7 Â 9.0 Â 8.5 Â 7.9 Â
Improvement in employment circ*mstance after training30 (%) 43.6 2.9 40.6 1.6 44.1 2.9 37.6 2.1 40.6 3.3
Employed or in further study after training28,31,32 (%) 64.1 2.9 61.9 1.6 63.4 2.6 58.3 2.1 59.1 3.3
Achieved main reason for undertaking training33 (%) 75.7 2.5 75.8 1.5 78.2 2.2 75.8 1.9 76.4 2.8
Satisfied with overall quality of training 34 (%) 84.7 2.1 84.7 1.2 84.2 2.1 83.4 1.7 84.9 2.4
20â24 Year-olds
Graduates26
Employed after training28 (%) 85.9 1.6 82.9 0.9 81.4 1.5 81.5 0.9 79.6 2.0
Difference in proportion employed from before29 training to after (% points) 8.3 Â 5.0 Â 5.9 Â 8.5 Â 8.9 Â
Improvement in employment circ*mstance after training30 (%) 75.5 2.0 71.0 1.1 69.1 1.9 70.7 1.1 68.3 2.3
Employed or in further study after training28,30 (%) 94.5 1.0 91.8 0.7 90.6 1.2 90.4 0.7 90.2 1.5
Achieved main reason for undertaking training33 (%) 90.6 1.3 88.5 0.8 87.8 1.3 88.5 0.7 85.3 1.9
Satisfied with overall quality of training 34 (%) 87.7 1.4 88.4 0.8 87.5 1.3 89.2 0.7 89.2 1.5
125 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
2008 2009 2010 2011 2012
 % ± % ± % ± % ± % ±
Module Completers27
Employed after training28 (%) 79.5 2.7 76.0 1.7 73.9 2.9 75.2 1.9 71.2 3.5
Difference in proportion employed from before29 training to after (% points) 5.0 Â -2.0 Â -0.3 Â 7.3 Â 5.5 Â
Improvement in employment circ*mstance after training30 (%) 58.2 3.2 51.5 1.9 53.9 3.1 55.1 2.2 52.1 3.9
Employed or in further study after training28,31,32 (%) 82.1 2.6 79.4 1.5 77.9 2.5 78.6 1.8 75.9 3.3
Achieved main reason for undertaking training33 (%) 83.4 2.4 81.8 1.5 80.8 2.3 80.4 1.8 79.4 3.1
Satisfied with overall quality of training 34 (%) 83.3 2.5 83.8 1.4 83.1 2.2 83.9 1.5 81.8 2.9
25â39 Year-olds
Graduates26
Employed after training28 (%) 82.8 1.5 80.3 0.9 77.5 1.5 79.6 0.9 78.8 1.8
Difference in proportion employed from before29 training to after (% points) 5.0 Â 1.4 Â 2.6 Â 3.8 Â 6.2 Â
Improvement in employment circ*mstance after training30 (%) 68.2 1.9 64.4 1.2 61.8 1.8 64.1 1.0 61.5 2.1
Employed or in further study after training28,30 (%) 91.0 1.2 89.3 0.8 87.4 1.2 88.4 0.7 87.4 1.5
Achieved main reason for undertaking training33 (%) 86.6 1.4 85.4 0.9 83.5 1.3 84.4 0.7 83.7 1.7
Satisfied with overall quality of training 34 (%) 88.4 1.3 88.1 0.8 87.3 1.2 88.0 0.8 87.2 1.5
Module Completers27
Employed after training28 (%) 83.3 1.8 81.4 1.1 79.8 1.7 82.5 1.1 81.4 2.0
Difference in proportion employed from before29 training to after (% points) 1.9 Â -2.1 Â -0.1 Â 1.6 Â 2.5 Â
Improvement in employment circ*mstance after training30 (%) 54.1 2.3 52.4 1.4 49.4 2.1 53.6 1.4 53.9 2.5
Employed or in further study after training28,31,32 (%) 84.6 1.8 82.7 0.9 80.8 1.7 83.4 1.1 82.4 1.9
Achieved main reason for undertaking training33 (%) 84.8 1.7 85.0 1.0 81.7 1.6 83.6 1.0 83.2 1.9
Satisfied with overall quality of training 34 (%) 87.3 1.5 86.8 1.0 86.6 1.4 86.1 0.9 85.7 1.8
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 126
2008 2009 2010 2011 2012
 % ± % ± % ± % ± % ±
40+ Year-olds
Graduates26
Employed after training28 (%) 82.5 1.5 79.2 0.9 77.5 1.3 80.0 0.8 80.5 1.5
Difference in proportion employed from before29 training to after (% points) 7.0 Â 2.3 Â 1.4 Â 3.2 Â 3.4 Â
Improvement in employment circ*mstance after training30 (%) 61.8 1.9 59.9 1.1 57.0 1.6 60.3 0.9 61.7 1.8
Employed or in further study after training28,30 (%) 89.6 1.3 88.5 0.7 86.1 1.2 87.6 0.7 88.2 1.2
Achieved main reason for undertaking training33 (%) 86.5 1.3 83.7 0.8 82.8 1.2 83.4 0.7 84.8 1.3
Satisfied with overall quality of training 34 (%) 86.5 1.3 88.3 0.7 88.5 1.0 87.8 0.6 88.9 1.1
Module Completers27
Employed after training28 (%) 79.6 1.4 76.9 1.1 76.6 1.4 78.0 1.0 74.5 1.7
Difference in proportion employed from before29 training to after (% points) 1.7 Â -0.9 Â 0.3 Â -0.3 Â 0.6 Â
Improvement in employment circ*mstance after training30 (%) 48.0 1.8 46.7 1.2 46.5 1.6 48.6 1.2 47.7 1.8
Employed or in further study after training28,31,32 (%) 82.3 1.4 80.4 0.7 79.7 1.4 78.4 1.0 75.2 1.7
Achieved main reason for undertaking training33 (%) 86.0 1.2 86.4 0.8 84.8 1.2 85.3 0.8 84.7 1.3
Satisfied with overall quality of training 34 (%) 88.3 1.1 87.4 0.8 87.7 1.0 85.7 0.8 86.5 1.3
± - 95% confidence interval
Source: NCVER, Student Outcomes Surveys, 2008â2012.
See also endnotes as referenced in the table, which can be found at the end of Appendix A, for detailed information on any caveats and technical issues associated with the data presented in this table.
127 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Table A.14 Employment and further study outcomes of government funded VET students after completing VET, by age, People aged 15â19 years, 20â24 years, 25â39 years, 40+ years, government funded VET22, 2008â201225
2008 2009 2010 2011 2012
 % ± % ± % ± % ± % ±
15â19 Year-olds
Graduates26
Employed after training28 (%) 77.0 2.3 74.4 1.2 71.5 2.0 70.8 1.4 67.9 2.8
Difference in proportion employed from before29 training to after (% points) 14.2 Â 10.6 Â 11.0 Â 12.1 Â 11.4 Â
Improvement in employment circ*mstance after training30 (%) 65.1 2.6 59.5 1.4 57.1 2.2 58.0 1.5 56.4 2.9
Employed or in further study after training28,30 (%) 89.8 1.7 88.3 0.9 87.6 1.4 86.1 1.1 85.5 2.1
Achieved main reason for undertaking training33 (%) 87.5 1.8 86.5 1.0 85.4 1.6 86.0 1.1 86.7 1.9
Satisfied with overall quality of training 34 (%) 90.1 1.7 89.8 0.9 90.7 1.4 91.5 0.8 92.5 1.5
Module Completers27
Employed after training28 (%) 60.8 3.4 57.7 1.9 62.2 3.2 54.0 2.5 56.3 3.8
Difference in proportion employed from before29 training to after (% points) 7.0 Â 4.7 Â 9.7 Â 7.9 Â 9.5 Â
Improvement in employment circ*mstance after training30 (%) 45.8 3.4 40.9 1.9 44.9 3.4 38.0 2.3 40.8 3.7
Employed or in further study after training28,31,32 (%) 63.4 3.4 61.2 1.8 63.8 3.2 57.7 2.5 58.5 3.8
Achieved main reason for undertaking training33 (%) 74.8 3.0 74.5 1.7 78.0 2.6 75.4 2.2 75.5 3.3
Satisfied with overall quality of training 34 (%) 82.6 2.6 83.1 1.5 82.8 2.5 82.2 1.8 83.1 2.8
20â24 Year-olds
Graduates26
Employed after training28 (%) 85.8 1.6 82.9 0.9 81.6 1.6 81.5 0.9 79.5 2.1
Difference in proportion employed from before29 training to after (% points) 8.5 Â 5.4 Â 6.2 Â 8.8 Â 8.9 Â
Improvement in employment circ*mstance after training30 (%) 75.4 2.0 71.2 1.1 69.4 1.9 70.8 1.1 68.5 2.3
Employed or in further study after training28,30 (%) 94.4 1.1 91.9 0.7 90.7 1.2 90.4 0.7 90.1 1.6
Achieved main reason for undertaking training33 (%) 90.6 1.3 88.5 0.8 87.9 1.3 88.5 0.7 85.3 1.9
Satisfied with overall quality of training 34 (%) 87.5 1.5 88.4 0.8 87.9 1.3 89.2 0.7 89.2 1.6
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 128
2008 2009 2010 2011 2012
 % ± % ± % ± % ± % ±
Module Completers27
Employed after training28 (%) 76.1 3.4 73.2 2.1 71.9 3.6 71.7 2.5 69.8 4.1
Difference in proportion employed from before29 training to after (% points) 5.6 Â -1.6 Â 0.0 Â 8.3 Â 7.4 Â
Improvement in employment circ*mstance after training30 (%) 58.0 3.9 52.2 2.4 52.6 3.8 54.0 2.7 52.1 4.5
Employed or in further study after training28,31,32 (%) 78.7 3.3 76.3 2.0 75.8 3.3 75.2 2.4 74.8 3.9
Achieved main reason for undertaking training33 (%) 80.9 3.1 79.2 1.9 77.5 3.0 77.0 2.3 76.4 3.8
Satisfied with overall quality of training 34 (%) 81.1 3.1 81.2 1.8 79.5 2.9 81.7 1.9 79.7 3.6
25â39 Year-olds
Graduates26
Employed after training28 (%) 81.3 1.7 78.8 1.1 75.9 1.7 78.5 0.9 77.7 2.0
Difference in proportion employed from before29 training to after (% points) 5.7 Â 1.4 Â 2.6 Â 4.1 Â 6.8 Â
Improvement in employment circ*mstance after training30 (%) 68.2 2.1 63.9 1.3 61.1 2.0 63.8 1.1 61.0 2.3
Employed or in further study after training28,30 (%) 90.3 1.4 88.7 0.8 86.4 1.4 87.9 0.7 87.0 1.6
Achieved main reason for undertaking training33 (%) 85.9 1.6 84.7 0.9 82.4 1.5 83.7 0.8 82.8 1.8
Satisfied with overall quality of training 34 (%) 88.5 1.5 88.3 0.9 87.3 1.3 87.9 0.8 87.0 1.6
Module Completers27
Employed after training28 (%) 77.8 2.6 74.9 1.7 73.6 2.5 76.3 1.7 76.3 2.7
Difference in proportion employed from before29 training to after (% points) 2.8 Â -2.3 Â -0.2 Â 2.6 Â 2.6 Â
Improvement in employment circ*mstance after training30 (%) 53.8 3.1 51.2 2.0 48.1 2.9 52.3 1.9 52.3 3.2
Employed or in further study after training28,31,32 (%) 79.2 2.7 75.9 1.5 73.6 2.6 77.2 1.7 77.4 2.7
Achieved main reason for undertaking training33 (%) 81.3 2.5 80.7 1.5 76.1 2.4 77.1 1.6 78.2 2.6
Satisfied with overall quality of training 34 (%) 84.5 2.3 84.3 1.5 84.4 2.1 83.6 1.4 82.5 2.4
40+ Year-olds
Graduates26
Employed after training28 (%) 79.3 1.8 75.7 1.1 74.1 1.6 77.9 0.9 78.9 1.7
Difference in proportion employed from before29 training to after (% points) 8.0 Â 2.8 Â 1.8 Â 3.6 Â 4.2 Â
Improvement in employment circ*mstance after training30 (%) 60.0 2.2 58.2 1.2 55.4 1.7 59.3 1.0 60.8 2.0
Employed or in further study after training28,30 (%) 87.7 1.5 86.5 0.8 84.1 1.4 86.3 0.8 87.4 1.4
Achieved main reason for undertaking training33 (%) 85.6 1.5 82.4 1.0 81.4 1.4 82.6 0.8 84.0 1.5
Satisfied with overall quality of training 34 (%) 86.9 1.5 88.6 0.8 89.2 1.1 88.1 0.7 89.4 1.2
129 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
2008 2009 2010 2011 2012
 % ± % ± % ± % ± % ±
Module Completers27
Employed after training28 (%) 74.0 2.1 67.8 1.8 69.4 2.1 69.6 1.6 66.4 2.4
Difference in proportion employed from before29 training to after (% points) 3.3 Â 0.3 Â 1.0 Â 0.3 Â 1.1 Â
Improvement in employment circ*mstance after training30 (%) 46.3 2.4 42.0 1.8 43.0 2.2 45.6 1.7 43.8 2.4
Employed or in further study after training28,31,32 (%) 76.5 2.2 71.0 1.2 71.8 2.2 70.2 1.6 67.2 2.4
Achieved main reason for undertaking training33 (%) 82.9 1.8 81.8 1.3 80.2 1.8 80.7 1.3 80.8 1.9
Satisfied with overall quality of training 34 (%) 87.6 1.5 85.3 1.3 86.5 1.5 84.6 1.2 85.2 1.7
± - 95% confidence interval
Source: NCVER, Student Outcomes Surveys, 2008â2012.
See also endnotes as referenced in the table, which can be found at the end of Appendix A, for detailed information on any caveats and technical issues associated with the data presented in this table.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 130
Table A.15 Employer engagement with VET, proportion of employers engaged, Proportion of employers engaged, 2007, 2009, 2011
Employers engaged with VET in the last 12 months35
Had employees undertaking apprenticeships/ traineeships36
Had arranged or provided nationally recognised training37
Had employees with formal vocational qualification as a job requirement38
2007 2009 2011 2007 2009 2011 2007 2009 2011 2007 2009 2011
% % % % % % % % % % % %
Employers engaged with VET in the past 12 months
54.0 56.7 53.9 29.1 30.6 29.0 22.1 26.1 21.7 33.3 34.2 34.5
Employers engaged with VET in the past 12 months by industry
Agriculture, Forestry and Fishing 29.1 27.0 31.5 9.6* 9.4 13.2 11.9* 17.0 14.0 13.0* 9.7 13.3
Mining 82.7 59.1 61.1 53.8* 27.6* 29.3 63.5 40.8 46.8 38.7* 45.9 46.0
Manufacturing 58.2 65.4 60.4 34.9 43.6 36.7 15.6 24.1 19.1 41.0 41.6 40.3
Electricity, Gas, Water and Waste Services
31.0* 30.1* 67.4 17.1* 7.0* 39.5* 17.2* 17.1* 36.4* 20.8* 20.1* 33.2*
Construction 78.0 79.0 81.0 59.0 63.1 61.7 27.7 22.1 22.5 42.0 41.6 51.9
Wholesale Trade 41.7 42.6 33.6 8.1* 16.9* 10.1 13.1* 24.7 15.7 30.1 17.3* 19.8
Retail Trade 44.0 45.2 38.2 26.7 27.7 25.2 16.7 24.4 15.6 23.8 21.8 19.5
Accommodation and Food Services 49.6 42.3 42.2 36.4 27.6 21.5 18.4 21.3 19.9 23.6 23.4 25.6
Transport, Postal and Warehousing 46.9 36.0 24.6 25.4 14.0* 8.5 33.8 26.1 14.5 24.5 15.0* 13.3
Information Media and Telecommunications
35.0 40.0* 31.1 15.1* 23.9* 12.4 9.7* 17.5* 11.1 21.7* 20.3* 21.8
Financial and Insurance Services 68.4 62.7 54.8 23.8* 18.1 14.0 41.1 37.9 40.2 51.3 45.1 35.3
Rental, Hiring and Real Estate Services 49.9 68.9 56.1 19.6 19.7* 20.3 21.1 31.5 24.6 34.8 46.7 40.0
Professional, Scientific and Technical Services
44.5 54.5 46.7 16.9* 15.7 15.7 16.0* 26.3 16.6 27.4* 37.9 31.8
Administrative and Support Services 43.1* 45.8 43.8 2.9* 15.8* 18.0 14.5* 31.9 20.0 32.1* 18.5 22.1
Public Administration and Safety
90.9 68.0 77.4 69.3 34.5* 24.7 37.4* 42.8* 43.6 82.1 32.7* 49.3
Education and Training
63.8 70.2 71.8 30.0 17.2 27.9 32.2 41.9 39.9 53.4 57.5 53.4
Health Care and Social Assistance 57.7 62.1 58.9 28.2 27.6 22.4 25.3 40.4 33.7 35.7 45.3 39.4
Arts and Recreation Services 45.0 47.2 49.1 22.1 24.0 16.8 26.5 27.6 29.6 19.6 22.6 29.1
Other services 73.1 73.1 76.5 37.9 50.6 51.0 19.5* 22.0 22.9 59.2 54.5 58.1
131 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Employers engaged with VET in the last 12 months35
Had employees undertaking apprenticeships/ traineeships36
Had arranged or provided nationally recognised training37
Had employees with formal vocational qualification as a job requirement38
2007 2009 2011 2007 2009 2011 2007 2009 2011 2007 2009 2011
% % % % % % % % % % % %
Employers engaged with VET in the past 12 months by employer size
Small employers (1 to 9 employees) 45.7 49.1 48.2 22.2 25.6 25.6 15.9 19.6 16.0 26.6 27.2 29.7
Medium employers (10 to 99 employees) 75.1 74.6 72.4 47.1 41.1 38.8 36.4 39.7 39.3 49.4 50.4 49.3
Large employers (100 or more employees)
95.1 96.7 91.0 62.2 68.3 63.3 64.2 78.4 67.3 76.8 77.0 74.3
* The estimate has a relative standard error greater than 25 per cent and therefore should be used with caution.
Source: NCVER, Survey of Employer Use and Views of the VET System, 2007â2011.
See also endnotes as referenced in the table, which can be found at the end of Appendix A, for detailed information on any caveats and technical issues associated with the data presented in this table.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 132
Table A.16 Employer engagement with VET, 95 per cent confidence intervals, 95 per cent confidence intervals, 2007, 2009, 2011
Employers engaged with VET in the last 12 months35
Had employees undertaking apprenticeships/ traineeships36
Had arranged or provided nationally recognised training37
Had employees with formal vocational qualification as a job requirement38
2007 2009 2011 2007 2009 2011 2007 2009 2011 2007 2009 2011
± ± ± ± ± ± ± ± ± ± ± ±
Employers engaged with VET in the past 12 months
2.8 2.2 1.6 2.5 2.0 1.5 2.3 2.0 1.4 2.7 2.2 1.6
Employers engaged with VET in the past 12 months by industry
Agriculture, Forestry and Fishing 8.8 6.7 4.8 4.8 4.5 3.5 6.3 5.8 3.4 6.9 4.1 3.8
Mining 14.4 15.4 11.8 34.1 14.0 13.8 27.3 15.2 14.1 29.4 15.9 14.3
Manufacturing 8.6 7.7 6.1 7.7 8.2 6.1 4.9 6.8 4.4 8.3 8.1 6.2
Electricity, Gas, Water and Waste Services
25.3 22.0 15.8 16.3 6.7 20.3 16.2 16.5 19.4 19.0 16.8 18.0
Construction 8.0 5.0 4.6 9.5 5.9 5.8 8.4 4.9 4.9 9.6 6.0 6.1
Wholesale Trade 13.1 12.0 5.9 6.1 8.6 3.2 7.0 10.1 4.2 12.6 9.6 4.9
Retail Trade 6.5 7.1 4.7 5.6 6.2 4.3 4.8 6.1 3.4 5.6 5.9 3.9
Accommodation and Food Services 10.5 9.0 7.7 9.6 8.0 6.0 7.3 7.1 6.2 8.4 7.2 7.1
Transport, Postal and Warehousing 9.2 10.7 5.8 8.3 7.3 3.0 8.8 9.8 3.7 8.3 7.8 5.0
Information Media and Telecommunications
15.6 20.4 8.9 8.0 18.9 5.3 6.7 14.4 4.4 14.2 13.6 7.7
Financial and Insurance Services 14.8 10.8 8.5 13.2 6.8 4.6 15.1 9.9 8.3 16.1 10.6 7.9
Rental, Hiring and Real Estate Services 8.1 12.3 7.6 6.4 9.8 5.8 6.1 11.9 6.1 7.6 13.0 7.4
Professional, Scientific and Technical Services
19.8 7.0 5.3 14.4 5.1 3.7 10.9 6.3 3.4 17.5 6.9 4.9
Administrative and Support Services 24.6 12.2 8.0 2.9 8.8 6.0 12.1 11.5 5.5 21.5 8.8 6.0
Public Administration and Safety
7.5 22.1 12.3 19.9 18.8 9.6 21.3 21.9 14.2 11.6 16.4 15.3
Education and Training
14.6 11.7 7.4 13.9 7.3 6.7 11.7 12.3 7.4 14.4 12.5 7.8
Health Care and Social Assistance 11.4 10.6 7.2 10.1 9.2 5.4 9.4 10.7 6.6 10.6 10.0 6.7
Arts and Recreation Services 12.8 11.7 10.1 10.3 8.7 6.8 11.1 9.7 9.6 8.6 9.3 9.2
Other services 11.2 7.7 5.1 12.3 8.5 5.8 10.1 6.9 4.8 12.7 8.5 5.8
133 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Employers engaged with VET in the last 12 months35
Had employees undertaking apprenticeships/ traineeships36
Had arranged or provided nationally recognised training37
Had employees with formal vocational qualification as a job requirement38
2007 2009 2011 2007 2009 2011 2007 2009 2011 2007 2009 2011
± ± ± ± ± ± ± ± ± ± ± ±
Employers engaged with VET in the past 12 months by employer size
Small employers (1 to 9 employees) 3.4 2.7 1.9 2.8 2.3 1.7 2.5 2.2 1.5 3.1 2.5 1.9
Medium employers (10 to 99 employees) 4.5 3.6 2.9 5.3 4.2 3.2 5.1 4.3 3.3 5.3 4.2 3.3
Large employers (100 or more employees)
2.8 2.0 4.4 11.5 10.6 7.3 11.4 6.4 7.2 7.2 7.3 5.8
± - 95% confidence interval
Source: NCVER, Survey of Employer Use and Views of the VET System, 2007â2011.
See also endnotes as referenced in the table, which can be found at the end of Appendix A, for detailed information on any caveats and technical issues associated with the data presented in this table.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 134
Table A.17 Employer satisfaction with aspects of VET, proportion of employers satisfied, Proportion of employers satisfied, 2007, 2009, 2011
Satisfaction with apprentices/ trainees
Satisfaction with nationally recognised training40
Satisfaction with formal vocational qualifications as a job requirement
2007 2009 2011 2007 2009 2011 2007 2009 2011
% % % % % % % % %
Employers satisfied 39 with VET 83.3 83.2 82.7 80.5 85.8 88.5 80.8 83.4 84.8
Satisfied employers 39 by industry
Agriculture, Forestry and Fishing 79.9 80.7 70.2 59.0 62.6 86.4 88.9 68.6 79.7
Mining 98.5 95.3 96.5 94.8 97.1 90.0 67.0 90.0 92.2
Manufacturing 83.6 84.5 73.7 92.6 88.6 82.2 77.6 84.3 80.4
Electricity, Gas, Water and Waste Services 94.2 86.9 82.1 91.4 22.6* 97.3 85.1 80.3 93.7
Construction 83.7 84.6 86.4 73.5 92.7 89.4 90.4 84.6 85.2
Wholesale Trade 97.1 78.9 83.7 87.2 96.7 89.0 86.9 98.3 82.5
Retail Trade 84.8 88.7 77.8 81.9 81.8 94.9 78.7 75.9 85.3
Accommodation and Food Services 78.0 66.8 80.8 91.8 89.3 94.7 75.0 86.9 83.3
Transport, Postal and Warehousing 86.1 81.4 94.0 77.1 97.2 84.9 77.1 92.0 81.4
Information Media and Telecommunications 90.7 94.0 69.6 82.0 97.7 76.6 74.4 86.4 78.8
Financial and Insurance Services 85.7 78.5 84.0 82.4 91.5 87.1 75.4 89.5 85.9
Rental, Hiring and Real Estate Services 87.6 86.5 88.3 76.4 86.8 96.0 76.5 81.7 87.9
Professional, Scientific and Technical Services 83.6 83.5 83.1 55.9* 85.8 81.4 70.0 87.6 85.9
Administrative and Support Services 77.4 60.0* 89.0 94.1 49.9 91.5 58.9* 64.0 85.0
Public Administration and Safety 94.7 95.7 87.2 91.3 96.9 89.3 91.4 93.4 84.8
Education and Training 86.0 86.8 83.7 80.5 86.8 88.9 91.5 87.8 91.4
Health Care and Social Assistance 71.9 94.8 87.6 93.6 93.0 84.4 90.0 87.7 87.1
Arts and Recreation Services 76.5 67.2 91.0 92.3 95.9 96.0 82.3 95.3 87.8
Other services 79.1 81.6 81.0 64.5 80.1 89.0 72.9 73.0 83.0
Satisfied 39 employers by employer size
Small employers (1 to 9 employees) 84.8 82.3 80.5 75.8 84.2 85.7 81.5 82.6 84.2
Medium employers (10 to 99 employees) 80.6 83.7 86.9 86.2 88.4 92.4 79.8 85.0 85.4
Large employers (100 or more employees) 86.8 89.5 91.0 82.0 85.2 92.0 80.2 81.6 90.2
* The estimate has a relative standard error greater than 25 per cent and therefore should be used with caution.
Source: NCVER, Survey of Employer Use and Views of the VET System, 2007â2011.
See also endnotes as referenced in the table, which can be found at the end of Appendix A, for detailed information on any caveats and technical issues associated with the data presented in this table.
135 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Table A.18 Employer satisfaction with aspects of VET, 95 per cent confidence intervals, 95 per cent confidence intervals, 2007, 2009, 2011
Satisfaction with apprentices/ trainees
Satisfaction with nationally recognised training40
Satisfaction with formal vocational qualifications as a job requirement
2007 2009 2011 2007 2009 2011 2007 2009 2011
± ± ± ± ± ± ± ± ±
Employers satisfied 39 with VET 3.9 3.1 2.7 5.0 3.3 2.3 3.8 3.0 2.2
Satisfied employers 39 by industry
Agriculture, Forestry and Fishing 21.6 18.1 13.4 28.7 19.5 8.6 10.3 23.2 15.3
Mining 2.4 5.5 4.5 7.2 3.4 10.1 22.4 12.2 8.5
Manufacturing 9.3 8.4 10.1 5.4 9.4 11.6 10.0 9.3 6.9
Electricity, Gas, Water and Waste Services 6.9 21.8 28.3 9.4 23.1 4.1 14.0 29.5 7.7
Construction 9.0 5.6 5.5 16.8 5.9 6.8 6.1 7.3 5.8
Wholesale Trade 4.9 23.5 10.9 13.8 3.9 6.4 17.5 2.5 8.8
Retail Trade 7.2 6.9 9.0 11.8 12.1 6.7 10.9 14.5 9.2
Accommodation and Food Services 14.5 17.6 13.5 10.2 11.3 5.1 17.2 9.3 12.1
Transport, Postal and Warehousing 8.6 17.7 6.7 18.9 3.8 10.0 23.9 6.3 17.6
Information Media and Telecommunications 10.1 8.4 23.9 20.7 4.5 18.6 23.5 18.9 15.9
Financial and Insurance Services 22.2 16.5 13.6 18.5 7.3 9.0 21.2 7.8 10.8
Rental, Hiring and Real Estate Services 10.9 19.7 10.0 14.5 16.8 3.3 11.6 14.1 6.4
Professional, Scientific and Technical Services 23.5 13.0 8.6 36.4 10.0 9.0 31.6 7.1 6.6
Administrative and Support Services 35.1 31.9 9.3 9.3 22.3 8.3 33.9 27.0 9.3
Public Administration and Safety 5.5 3.9 15.5 5.6 2.8 13.4 6.9 4.8 18.7
Education and Training 15.7 14.1 12.2 23.0 14.8 8.5 6.4 8.3 6.1
Health Care and Social Assistance 21.4 4.6 10.3 5.0 8.1 10.1 7.5 8.8 7.6
Arts and Recreation Services 22.2 20.4 9.4 6.2 4.8 5.1 20.4 4.7 13.3
Other services 14.8 9.4 6.3 26.5 15.1 6.9 14.8 10.6 5.3
Satisfied 39 employers by employer size
Small employers (1 to 9 employees) 5.4 4.2 3.7 7.8 4.9 3.7 5.1 4.3 2.9
Medium employers (10 to 99 employees) 6.4 4.9 3.3 6.1 4.6 2.5 6.3 4.3 3.3
Large employers (100 or more employees) 5.4 5.0 4.3 17.2 10.7 3.8 13.8 11.6 3.9
± - 95% confidence interval
Source: NCVER, Survey of Employer Use and Views of the VET System, 2007â2011.
See also endnotes as referenced in the table, which can be found at the end of Appendix A, for detailed information on any caveats and technical issues associated with the data presented in this table.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 136
Table A.19 Employer overall satisfaction with the VET system, proportion of employers satisfied, Proportion of employers satisfied, 2007, 2009, 2011
Overall satisfaction with the VET system (all aspects engaged with)
41
2007
2009
2011
Satisfied with all
39
Neither fully
satisfied or dissatisfied (mixture)
Dissatisfied with all
42
Satisfied with all
39
Neither fully
satisfied or dissatisfied (mixture)
Dissatisfied with all
42
Satisfied with all
39
Neither fully
satisfied or dissatisfied (mixture)
Dissatisfied with all
42
%
%
%
%
%
%
%
%
%
All employers engaged with VET
35
73.9
21.1
5.0
77.9
16.2
5.8
78.1
17.3
4.6
All employers engaged with VET
35 by industry
Agriculture, Forestry and Fishing
73.4
15.8*
10.8*
66.3
23.8*
9.9*
71.8
15.8
12.4*
Mining
74.1
21.1*
4.8*
89.9
10.1*
0.0
85.4
10.1*
**
Manufacturing
75.8
19.4
4.8*
78.0
15.9
6.1*
68.3
24.9
6.8*
Electricity, Gas, Water and Waste Services
76.3
22.7*
**
41.1*
17.4*
**
85.5
13.4*
**
Construction
76.5
17.0*
6.5*
80.0
14.6
5.4*
81.6
15.0
3.4*
Wholesale Trade
82.9
17.1*
0.0
88.2
8.1*
**
77.9
20.8
**
Retail Trade
73.9
20.2
5.9*
77.2
20.6
2.3*
79.1
15.8
5.1*
Accommodation and Food Services
73.7
24.5*
**
69.9
17.6*
12.5*
78.6
19.2*
2.1*
Transport, Postal and Warehousing
71.6
27.3*
**
89.2
9.2*
**
76.6
23.0
**
Information Media and Telecommunications
75.3
24.7*
0.0
85.2
11.3*
**
66.0
32.5
**
Financial and Insurance Services
72.0
23.0*
**
77.6
19.4
**
80.5
15.3*
**
Rental, Hiring and Real Estate Services
71.2
24.2
4.7*
76.4
15.5*
8.1*
82.8
14.9
2.3*
137 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Overall satisfaction with the VET system (all aspects engaged with)
41
2007
2009
2011
Satisfied with all
39
Neither fully
satisfied or dissatisfied (mixture)
Dissatisfied with all
42
Satisfied with all
39
Neither fully
satisfied or dissatisfied (mixture)
Dissatisfied with all
42
Satisfied with all
39
Neither fully
satisfied or dissatisfied (mixture)
Dissatisfied with all
42
%
%
%
%
%
%
%
%
%
Professional, Scientific and Technical Services
68.3
31.7*
0.0
82.0
12.5
5.5*
76.8
16.6
6.6*
Administrative and Support Services
67.5
24.0*
**
56.7
20.1*
23.2*
83.2
16.5
**
Public Administration and Safety
87.1
12.9*
0.0
91.4
8.5*
**
76.0
16.8*
**
Education and Training
77.7
22.0*
**
77.8
21.2*
**
85.1
10.0
5.0*
Health Care and Social Assistance
73.0
26.2*
0.8*
84.6
13.9*
1.5*
75.5
23.0
1.6*
Arts and Recreation Services
82.2
13.4*
4.3*
77.9
21.9*
**
89.2
3.7*
7.0*
Other services
65.7
18.5*
15.8*
72.5
20.9
6.6*
76.1
17.2
6.7*
All employers engaged with VET
35 by employer size
Small employers (1 to 9 employees)
74.9
19.3
5.9
78.5
14.8
6.7
77.3
17.0
5.7
Medium employers (10 to 99 employees)
73.1
23.7
3.1*
77.5
17.8
4.6*
80.0
17.9
2.1
Large employers (100 or more employees)
67.1
26.2
6.6*
73.0
25.2
1.8*
79.0
20.0
1.0*
Source: NCVER, Survey of Employer Use and Views of the VET System, 2007â2011. * The estimate has a relative standard error greater than 25 per cent and therefore should be used with caution. See also endnotes as referenced in the table, which can be found at the end of Appendix A, for detailed information on any caveats and technical issues associated with the data presented in this table
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 138
Table A.20 Employer overall satisfaction with the VET system, 95 per cent confidence intervals, 95 per cent confidence intervals, 2007, 2009, 2011
Overall satisfaction with the VET system (all aspects engaged with)
41
2007
2009
2011
Satisfied with all
39
Neither fully
satisfied or dissatisfied (mixture)
Dissatisfied with all
42
Satisfied with all
39
Neither fully
satisfied or dissatisfied (mixture)
Dissatisfied with all
42
Satisfied with all
39
Neither fully
satisfied or dissatisfied (mixture)
Dissatisfied with all
42
±
±
±
±
±
±
±
±
±
All employers engaged with VET
35
3.4
3.2
1.6
2.5
2.1
1.5
2.0
1.8
1.1
All employers engaged with VET
35 by industry
Agriculture, Forestry and Fishing
16.0
11.6
12.7
14.3
12.6
9.9
9.2
6.9
7.8
Mining
25.8
22.1
8.2
9.9
9.9
0.0
10.3
7.9
**
Manufacturing
8.6
7.5
5.1
8.0
7.1
4.4
7.8
6.9
5.2
Electricity, Gas, Water and Waste Services
18.9
18.4
**
33.1
23.7
**
17.2
17.1
**
Construction
9.1
8.4
4.4
5.5
4.8
3.3
5.2
4.8
2.3
Wholesale Trade
13.7
13.7
0.0
10.4
8.0
**
8.0
7.9
**
Retail Trade
8.1
7.4
4.2
8.9
8.8
1.9
7.0
6.2
4.0
Accommodation and Food Services
12.4
12.4
**
13.1
9.5
11.4
9.8
9.5
2.4
Transport, Postal and Warehousing
13.7
13.8
**
7.7
7.2
**
11.0
11.0
**
Information Media and Telecommunications
15.9
15.9
0.0
13.8
12.3
**
13.9
13.9
**
Financial and Insurance Services
17.9
17.1
**
9.5
8.8
**
8.7
7.5
**
Rental, Hiring and Real Estate Services
10.3
9.6
5.0
12.4
9.6
9.0
6.5
6.2
2.2
139 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Overall satisfaction with the VET system (all aspects engaged with)
41
2007
2009
2011
Satisfied with all
39
Neither fully
satisfied or dissatisfied (mixture)
Dissatisfied with all
42
Satisfied with all
39
Neither fully
satisfied or dissatisfied (mixture)
Dissatisfied with all
42
Satisfied with all
39
Neither fully
satisfied or dissatisfied (mixture)
Dissatisfied with all
42
±
±
±
±
±
±
±
±
±
Professional, Scientific and Technical Services
23.8
23.8
0.0
7.1
5.6
4.8
6.2
5.3
3.9
Administrative and Support Services
26.4
25.0
**
18.4
14.2
17.8
7.3
7.3
**
Public Administration and Safety
8.8
8.8
0.0
5.4
5.3
**
15.3
11.3
**
Education and Training
13.9
13.9
**
11.2
11.1
**
6.0
4.3
4.6
Health Care and Social Assistance
13.8
13.8
0.8
8.4
8.3
1.4
8.3
8.1
2.6
Arts and Recreation Services
12.2
11.2
5.5
12.7
12.7
**
8.6
3.5
8.0
Other services
13.6
11.6
10.6
8.9
7.9
5.6
5.4
4.6
3.5
All employers engaged with VET
35 by employer size
Small employers (1 to 9 employees)
4.5
4.2
2.2
3.3
2.8
2.1
2.7
2.4
1.5
Medium employers (10 to 99 employees)
5.5
5.4
2.0
4.1
3.6
2.3
3.0
2.9
0.8
Large employers (100 or more employees)
13.6
11.8
11.5
10.1
10.1
2.0
6.1
6.0
1.0
± - 95% confidence interval Source: NCVER, Survey of Employer Use and Views of the VET System, 2007â2011. See also endnotes as referenced in the table, which can be found at the end of Appendix A, for detailed information on any caveats and technical issues associated with the data presented in this table.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 140
Table A.21 VET system efficiency, total expenditure, Total expenditure43 per adjusted Full-Year Training Equivalent (FYTE)16,44,45, 2008â201246
2008 2009 2010 2011 2012
Expenditure43 per adjusted FYTE ($/FYTE, 2012 prices)16,44,46 12,410 11,649 11,859 10,937 10,422
Annual change (%) Â -6.1 1.8 -7.8 -4.7
Invalid enrolment rate (%)45 2.49 2.03 1.29 1.41 1.42
Expenditure43 per adjusted FYTE by State/Territory ($/FYTE, 2012 prices)16,44,46
New South Wales 11,948 11,095 11,725 10,799 10,171
Victoria 11,393 10,539 10,825 9,806 9,005
Queensland 13,273 12,562 12,255 11,632 11,814
South Australia 13,961 13,022 12,354 11,718 10,863
Western Australia 12,696 11,964 12,102 12,125 12,419
Tasmania 12,207 14,003 13,961 11,122 11,368
Northern Territory 26,046 24,473 25,258 21,613 23,826
Australian Capital Territory 16,741 15,867 15,984 14,246 16,216
Annual change (%)
New South Wales  -7.1 5.7 -7.9 -5.8
Victoria  -7.5 2.7 -9.4 -8.2
Queensland  -5.4 -2.4 -5.1 1.6
South Australia  -6.7 -5.1 -5.1 -7.3
Western Australia  -5.8 1.2 0.2 2.4
Tasmania  14.7 -0.3 -20.3 2.2
Northern Territory  -6.0 3.2 -14.4 10.2
Australian Capital Territory  -5.2 0.7 -10.9 13.8
Source: NCVER, Vocational Education and Training Financial Data Collection, 2008â2012; NCVER,
Vocational Education and Training Provider Collection, 2008â2012.
âVET system efficiency: Total expenditure
The calculation of efficiency does not include expenses associated with some Commonwealth government programs because they cannot be broken down by state and territory. Thus, the ratio of expenditure to activity will be an underestimate of the true figure.â
See also endnotes as referenced in the table, which can be found at the end of Appendix A, for detailed information on any caveats and technical issues associated with the data presented in this table.
141 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Table A.22 Cost of capital per vocational output, total expenditure, Total expenditure, 2012 Item
Unit
NSW
VIC
QLD
SA
WA
TAS
NT
ACT
Australia
Physical non-current assets at nominal value Land
$m
736.522
730.570
463.447
161.600
276.337
20.200
7.984
46.400
2,443.060
Buildings
$m
3,454.006
1,997.835
1,058.507
576.657
798.903
260.503
169.274
154.250
8,469.935
Plant, equipment and motor vehicles
$m
51.046
177.118
268.460
20.616
34.224
6.917
3.227
7.754
569.362
Other
$m
-
15.137
64.498
34.861
14.893
4.055
5.917
1.205
140.566
Total
$m
4,241.574
2,920.660
1,854.912
793.734
1,124.357
291.675
186.402
209.609
11,622.923
Capital charge
47
%
8.0
8.0
8.0
8.0
8.0
8.0
8.0
8.0
8.0
Cost of capital Land
$m
58.922
58.446
37.076
12.928
22.107
1.616
0.639
3.712
195.445
Buildings
$m
276.320
159.827
84.681
46.133
63.912
20.840
13.542
12.340
677.595
Plant, equipment and motor vehicles
$m
4.084
14.169
21.477
1.649
2.738
0.553
0.258
0.620
45.549
Other
$m
-
1.211
5.160
2.789
1.191
0.324
0.473
0.096
11.245
Total
$m
339.326
233.653
148.393
63.499
89.949
23.334
14.912
16.769
929.834
Adjusted FYTE
16,44,45
Â
212,351
298,190
108,551
47,975
67,588
14,356
6,618
9,884
765,514
Course mix weight
46
index
0.997
0.995
1.010
0.996
1.017
1.015
1.031
0.985
1.000
Cost of capital per adjusted FYTE
48
Land
$
278
197
338
271
321
111
94
381
255
Buildings
$
1,305
539
773
966
929
1,430
1,985
1,267
885
Plant, equipment and motor vehicles
$
19
48
196
35
40
38
38
64
60
Other
$
-
4
47
58
17
22
69
10
15
Total 2012
$
1,603
788
1,354
1,329
1,308
1,601
2,186
1,721
1,215
Total 2011
$
1,207
895
1,328
1,262
1,169
1,615
2,363
1,702
1,146
Source: NCVER, Vocational Education and Training Financial Data Collection, 2011â2012; NCVER, Vocational Education and Training Provider Collection, 2011â2012. A dash (-) represents a true zero figure, with no reported data in this category. See also endnotes as referenced in the table, which can be found at the end of Appendix A, for detailed information on any caveats and technical issues associated with the data presented in this tabl
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 142
Table A.23 VET system efficiency, total government expenditure, Total government expenditure49,50 per adjusted Full-Year Training Equivalent (FYTE)16,44,45, 2008â201246
2008 2009 2010 2011 2012
Expenditure49,50 per adjusted FYTE ($/FYTE, 2012 prices)16,44,46 10,642 10,378 9,776 9,687 9,087
Annual change (%) Â -2.5 -5.8 -0.9 -6.2
Invalid enrolment rate (%)45 2.45 2.01 1.25 1.39 1.41
Expenditure49,50 per adjusted FYTE by State/Territory ($/FYTE, 2012 prices)16,44,46
New South Wales 9,843 9,508 9,236 9,185 9,108
Victoria 9,621 9,056 8,412 8,167 7,645
Queensland 12,971 13,030 11,479 10,841 11,504
South Australia 11,234 11,177 10,530 10,145 7,611
Western Australia 10,277 10,527 10,155 12,172 10,792
Tasmania 11,828 12,164 12,759 12,115 10,203
Northern Territory 21,818 19,895 19,543 20,806 18,783
Australian Capital Territory 13,229 11,874 12,259 11,455 12,490
Annual change (%)
New South Wales  -3.4 -2.9 -0.6 -0.8
Victoria  -5.9 -7.1 -2.9 -6.4
Queensland  0.5 -11.9 -5.6 6.1
South Australia  -0.5 -5.8 -3.6 -25.0
Western Australia  2.4 -3.5 19.9 -11.3
Tasmania  2.8 4.9 -5.0 -15.8
Northern Territory  -8.8 -1.8 6.5 -9.7
Australian Capital Territory  -10.2 3.2 -6.6 9.0
Source: NCVER, Vocational Education and Training Financial Data Collection, 2008â2012; NCVER, Vocational Education and Training Provider Collection, 2008â2012.
VET system efficiency: Total government expenditure
This table on the efficiency of government expenditure has been included to be consistent with prior year reporting and is based on revenue (see endnote 49). However, there is an issue with the treatment of some Commonwealth government programs. While the hours of training of these are included in this table, the related expenses are not. This is because the relevant expenditure data cannot be attributed to the individual states and territories.
See also endnotes as referenced in the table, which can be found at the end of Appendix A, for detailed information on any caveats and technical issues associated with the data presented in this table
143 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Table A.24 Cost of capital per vocational output, total government expenditure, Total government expenditure, 2012 Item
Unit
NSW
VIC
QLD
SA
WA
TAS
NT
ACT
AUSTRALIA
Physical non-current assets at nominal value Land
$m
736.522
730.570
463.447
161.600
276.337
20.200
7.984
46.400
2,443.060
Buildings
$m
3,454.006
1,997.835
1,058.507
576.657
798.903
260.503
169.274
154.250
8,469.935
Plant, equipment and motor vehicles
$m
51.046
177.118
268.460
20.616
34.224
6.917
3.227
7.754
569.362
Other
$m
-
15.137
64.498
34.861
14.893
4.055
5.917
1.205
140.566
Total
$m
4,241.574
2,920.660
1,854.912
793.734
1,124.357
291.675
186.402
209.609
11,622.923
Capital charge
47
%
8.0
8.0
8.0
8.0
8.0
8.0
8.0
8.0
8.0
Cost of capital Land
$m
58.922
58.446
37.076
12.928
22.107
1.616
0.639
3.712
195.445
Buildings
$m
276.320
159.827
84.681
46.133
63.912
20.840
13.542
12.340
677.595
Plant, equipment and motor vehicles
$m
4.084
14.169
21.477
1.649
2.738
0.553
0.258
0.620
45.549
Other
$m
-
1.211
5.160
2.789
1.191
0.324
0.473
0.096
11.245
Total
$m
339.326
233.653
148.393
63.499
89.949
23.334
14.912
16.769
929.834
Adjusted FYTE
16,44,45
Â
188,019
256,104
89,355
43,634
61,040
12,352
6,095
8,302
664,902
Course mix weight
46
index
0.996
0.994
1.012
0.997
1.018
1.009
1.033
0.989
1.000
Cost of capital per adjusted FYTE
48
Land
$
315
230
410
297
356
130
101
452
294
Buildings
$
1,475
628
937
1,061
1,029
1,672
2,151
1,503
1,019
Plant, equipment and motor vehicles
$
22
56
238
38
44
44
41
76
69
Other
$
-
5
57
64
19
26
75
12
17
Total 2012
$
1,812
918
1,641
1,460
1,448
1,872
2,369
2,042
1,398
Total 2011
$
1,363
1,079
1,569
1,427
1,294
1,967
2,576
1,972
1,332
Source: NCVER, Vocational Education and Training Financial Data Collection, 2011â2012; NCVER, Vocational Education and Training Provider Collection, 2011â2012. A dash (-) represents a true zero figure, with no reported data in this category. See also endnotes as referenced in the table, which can be found at the end of Appendix A, for detailed information on any caveats and technical issues associated with the data presented in this table.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 144
Table A.25 Agreed values equivalent to Qualifications by Field of Education and AQF Level
Qualification level Natural &
Physical Sciences
Information technology Engineering & related
technologies
Architecture & building Agriculture, environment &
related studies
Health Education Management & commerce Society & Culture
Creative Arts Food,
hospitality, personal services
Mixed field programs
Graduate diploma 720 720 720 720 720 720 720 720 720 720 720 720
Professional Specialist qualification at Graduate diploma Level
720 720 720 720 720 720 720 720 720 720 720 720
Graduate certificate 360 360 360 360 360 360 360 320 360 360 360 360
Professional specialist qualification at Graduate certificate Level
360 360 360 360 360 360 360 360 360 360 360 360
Bachelor degree (Hons) 720 720 720 720 720 720 720 720 720 720 720 720
Bachelor degree (Pass) 2160 2160 2160 2160 2160 2160 2160 2160 2160 2660 2160 2160
Advanced diploma 1440 1820 1480 2020 1440 830 1440 1200 1230 1630 1440 1440
Associate degree 1440 1440 1440 1440 1440 1440 1440 1440 1440 1440 1440 1440
Diploma 1440 1150 910 1580 1300 1330 510 680 1030 1480 1660 1000
Certificate IV 790 920 1180 780 530 820 320 430 770 780 1080 570
Certificate III 500 480 860 860 640 540 400 380 540 570 820 360
Certificate II 360 370 390 640 490 250 460 350 360 380 420 340
Certificate I 240 240 250 210 180 240 340 150 360 230 170 360
145 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Table A.25 Agreed values equivalent to Qualifications by Field of Education and AQF Level
Qualification level Natural &
Physical Sciences
Information technology Engineering & related
technologies
Architecture & building Agriculture, environment &
related studies
Health Education Management & commerce Society & Culture
Creative Arts Food,
hospitality, personal services
Mixed field programs
Graduate diploma 720 720 720 720 720 720 720 720 720 720 720 720
Professional Specialist qualification at Graduate diploma Level
720 720 720 720 720 720 720 720 720 720 720 720
Graduate certificate 360 360 360 360 360 360 360 320 360 360 360 360
Professional specialist qualification at Graduate certificate Level
360 360 360 360 360 360 360 360 360 360 360 360
Bachelor degree (Hons) 720 720 720 720 720 720 720 720 720 720 720 720
Bachelor degree (Pass) 2160 2160 2160 2160 2160 2160 2160 2160 2160 2660 2160 2160
Advanced diploma 1440 1820 1480 2020 1440 830 1440 1200 1230 1630 1440 1440
Associate degree 1440 1440 1440 1440 1440 1440 1440 1440 1440 1440 1440 1440
Diploma 1440 1150 910 1580 1300 1330 510 680 1030 1480 1660 1000
Certificate IV 790 920 1180 780 530 820 320 430 770 780 1080 570
Certificate III 500 480 860 860 640 540 400 380 540 570 820 360
Certificate II 360 370 390 640 490 250 460 350 360 380 420 340
Certificate I 240 240 250 210 180 240 340 150 360 230 170 360
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 146
Appendix A - Endnotes 1. Information about student participation in Australiaâs vocational education and training system is gathered annually through a national data collection. The collection is undertaken under a national standard (AVETMISS) where all Registered Training Organisations (RTOs)
who receive public funding for the provision of training to students are required to provide detailed information about the students that they have trained. Under current arrangements, private RTOs are required only to provide details of the students that they have trained using funds sourced from direct government VET funding. On the other hand, publicly owned training providers (such as TAFE) are required to report information on all of their students and from all funding sources (i.e. including fee-for-service training). As a consequence, the information reported here significantly understates the total number of students who participate each year in recognised training under the auspices of the Australian Quality Training Framework (AQTF). For example, the national collection currently misses out those who train in enterprise-based RTOs (without direct government VET funding) and those paying fee-for-service to private training providers.
Various government programs, such as VET fee-help and the Productivity Places Program (PPP) were available to students in 2009 and 2010. These programs may have impacted on student numbers. However, it is difficult to draw any sound conclusions on the extent of growth due to the following:
â All PPP students are reported in 2010 and only partially reported in 2009.
â The extent to which VET fee-help has affected student numbers is unknown due to partial
coverage.â
2. Student highest funding source and course highest funding source have been re-derived and backdated to remove subject outcomes â53âRecognition of Current Competency grantedâ and to ensure they are consistent. As a consequence, data in this publication may not match previously reported data.
3. Victoria submitted one consolidated submission for 2009 activity, in place of the three previous submissions (TAFE, ACE and Private Providers). As a consequence of the way some adult and community education and private registered training organisations are scoped, there may be some slight reporting differences in 2009 compared to previous years.
4. Data from the Workers Education Association (WEA) of South Australia were unable to be reported in the National VET Provider Collection from 2009 onwards. In 2008 WEA reported 6397 students, 7993 subject enrolments and 135 312 nationally agreed nominal hours and 188 full-year training equivalents.
5. For Tasmania data, when making comparisons between years, caution should be exercised due to changes in public provider structures and business systems.
6. In May 2012, the Australian Capital Territory resubmitted data for the 2010 National VET Provider Collection to address data quality. The resubmission affects student characteristics that were not known in the original data submission. There was no change in the total training activity for 2010 as a result of the resubmission.
147 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
7. From 2011, the National Art School in New South Wales moved to reporting nationally as part of the Commonwealth Higher Education Statistics collection. In 2010, the National Art School reported 360 students, 2375 subject enrolments, 345 399 nationally agreed nominal hours and 480 full-year training equivalents.
8. The Northern Territory has advised that there were no data for the NT Adult and Community Education (ACE) in the 2011 VET Provider Collection. The training provider advised in late 2011 that they were no longer providing accredited training associated with ACE in the Northern Territory. In 2010, the NT ACE reported 11 students, 76 subject enrolments, 1013 nationally agreed hours and 1 full-year training equivalent.
9. Major funding source indicates the highest funding source for students, assigned in the following order: Government; Fee-for-service - International Students; Fee-for-service - Domestic Students. Government funded activity is based on major funding source codes 11, 13, 15. It excludes activity funded by private and overseas providers, students enrolled in fee-for-service activity, overseas full-fee paying activity, recreational, leisure and personal enrichment programs, and any credit transfer activity. Vocational education and training delivered in schools, where the delivery has been undertaken by schools is also excluded.
10. Fee-for-service - Domestic Student funding is based on major funding source codes 03 and 20.
11. Fee-for-service - International Student funding is based on major funding source codes 04 and 30.
12. Age group percentages are based on 15â64 year olds.
13. âCourse levelâ denotes the highest qualification attempted by a student in a reporting year.
14. âCertificate I, II or lowerâ includes Certificate I, II, and Senior Secondary.
15. âOtherâ includes training programs that do not directly lead to a qualification. That is, non-award courses, subject only enrolments, statement of attainment, and bridging and enabling courses.
16. Full-Year Training Equivalents (FYTEs) express training activity in terms of equivalent full-time students. A FYTE of one represents the activity of a student who is training on a full-time basis for one year. FYTEs are based on annual hours of training (720 hours = 1 FYTE). FYTEs in efficiency tables A.21âA.24 (and the corresponding state/territory tables) are based on adjusted annual hours (please refer to endnote 44).
17. In 2007, Victoria adopted end-date reporting and standard nominal hour values for common units of competency as the basis of calculating total hours of delivery. Previous years continue to be reported as scheduled hours. Consequently, this represents a break in series for Victorian and Australian hours.
18. Load Pass Rate is the ratio of hours (or FYTEs) attributed to students who gained competencies/passed assessment in an assessable module or unit of competency to all students who were assessed and either passed, failed or withdrew. Note that previously published figures have changed due to the implementation of nationally consistent nominal
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 148
hour values (see endnote 17). The calculation is based on the annual hours (or FYTEs) for each assessable module or unit of competency and includes competencies achieved/units passed through recognition of prior learning. Load Pass Rate is calculated using the following formula:
â(20 (Competency achieved/pass) + 50, 51 (Recognition of prior learning - granted)) x100(20 (Competency achieved/pass) + 50, 51 (Recognition of prior learning - granted) + 30 (Competency not achieved/fail) + 40 (Withdrawn))â
19. Preliminary estimates indicate that there were 540 900 AQF qualifications completed in 2012 (compared with a preliminary estimate of 445 100 AQF qualifications completed in 2011). For consistency of reporting, senior secondary education has been excluded from AQF qualifications in Students and courses 2012. The 2012 data will be revised upwards in 2013 to accommodate late notification of qualifications completed.
20. Qualification Equivalents (QEs) expresses skill outputs in terms of equivalent qualifications within each AQF level and Field of Education. QEs are based on the training activity (annual hours) associated with completions of modules and units of competency, divided by an agreed value of training activity representing a qualification. Please refer to table A.25 for a list of these agreed values.
21. Total reported VET covers students from all provider types and funding sources.
22. âGovernment funded VETâ students are students undertaking VET funded by commonwealth/ state recurrent or specific funding. Students can be studying at TAFE, private or community education providers.
23. An additional Qualification/course recognition identifierââ15 - Higher-level qualificationsââ was introduced in Release 6.1 of the AVETMIS Standard for 2012 reporting. Higher-level qualifications are those qualificationsâother than training package qualifications or nationally recognised accredited coursesâthat are accredited by state or territory government accreditation authorities or higher education institutions with self-accrediting authority. The Level of education for these qualifications must be between â211 â Graduate diplomaâ and â421 â Diplomaâ.
24. Participation rates are derived by calculating student numbers in the age group as a percentage of the estimated residential population in the corresponding age groups. Figures for all years are based on ABS population figures (catalogue number 3201.0).
25. All non-respondents have been excluded from the analysis. The sample was designed to provide state/territory level reporting in 2008, 2010 and 2012, and state/territory and institute level reporting in 2009 and 2011. A larger sample is required in the institute level reporting years to provide reliable institute estimates. Therefore, sample sizes in 2009 and 2011 were larger than in 2008, 2010 and 2012.
26. In 2012, improvements were made to the classification of âgraduatesâ and âmodule completersâ (see âAn analysis of self-reported graduatesâ, http://www.ncver.edu.au/publications/2501.
html). Results for the 2012 survey are obtained using this improved methodology, which has also been applied to data from previous years to maintain the time-series. The term âgraduateâ now refers to students who either a) completed all the requirements for a
149 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
qualification or b) self-reported as completing a qualification and were determined as eligible for that qualification (via logistic model).
27. The term âmodule completerâ refers to students who successfully completed part of a qualification and then left the VET system. It is important to note that, at the time of sample selection, insufficient information was available to identify âactualâ module completers. Instead, a sample of potential module completers was chosen which includes continuing students and graduates. The exact status of respondents is determined at the time of the survey through the information provided on the survey form.
28. Employed after training is determined by asking respondents âDid you have a job of any kind at
29. Employed prior to training is determined by asking respondents âDid you have a job at any time during the six months before undertaking the training shown on the front of the form?â
30. Improved employment circ*mstances is employment status changing from not employed before training to employed after training OR employed at a higher skill level after training OR received a job-related benefit. Skill level is derived using the Australian and New Zealand Standard Classification of Occupations (ANZSCO 2006).
31. These questions are not asked of students from community education providers. Therefore, the percentage reported represents the proportion of graduates or module completers, respectively, excluding those from community education providers.
32. For module completers, the only further study included is university study as, by definition, module completers have left the VET system.
33. Includes students who fully or partly achieved their main reason for undertaking the training.
34. âSatisfied with the overall quality of trainingâ was rated as âagreeâ or âstrongly agreeâ on a 5â point scale to the statement: âOverall, I was satisfied with the quality of this trainingâ.
35. Engaged with VET system: if has had employees undertaking an apprenticeship or traineeship or has provided nationally recognised training in the last 12 months or if had employees with formal vocational qualification as a requirement of their job.
36. Engagement with apprenticeships/traineeships: Had employees undertaking an apprenticeship or traineeship in the last 12 months.
37. Engagement with nationally recognised training: Organisation arranged or provided nationally recognised training to employees over the past 12 months.
38. Engagement with formal vocational qualifications: Had employees in the last 12 months with a formal vocational qualification that was a requirement of their job.
39. Satisfied is a rating of âsatisfiedâ or âvery satisfiedâ.
40. Nationally recognised training is defined as nationally recognised training other than as part of an apprenticeship or traineeship. For the purposes of this survey, employers with apprenticeships and traineeships are reported separately.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 150
41. Satisfaction with the VET system: satisfaction with apprentices and trainees, nationally recognised training and formal vocational qualifications as a job requirement. If satisfied with all aspects engaged with, satisfied with all; if dissatisfied with all aspects engaged with, dissatisfied with all; if mixture of satisfied/dissatisfied/neutral/canât say, not fully satisfied or dissatisfied.
42. Dissatisfied is a rating of âdissatisfiedâ or âvery dissatisfiedâ.
43. Total expenditure is the total expenses from all funding sources, government and non-government, as reported by states and territories in the income statements provided to NCVER in the annual VET Financial Data Collection. Each yearâs expenditure has been adjusted to 2012 prices using the GDP chain price index yearly measure relative to the 2012 base year index set as 1.000. Total expenditure in the time series presented has also been re-based to include VET in schools expenditure for consistency (see endnote 50).
44. Adjusted full-year training equivalents (FYTEs) are determined by applying the invalid enrolment rate (see endnote 45 below) to all FYTEs, excluding those related to recognition of prior learning (RPL). The full FYTEs for RPL are then added to derive the final adjusted FYTE figure.
45. NCVER is contracted by the Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education (DIICCSRTE) to report on the accuracy and reliability of the total number of vocational education and training course enrolments and the associated total number of annual hours or FYTEs.
A random sampling methodology is used to determine the overall level of enrolments which are invalidly reported. Invalid enrolments are those student enrolments reported in the VET Provider Collection as participating in a module or unit of competency but for which the auditors were not supplied sufficient evidence to confirm that the student had participated in that enrolment within the reporting year.
From 2010 onwards, states and territories are audited for invalid enrolments over a three-year cycle rather than annually. For 2012 training activity, Queensland, Western Australia, and the Australian Capital Territory were audited and received a new invalid enrolment rate; the invalid enrolment rates for the other states and territories for 2012 are those calculated for 2011.
46. Expenditure per adjusted FYTE and cost of capital per adjusted FYTE are weighted to recognise the different proportions of relatively more expensive and less expensive training programs which occur across jurisdictions. Tables A.21 to A.24, as well as the corresponding state/territory tables, present the ânew methodâ of calculating these course mix weightings. Under this method, cost relativities by subject field of education are applied to tabulations of annual hours or FYTEs by subject field of education and state/territory, with the funding scope of the annual hours or FYTEs being consistent with the scope of the expenditure data. This represents a change from pre-2011 editions of this Report, where cost relativities by funding industry were used for the course mix weight calculations. The reference value for all measures is 1.000 for Australia and a weighting greater than 1.000 indicates that the state or territory is offering relatively more expensive programs compared to the national profile.
151 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
47. A capital charge rate is applied at a nominal 8 per cent for each jurisdiction, although the actual rate may vary across jurisdictions. The basis for the 8 per cent capital charge is discussed in Chapter 5, page 32 of the Report on Government Services 2013 published by the Steering Committee for the Review of Government Service Provision.
48. The cost of capital per adjusted FYTE reflects the opportunity cost of government assets which could otherwise be used to provide other services or to retire debt. The cost of capital per adjusted FYTE is the cost of capital divided by the adjusted FYTE number, then divided by the course mix weight.
49. Total government expenditure is deemed as being equivalent to the recurrent funds provided by the Commonwealth, and state and territory governments, including funding from Commonwealth administered programs. It is calculated by adding the following AVETMISS financial statement revenue items for the government recurrent payments received by states and territories: Commonwealth national agreement revenue, state recurrent revenue, Commonwealth administered program revenues and revenues for VET expenses and liabilities of state/territory training departments undertaken by another department or agency but required to be reported in the financial accounts of the training department (recorded as assumption of liabilities). Each yearâs expenditure has been adjusted to 2012 prices using the GDP chain price index yearly measure relative to the 2012 base year index set as 1.000.
50. VET in schools revenue can no longer be separated from the other specific purpose program payments made by the Commonwealth to the states and territories. Hence, the total government expenditure time series presented includes payments received by states and territories for VET in schools programs. This represents a change from pre-2010 editions of this Report where VET in schools revenue was deducted from total government expenditure.
51. South Australia is in the process of changing the way qualifications completed are reported, with TAFE SA moving from âdate issuedâ to âdate of applicationâ to indicate the year of completion. This will provide more timely reporting and allow for a more effective representation of AVETMISS compliance. This change has caused a discontinuity in the qualification completed time series data for 2010. This reporting change will be fully implemented for data reported for 2011 qualifications completed.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 152
Appendix B: Disadvantage in VET This section considers participation, achievement and outcomes for six specific groups: Indigenous students, students with a disability, students with a language background other than English, students that are from the most socio-economically disadvantaged areas as measured by SEIFA (2011) IRSD, students that are from the most geographically isolated areas as measured by ARIA, and students with a prior educational attainment level of less than YearÂ12 (includes students with less than YearÂ12 or Certificate III educational attainment).
The purpose of this section is to illustrate relationships across various aspects of disadvantage. The inclusion of six student groups across the three aspects of participation, achievement and outcomes produces a significant quantity of data which can be found in tables in Appendix B. For further contextual information regarding policy focus and specific programs which may impact these groups, please refer to Section 1.
Data regarding socio-economic status, prior educational attainment and geographical regions has been reported in full to highlight trends for students who are from the most socio-economically disadvantaged areas, are from remote and very remote areas and who have an educational attainment of less than YearÂ12.
Figures have been included based on their ability to depict trends within participation, achievement and outcomes as well as within the student groups and across the years. Key statements accompany each of the groups of Figures. These highlight key aspects and describe important trends for all VET students and within the six student groups.
153 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Table B.1 The number of students who participate in VET, by student groups, total reported VET students1, 2008â2012
 2008 20093,4,5 20106 20117,8 201226
Total VET Students (â000) 1,699.7 1,706.7 1,799.0 1,881.9 1,943.2
Female students (â000) 807.6 805.6 852.0 904.3 937.7
Female students (%) 47.5 47.2 47.4 48.1 48.3
Male students (â000) 889.9 896.2 942.2 972.6 1,001.5
Male students (%) 52.4 52.5 52.4 51.7 51.5
Indigenous Students9 (â000) 73.9 74.8 83.2 87.7 89.9
Indigenous Students (%) 4.3 4.4 4.6 4.7 4.6
People with a disability10 (â000) 99.5 100.9 110.1 119.4 124.8
People with a disability (%) 5.9 5.9 6.1 6.3 6.4
People with a language background other than English11 (â000) 248.1 254.3 271.4 287.6 306.6
People with a language background other than English (%) 14.6 14.9 15.1 15.3 15.8
Educational attainment12 (â000)
Year 10 and below 437.4 430.0 458.7 472.7 474.1
Year 11 and Certificate I or II 204.8 206.3 222.5 248.0 260.8
YearÂ12 379.5 382.6 396.4 442.7 477.6
Certificate III or IV 204.3 226.0 271.0 302.2 330.1
Diploma and above 196.7 209.2 238.8 238.0 243.4
Educational attainment (%)
Year 10 and below 25.7 25.2 25.5 25.1 24.4
Year 11 and Certificate I or II 12.0 12.1 12.4 13.2 13.4
YearÂ12 22.3 22.4 22.0 23.5 24.6
Certificate III or IV 12.0 13.2 15.1 16.1 17.0
Diploma and above 11.6 12.3 13.3 12.6 12.5
SEIFA Index of relative Socio-economic Disadvantage13 (â000)
Quintile 1 (Most disadvantaged) 257.5 252.5 265.7 430.3 448.2
Quintile 2 402.9 402.9 425.3 416.1 436.1
Quintile 3 355.5 352.8 371.7 361.1 378.6
Quintile 4 348.1 347.7 369.4 335.8 357.3
Quintile 5 (Least disadvantaged) 254.8 254.7 266.2 256.4 265.4
SEIFA Index of relative Socio-economic Disadvantage (%)
Quintile 1 (Most disadvantaged) 15.1 14.8 14.8 22.9 23.1
Quintile 2 23.7 23.6 23.6 22.1 22.4
Quintile 3 20.9 20.7 20.7 19.2 19.5
Quintile 4 20.5 20.4 20.5 17.8 18.4
Quintile 5 (Least disadvantaged) 15.0 14.9 14.8 13.6 13.7
ABS Accessibility / Remoteness Index of Australia14 (â000)
Major cities 914.9 917.7 966.7 1075.9 1145.8
Inner regional areas 400.3 394.9 417.6 437.5 450.2
Outer regional areas 252.2 249.9 263.3 218.8 222.2
Remote and very remote areas 78.0 75.9 81.0 69.0 69.0
ABS Accessibility / Remoteness Index of Australia (%)
Major cities 53.8 53.8 53.7 57.2 59.0
Inner regional areas 23.5 23.1 23.2 23.2 23.2
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 154
 2008 20093,4,5 20106 20117,8 201226
Outer regional areas 14.8 14.6 14.6 11.6 11.4
Remote and very remote areas 4.6 4.4 4.5 3.7 3.5
Population benchmarks (â000)
Total population 21,384.4 21,778.8 22,065.3 22,323.9 22,683.6
Indigenous population 539.4 551.0 563.1 575.6 588.4
People with a disability     Â
People who speak a language other than English at home     3,912.9
People with Less than YearÂ12 educational attainment     7,027.6
People from SEIFA Quintile 1 areas 3,922.3 3,959.4 3,997.7 4,323.4 4,377.7
People from remote and very remote areas 493.1 498.3 502.8 522.0 528.8
Source: NCVER, Vocational Education and Training Provider Collection, 2008â2012; Australian Bureau of Statistics (ABS) Census of Population and Housing, 2011; Regional Population Growth, Australia, 2010â11, cat. no. 3218.0; Australian Demographic Statistics, cat. no. 3101.0; Experimental Estimates and Projections, Aboriginal and Torres Strait Islander Australians, cat. no. 3238.0; Estimated Resident Population by SEIFA quintile, 2007 - 2011 (unpublished).
Note: For SEIFA population, category âNo SEIFAâ has been excluded.
See also endnotes as referenced in the table, which can be found at the end of Appendix B, for detailed information on any caveats and technical issues associated with the data presented in this table.
155 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Table B.2 The number of government funded students who participate in VET, by student groups, government funded VET students1,2,15, 2008â2012
 2008 20093,4,5 20106 20117,8 201226
Government funded VET Students (â000) 1,257.0 1,278.1 1,363.3 1,483.7 1,547.3
Female students (â000) 617.5 621.1 663.8 730.9 762.8
Female students (%) 49.1 48.6 48.7 49.3 49.3
Male students (â000) 637.8 653.0 695.5 748.6 781.1
Male students (%) 50.7 51.1 51.0 50.5 50.5
Indigenous Students9 (â000) 67.0 67.7 74.8 79.8 80.9
Indigenous Students (%) 5.3 5.3 5.5 5.4 5.2
People with a disability10 (â000) 87.0 88.2 96.5 106.9 111.5
People with a disability (%) 6.9 6.9 7.1 7.2 7.2
People with a language background other than English11 (â000) 185.4 182.3 196.1 218.2 240.0
People with a language background other than English (%) 14.8 14.3 14.4 14.7 15.5
Educational attainment12 (â000)
Year 10 and below 363.4 358.3 376.8 398.9 402.2
Year 11 and Certificate I or II 171.5 172.4 187.6 214.8 227.5
YearÂ12 304.2 305.7 316.3 367.5 399.6
Certificate III or IV 146.3 164.5 199.3 228.5 253.3
Diploma and above 129.4 135.6 153.2 152.4 154.7
Educational attainment (%)
Year 10 and below 28.9 28.0 27.6 26.9 26.0
Year 11 and Certificate I or II 13.6 13.5 13.8 14.5 14.7
YearÂ12 24.2 23.9 23.2 24.8 25.8
Certificate III or IV 11.6 12.9 14.6 15.4 16.4
Diploma and above 10.3 10.6 11.2 10.3 10.0
SEIFA Index of relative Socio-economic Disadvantage13 (â000)Â
Quintile 1 (Most disadvantaged) 200.8 200.8 211.5 354.6 370.7
Quintile 2 306.9 313.0 331.6 334.1 353.4
Quintile 3 270.7 270.5 287.9 286.7 303.1
Quintile 4 257.0 264.3 284.0 268.4 288.4
Quintile 5 (Least disadvantaged) 190.1 193.1 204.4 204.6 211.3
SEIFA Index of relative Socio-economic Disadvantage (%)Â
Quintile 1 (Most disadvantaged) 16.0 15.7 15.5 23.9 24.0
Quintile 2 24.4 24.5 24.3 22.5 22.8
Quintile 3 21.5 21.2 21.1 19.3 19.6
Quintile 4 20.4 20.7 20.8 18.1 18.6
Quintile 5 (Least disadvantaged) 15.1 15.1 15.0 13.8 13.7
ABS Accessibility / Remoteness Index of Australia14 (â000)
Major cities 702.1 717.3 766.0 884.6 942.6
Inner regional areas 295.8 298.7 315.4 342.4 357.1
Outer regional areas 189.1 188.8 200.2 168.5 174.2
Remote and very remote areas 58.5 57.8 61.0 53.8 54.0
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 156
 2008 20093,4,5 20106 20117,8 201226
ABS Accessibility / Remoteness Index of Australia (%)
Major cities 55.9 56.1 56.2 59.6 60.9
Inner regional areas 23.5 23.4 23.1 23.1 23.1
Outer regional areas 15.0 14.8 14.7 11.4 11.3
Remote and very remote areas 4.7 4.5 4.5 3.6 3.5
Source: NCVER, Vocational Education and Training Provider Collection, 2008â2012. See also endnotes as referenced in the table, which can be found at the end of Appendix B, for detailed information on any caveats and technical issues associated with the data presented in this table.
157 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Table B.3 The proportion of students who participate in VET, by student groups and course level, total reported VET students1, 2008â2012
 2008 20093,4,5 20106 20117,8 201226
Total VET Students (%)
Diploma and above 10.1 11.7 13.0 13.9 13.8
Certificate III or IV 41.8 43.6 44.9 48.6 51.4
Certificate I or II or lower 22.3 22.6 22.4 21.4 20.7
Other 25.8 22.1 19.8 16.1 14.1
Indigenous Students9 (%)
Diploma and above 3.6 4.0 4.8 5.3 5.6
Certificate III or IV 33.3 33.8 35.3 38.2 39.5
Certificate I or II or lower 39.7 41.8 42.3 41.6 41.8
Other 23.4 20.3 17.6 14.9 13.2
People with a disability10 (%)
Diploma and above 8.3 8.9 9.9 10.2 10.1
Certificate III or IV 31.7 34.7 36.2 40.1 42.9
Certificate I or II or lower 30.7 30.8 31.3 31.2 33.6
Other 29.3 25.7 22.5 18.6 13.3
People who speak a language other than English at home11 (%)
Diploma and above 16.8 18.6 18.7 18.6 16.6
Certificate III or IV 36.1 37.3 38.7 42.3 46.4
Certificate I or II or lower 24.3 23.7 22.8 21.4 22.3
Other 22.7 20.4 19.8 17.7 14.7
SEIFA Index of relative Socio-economic Disadvantage13 (%)
Quintile 1 (Most disadvantaged)
Diploma and above 7.2 8.4 9.4 10.3 10.3
Certificate III or IV 38.4 39.9 41.3 45.6 48.0
Certificate I or II or lower 28.8 29.1 28.9 27.1 26.5
Other 25.6 22.6 20.4 17.0 15.2
Quintile 2
Diploma and above 7.5 8.6 10.1 11.2 11.4
Certificate III or IV 40.6 42.9 44.6 48.4 50.3
Certificate I or II or lower 23.6 24.1 23.8 23.1 22.5
Other 28.3 24.4 21.4 17.3 15.8
Quintile 3
Diploma and above 8.3 9.7 11.3 13.9 14.0
Certificate III or IV 43.1 45.5 46.4 51.2 53.8
Certificate I or II or lower 23.7 23.9 23.5 19.9 18.8
Other 24.9 20.9 18.8 14.9 13.4
Quintile 4
Diploma and above 10.8 12.6 14.0 16.3 16.1
Certificate III or IV 45.3 47.0 47.9 52.1 55.3
Certificate I or II or lower 20.0 21.0 20.3 17.6 17.0
Other 23.9 19.5 17.8 14.0 11.6
Quintile 5 (Least disadvantaged)
Diploma and above 13.3 15.1 16.6 17.2 16.6
Certificate III or IV 43.3 45.4 45.9 49.8 53.2
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 158
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Certificate I or II or lower 16.8 17.1 17.2 17.0 16.7
Other 26.5 22.4 20.3 15.9 13.4
Educational attainment12 (%)
Less than YearÂ12
Diploma and above 3.0 3.5 4.2 4.7 4.5
Certificate III or IV 26 41.1 41.9 42.8 46.3 49.3
Certificate I or II or lower 34.9 35.8 36.0 35.0 34.2
Other 20.9 18.8 17.0 14.0 12.1
YearÂ12
Diploma and above 15.2 16.2 15.9 16.0 14.7
Certificate III or IV 54.4 55.1 55.9 60.1 62.6
Certificate I or II or lower 13.6 14.5 14.3 12.6 12.0
Other 16.9 14.2 13.9 11.3 10.7
Certificate III or IV
Diploma and above 19.0 22.0 24.8 26.9 27.0
Certificate III or IV 45.6 46.9 46.4 49.0 50.7
Certificate I or II or lower 10.4 10.5 9.8 8.4 8.1
Other 25.0 20.6 19.1 15.8 14.2
Diploma and above
Diploma and above 18.8 20.6 21.9 24.5 24.3
Certificate III or IV 37.8 41.1 41.4 42.7 44.7
Certificate I or II or lower 12.7 13.0 11.4 10.3 9.9
Other 30.8 25.3 25.2 22.5 21.0
ABS Accessibility / Remoteness Index of Australia14 (%)
Major cities
Diploma and above 11.6 13.4 14.9 16.0 15.5
Certificate III or IV 42.6 44.4 45.2 49.8 52.8
Certificate I or II or lower 20.5 21.0 20.6 18.9 19.2
Other 25.3 21.2 19.3 15.3 12.6
Inner regional areas
Diploma and above 7.6 8.6 9.9 10.5 11.0
Certificate III or IV 41.5 44.3 46.2 49.1 51.1
Certificate I or II or lower 23.6 23.9 24.0 23.6 22.3
Other 27.3 23.2 19.8 16.7 15.7
Outer regional areas
Diploma and above 5.0 5.9 7.1 8.0 8.5
Certificate III or IV 42.7 44.5 45.7 48.0 49.8
Certificate I or II or lower 25.4 26.2 26.5 25.8 23.2
Other 26.9 23.4 20.8 18.2 18.6
Remote and very remote areas
Diploma and above 3.7 4.4 5.3 6.4 6.6
Certificate III or IV 40.4 41.5 42.2 44.6 46.9
Certificate I or II or lower 33.6 35.1 32.1 34.6 31.6
Other 22.3 18.9 20.3 14.4 14.9
Source: NCVER, Vocational Education and Training Provider Collection, 2008â2012.
See also endnotes as referenced in the table, which can be found at the end of Appendix B, for detailed information on any caveats and technical issues associated with the data presented in this table.
159 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Table B.4 The proportion of government funded students who participate in VET, by student groups and course level, government funded VET students1,2,15, 2008â2012
 2008 20093,4,5 20106 20117,8 201226
Government funded VET Students (%)
Diploma and above 11.1 12.3 13.7 14.1 13.5
Certificate III or IV 47.6 49.1 50.9 53.9 56.4
Certificate I or II or lower 25.4 24.7 23.8 22.7 22.4
Other 15.9 13.9 11.6 9.3 7.7
Indigenous Students9 (%)
Diploma and above 3.7 4.0 4.7 5.2 5.5
Certificate III or IV 34.2 34.6 36.3 39.2 40.5
Certificate I or II or lower 41.8 43.7 44.1 43.5 43.4
Other 20.4 17.6 14.9 12.1 10.5
People with a disability10 (%)
Diploma and above 8.8 9.4 10.4 10.4 10.2
Certificate III or IV 33.1 36.1 38.1 41.7 44.9
Certificate I or II or lower 32.0 31.6 32.1 31.9 34.6
Other 26.0 22.9 19.3 16.0 10.3
People who speak a language other than English at home11 (%)
Diploma and above 14.8 16.3 16.6 16.6 15.0
Certificate III or IV 39.4 40.8 42.7 47.4 51.8
Certificate I or II or lower 27.0 26.3 25.0 22.9 23.9
Other 18.8 16.7 15.6 13.1 9.3
SEIFA Index of relative Socio-economic Disadvantage13 (%)
Quintile 1 (Most disadvantaged)
Diploma and above 8.4 9.4 10.4 10.9 10.3
Certificate III or IV 42.4 43.5 45.4 49.4 51.8
Certificate I or II or lower 31.5 30.9 30.0 28.4 27.9
Other 17.7 16.3 14.1 11.4 10.0
Quintile 2
Diploma and above 8.8 9.8 11.4 12.0 11.6
Certificate III or IV 45.9 47.6 50.0 53.3 55.1
Certificate I or II or lower 26.7 26.3 25.4 24.5 24.5
Other 18.6 16.3 13.2 10.2 8.9
Quintile 3
Diploma and above 9.8 11.2 12.7 15.0 14.3
Certificate III or IV 48.8 51.4 52.6 57.0 59.2
Certificate I or II or lower 26.5 25.4 24.4 20.4 20.0
Other 14.8 11.9 10.3 7.7 6.6
Quintile 4
Diploma and above 13.2 14.7 16.1 17.6 16.5
Certificate III or IV 52.0 52.8 54.2 57.7 60.3
Certificate I or II or lower 22.2 22.0 20.7 17.6 17.7
Other 12.6 10.5 9.0 7.1 5.4
Quintile 5 (Least disadvantaged)
Diploma and above 16.3 17.7 19.1 18.6 17.2
Certificate III or IV 49.7 51.2 52.5 55.2 58.1
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Certificate I or II or lower 18.6 17.7 17.4 17.9 18.3
Other 15.5 13.4 11.0 8.3 6.4
Educational attainment12 (%)
Less than YearÂ12
Diploma and above 3.2 3.7 4.4 4.6 4.1
Certificate III or IV 44.3 45.2 46.6 49.9 52.8
Certificate I or II or lower 36.7 36.8 36.5 35.7 35.0
Other 15.8 14.3 12.6 9.8 8.0
YearÂ12
Diploma and above 16.2 16.7 16.4 15.6 13.6
Certificate III or IV 60.2 60.8 62.4 66.2 68.7
Certificate I or II or lower 14.1 14.4 14.1 12.7 12.3
Other 9.6 8.0 7.0 5.5 5.4
Certificate III or IV
Diploma and above 23.6 26.4 29.4 30.6 29.9
Certificate III or IV 52.2 52.6 52.4 54.5 55.7
Certificate I or II or lower 11.7 10.7 9.6 8.0 8.5
Other 12.6 10.3 8.6 6.9 6.0
Diploma and above
Diploma and above 22.5 23.9 25.2 27.8 27.6
Certificate III or IV 42.9 46.0 49.0 48.5 50.0
Certificate I or II or lower 14.8 13.5 11.8 10.4 12.2
Other 19.7 16.6 14.0 13.2 10.2
ABS Accessibility / Remoteness Index of Australia14 (%)
Major cities
Diploma and above 14.0 15.4 16.8 16.9 15.6
Certificate III or IV 47.9 49.4 50.6 54.5 57.4
Certificate I or II or lower 22.7 22.0 21.3 19.7 20.4
Other 15.4 13.2 11.3 8.8 6.6
Inner regional areas
Diploma and above 9.0 10.0 11.5 11.5 11.4
Certificate III or IV 48.1 50.2 52.8 54.5 56.0
Certificate I or II or lower 26.1 25.5 24.5 24.3 23.9
Other 16.8 14.3 11.2 9.7 8.8
Outer regional areas
Diploma and above 5.6 6.5 7.9 8.5 8.6
Certificate III or IV 47.8 49.5 51.4 53.5 54.8
Certificate I or II or lower 29.3 29.2 28.3 27.6 25.5
Other 17.2 14.8 12.5 10.3 11.1
Remote and very remote areas
Diploma and above 4.1 4.6 5.8 6.5 6.5
Certificate III or IV 44.1 44.7 46.2 47.7 50.1
Certificate I or II or lower 39.7 39.7 36.5 38.5 34.8
Other 12.1 11.0 11.5 7.2 8.6
Source: NCVER, Vocational Education and Training Provider Collection, 2008â2012.
See also endnotes as referenced in the table, which can be found at the end of Appendix B, for detailed information on any caveats and technical issues associated with the data presented in this table.
161 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Table B.5 The proportion of students who participate in VET by educational attainment, by student groups, total reported VET students1, 2008â2012
 2008 20093,4,5 20106 20117,8 201226
Total reported VET (%)
Less than YearÂ12 37.8 37.3 37.9 38.3 37.8
YearÂ12 22.3 22.4 22.0 23.5 24.6
Certificate III or IV 12.0 13.2 15.1 16.1 17.0
Diploma and above 11.6 12.3 13.3 12.6 12.5
Indigenous9 students (%)
Less than YearÂ12 65.5 65.7 64.6 63.1 61.6
YearÂ12 11.8 12.0 12.4 13.2 13.8
Certificate III or IV 8.3 9.0 10.2 11.4 12.7
Diploma and above 3.8 3.8 4.0 4.3 4.6
Students with a disability10 (%)
Less than YearÂ12 49.8 49.6 49.8 49.6 49.1
YearÂ12 17.1 18.3 18.5 18.9 19.9
Certificate III or IV 14.5 14.8 16.6 17.3 17.9
Diploma and above 10.6 10.1 10.4 10.0 9.7
Students who speak a language other than English at home11 (%)
Less than YearÂ12 28.4 26.9 27.2 28.7 28.8
YearÂ12 28.9 29.4 28.4 30.0 31.8
Certificate III or IV 9.9 10.8 11.9 12.8 12.8
Diploma and above 23.2 24.7 25.6 23.5 22.3
SEIFA Index of relative Socio-economic Disadvantage13 (%) Quintile 1
Less than YearÂ12 45.9 44.9 45.0 45.9 45.1
YearÂ12 20.0 20.1 19.8 20.8 21.7
Certificate III or IV 11.8 12.8 14.5 16.0 16.8
Diploma and above 9.0 9.2 9.9 9.5 9.3
Quintile 2
Less than YearÂ12 43.0 42.5 43.0 42.4 41.5
YearÂ12 20.1 20.3 19.8 20.9 21.8
Certificate III or IV 13.2 14.4 16.4 17.1 17.9
Diploma and above 9.7 10.1 11.0 11.2 11.5
Quintile 3
Less than YearÂ12 39.9 39.6 40.1 38.5 37.8
YearÂ12 21.2 21.5 20.9 23.7 24.8
Certificate III or IV 12.8 14.1 16.0 17.0 17.9
Diploma and above 10.9 11.2 12.5 12.2 12.1
Quintile 4
Less than YearÂ12 35.0 35.0 35.4 33.8 33.3
YearÂ12 24.4 24.2 23.8 26.9 27.9
Certificate III or IV 11.9 13.3 15.2 16.4 17.2
Diploma and above 12.4 13.1 14.0 14.2 13.7
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 162
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Quintile 5
Less than YearÂ12 27.1 27.4 28.1 29.3 28.5
YearÂ12 27.0 26.8 26.7 27.7 28.8
Certificate III or IV 11.0 12.6 14.0 15.3 15.9
Diploma and above 16.2 17.5 18.9 17.7 17.4
ABS Accessibility/Remoteness Index of Australia14 (%)
Major cities
Less than YearÂ12 33.3 33.1 33.7 35.0 34.3
YearÂ12 25.0 25.1 24.8 26.6 27.8
Certificate III or IV 11.3 12.7 14.5 15.6 16.2
Diploma and above 13.4 14.2 15.4 14.1 13.7
Inner regional areas
Less than YearÂ12 43.1 43.0 43.5 44.2 43.9
YearÂ12 19.5 19.8 19.2 19.7 20.3
Certificate III or IV 13.8 15.3 17.4 18.6 19.7
Diploma and above 9.7 10.0 11.0 10.4 10.5
Outer regional areas
Less than YearÂ12 46.9 46.2 46.4 46.0 45.2
YearÂ12 18.3 17.9 17.6 18.3 18.8
Certificate III or IV 13.7 14.7 16.4 17.1 18.2
Diploma and above 8.5 8.9 9.4 9.6 10.0
Remote and very remote areas
Less than YearÂ12 49.9 49.2 48.1 46.6 44.6
YearÂ12 17.5 16.5 15.8 16.2 17.0
Certificate III or IV 11.1 11.7 12.7 13.2 14.8
Diploma and above 7.3 7.5 7.9 8.7 9.3
Source: NCVER, Vocational Education and Training Provider Collection, 2008â2012.
See also endnotes as referenced in the table, which can be found at the end of Appendix B, for detailed information on any caveats and technical issues associated with the data presented in this table.
163 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Table B.6 The proportion of government funded students who participate in VET by educational attainment, by student groups, government funded VET students1,2,15, 2008â2012
 2008 20093,4,5 20106 20117,8 201226
Government funded VET (%)Â
Less than YearÂ12 42.6 41.5 41.4 41.4 40.7
YearÂ12 24.2 23.9 23.2 24.8 25.8
Certificate III or IV 11.6 12.9 14.6 15.4 16.4
Diploma and above 10.3 10.6 11.2 10.3 10.0
Indigenous9 students (%)
Less than YearÂ12 66.8 67.0 66.1 64.4 63.0
YearÂ12 11.6 11.9 12.3 13.2 13.7
Certificate III or IV 7.8 8.3 9.5 10.8 12.1
Diploma and above 3.4 3.3 3.5 3.8 4.1
Students with a disability10 (%)
Less than YearÂ12 50.8 50.5 50.8 50.5 49.8
YearÂ12 17.5 18.7 18.9 19.5 20.7
Certificate III or IV 13.9 14.4 16.2 16.8 17.6
Diploma and above 9.9 9.2 9.5 9.0 8.6
Students who speak a language other than English at home11 (%)
Less than YearÂ12 32.6 31.0 30.3 31.0 31.1
YearÂ12 29.0 29.6 28.2 30.7 33.0
Certificate III or IV 10.7 11.9 13.0 13.6 13.5
Diploma and above 22.2 23.0 23.4 20.7 19.3
SEIFA Index of relative Socio-economic Disadvantage13 (%)
Quintile 1
Less than YearÂ12 49.2 47.5 47.3 48.1 47.0
YearÂ12 21.5 21.4 20.9 21.8 22.8
Certificate III or IV 10.9 12.0 13.5 14.8 15.7
Diploma and above 8.2 8.4 8.9 8.1 7.9
Quintile 2
Less than YearÂ12 46.9 45.5 45.6 44.9 44.1
YearÂ12 21.7 21.6 21.0 22.1 23.0
Certificate III or IV 12.3 13.5 15.4 16.0 16.8
Diploma and above 8.7 8.9 9.4 9.3 9.4
Quintile 3
Less than YearÂ12 43.6 43.0 43.0 41.2 40.4
YearÂ12 22.8 22.9 22.2 25.3 26.3
Certificate III or IV 12.0 13.2 15.1 16.1 17.0
Diploma and above 9.9 10.0 10.7 10.0 9.6
Quintile 4
Less than YearÂ12 39.5 38.7 38.5 36.2 35.6
YearÂ12 27.0 26.4 25.4 28.7 29.7
Certificate III or IV 11.6 13.0 14.9 16.1 16.9
Diploma and above 11.0 11.5 12.1 11.5 10.8
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 164
 2008 20093,4,5 20106 20117,8 201226
Quintile 5
Less than YearÂ12 31.1 30.8 31.0 32.0 31.3
YearÂ12 30.1 29.3 28.8 29.6 30.5
Certificate III or IV 11.3 12.8 14.3 15.2 15.7
Diploma and above 14.7 15.6 16.5 14.6 14.1
ABS Accessability/Remoteness Index of Australia14 (%)
Major cities
Less than YearÂ12 37.4 36.4 36.4 37.3 36.5
YearÂ12 27.4 27.2 26.4 28.0 29.2
Certificate III or IV 11.4 12.7 14.5 15.4 15.9
Diploma and above 12.3 12.7 13.5 11.8 11.1
Inner regional areas
Less than YearÂ12 47.1 46.6 46.6 47.2 46.8
YearÂ12 21.1 21.1 20.5 21.0 21.5
Certificate III or IV 12.6 14.1 16.2 17.1 18.2
Diploma and above 8.4 8.6 9.0 8.1 8.0
Outer regional areas
Less than YearÂ12 51.0 49.7 49.6 49.2 48.3
YearÂ12 19.3 18.7 18.5 19.3 19.7
Certificate III or IV 12.0 13.1 14.8 15.1 16.4
Diploma and above 7.1 7.6 7.9 7.8 8.2
Remote and very remote areas
Less than YearÂ12 54.5 53.6 52.4 50.4 47.7
YearÂ12 18.0 16.9 16.2 16.7 17.7
Certificate III or IV 9.3 9.8 10.6 11.4 13.5
Diploma and above 5.7 5.8 6.6 7.4 8.5
Source: NCVER, Vocational Education and Training Provider Collection, 2008â2012.
See also endnotes as referenced in the table, which can be found at the end of Appendix B, for detailed information on any caveats and technical issues associated with the data presented in this table.
165 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Table B.7 The number of Full-Year Training Equivalents (FYTE) undertaken in VET, by student groups, total reported VET FYTE1,16,17, 2008â2012
 2008 20093,4,5 20106 20117,8 201226
Total FYTE
Number of FYTE (â000) 568.4 609.6 655.8 711.7 775.5
Annual growth (%) Â 7.3 7.6 8.5 9.0
Change since 2008 (%) Â 7.3 15.4 25.2 36.4
FYTE per Student - Total FYTE 0.33 0.36 0.36 0.38 0.40
Female students
Number of FYTE (â000) 276.1 297.8 322.7 349.9 383.4
Annual growth (%) Â 7.8 8.3 8.5 9.6
Change since 2008 (%) Â 7.8 16.8 26.7 38.8
FYTE per Student - Female students 0.34 0.37 0.38 0.39 0.41
Female students - By Age Group18 (%)
Age 15â19 27.5 26.5 25.1 24.3 24.2
Age 20â24 17.9 18.4 18.8 18.2 17.8
Age 25â39 27.8 28.3 28.7 28.9 28.8
Age 40â64 26.9 26.8 27.5 28.6 29.2
Total 100.0 100.0 100.0 100.0 100.0
Female students - By Course Level19 (%)
Diploma and above 24.5 27.2 29.1 29.7 28.3
Certificate III or IV 47.9 49.0 49.3 50.8 53.5
Certificate I or II or lower 20 18.0 16.4 15.5 14.9 15.0
Other21 9.6 7.4 6.1 4.6 3.2
Total 100.0 100.0 100.0 100.0 100.0
Male students
Number of FYTE (â000) 291.8 310.9 331.8 360.4 390.9
Annual growth (%) Â 6.5 6.7 8.6 8.5
Change since 2008 (%) Â 6.5 13.7 23.5 34.0
FYTE per Student - Male students 0.33 0.35 0.35 0.37 0.39
Male students - By Age Group18 (%)
Age 15â19 33.2 32.2 30.6 29.6 27.9
Age 20â24 24.8 24.6 24.2 23.0 21.9
Age 25â39 25.9 26.4 27.0 27.8 28.5
Age 40â64 16.2 16.7 18.2 19.7 21.7
Total 100.0 100.0 100.0 100.0 100.0
Male students - By Course Level19 (%)
Diploma and above 19.2 19.9 20.4 20.3 18.7
Certificate III or IV 54.8 55.8 55.8 58.2 60.7
Certificate I or II or lower 20 16.9 16.9 17.3 17.0 16.7
Other21 9.0 7.4 6.6 4.6 3.9
Total 100.0 100.0 100.0 100.0 100.0
Indigenous Students9
Number of FYTE (â000) 22.0 22.8 25.7 27.8 29.2
Annual growth (%) Â 3.6 12.6 8.2 4.9
Change since 2008 (%) Â 3.6 16.7 26.3 32.6
FYTE per Student - Indigenous Students 0.30 0.31 0.31 0.32 0.33
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 2008 20093,4,5 20106 20117,8 201226
People with a disability10
Number of FYTE (â000) 37.7 39.3 43.7 49.7 55.6
Annual growth (%) Â 4.1 11.2 13.9 11.7
Change since 2008 (%) Â 4.1 15.7 31.9 47.4
FYTE per Student - People with a disability 0.38 0.39 0.40 0.42 0.45
People who speak a language other than English at home11
Number of FYTE (â000) 115.9 127.0 134.4 138.6 151.7
Annual growth (%) Â 9.6 5.8 3.2 9.5
Change since 2008 (%) Â 9.6 15.9 19.6 30.9
FYTE per Student - People with a language background other than English 0.47 0.50 0.49 0.48 0.50
Educational attainment12
Year 10 and below
Number of FYTE (â000) 130.6 134.0 142.9 154.5 168.2
Annual growth (%) Â 2.6 6.6 8.1 8.9
Change since 2008 (%) Â 2.6 9.4 18.2 28.8
FYTE per Student - Year 10 and below 0.30 0.31 0.31 0.33 0.35
Year 11 and Certificate I or II
Number of FYTE (â000) 66.2 69.9 77.6 91.1 100.9
Annual growth (%) Â 5.6 11.1 17.4 10.7
Change since 2008 (%) Â 5.6 17.3 37.7 52.4
FYTE per Student - Year 11 and Certificate I or II 0.32 0.34 0.35 0.37 0.39
YearÂ12
Number of FYTE (â000) 159.4 168.8 174.1 195.4 218.2
Annual growth (%) Â 5.8 3.1 12.3 11.7
Change since 2008 (%) Â 5.8 9.2 22.6 36.9
FYTE per Student - YearÂ12 0.42 0.44 0.44 0.44 0.46
Certificate III or IV
Number of FYTE (â000) 79.2 93.2 113.6 128.8 146.2
Annual growth (%) Â 17.6 21.9 13.4 13.5
Change since 2008 (%) Â 17.6 43.4 62.6 84.5
FYTE per Student - Certificate III or IV 0.39 0.41 0.42 0.43 0.44
Diploma and above
Number of FYTE (â000) 67.8 77.5 89.4 90.3 93.1
Annual growth (%) Â 14.3 15.3 1.0 3.1
Change since 2008 (%) Â 14.3 31.8 33.2 37.3
FYTE per Student - Diploma and above 0.34 0.37 0.37 0.38 0.38
SEIFA Index of relative Socio-economic Disadvantage13 (â000)
Quintile 1 (Most disadvantaged)
Number of FYTE (â000) 81.1 84.1 89.4 154.1 170.2
Annual growth (%) Â 3.8 6.3 72.4 10.4
Change since 2008 (%) Â 3.8 10.2 90.0 109.8
FYTE per Student - Quintile 1 0.3 0.3 0.3 0.4 0.4
167 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
 2008 20093,4,5 20106 20117,8 201226
Quintile 2
Number of FYTE (â000) 123.1 131.0 143.0 147.8 162.8
Annual growth (%) Â 6.4 9.2 3.3 10.1
Change since 2008 (%) Â 6.4 16.2 20.1 32.3
FYTE per Student - Quintile 2 0.3 0.3 0.3 0.4 0.4
Quintile 3
Number of FYTE (â000) 114.6 121.5 131.6 136.6 152.3
Annual growth (%) Â 6.0 8.3 3.8 11.4
Change since 2008 (%) Â 6.0 14.8 19.2 32.9
FYTE per Student - Quintile 3 0.3 0.3 0.4 0.4 0.4
Quintile 4
Number of FYTE (â000) 116.4 124.4 135.9 131.9 149.3
Annual growth (%) Â 6.8 9.2 -2.9 13.2
Change since 2008 (%) Â 6.8 16.7 13.3 28.2
FYTE per Student - Quintile 4 0.3 0.4 0.4 0.4 0.4
Quintile 5 (Least disadvantaged)
Number of FYTE (â000) 89.4 95.1 101.4 100.6 109.6
Annual growth (%) Â 6.4 6.5 -0.8 8.9
Change since 2008 (%) Â 6.4 13.3 12.5 22.5
FYTE per Student - Quintile 5 0.4 0.4 0.4 0.4 0.4
ABS Accessibility / Remoteness Index of Australia14
Major cities
Number of FYTE (â000) 326.5 348.5 373.5 435.8 487.8
Annual growth (%) Â 6.8 7.2 16.7 11.9
Change since 2008 (%) Â 6.8 14.4 33.5 49.4
FYTE per Student - Major cities 0.4 0.4 0.4 0.4 0.4
Inner regional areas
Number of FYTE (â000) 121.4 128.4 141.0 148.5 164.0
Annual growth (%) Â 5.8 9.8 5.3 10.5
Change since 2008 (%) Â 5.8 16.2 22.4 35.2
FYTE per Student - Inner regional areas 0.3 0.3 0.3 0.3 0.4
Outer regional areas
Number of FYTE (â000) 66.8 69.8 76.6 68.9 74.1
Annual growth (%) Â 4.6 9.7 -10.1 7.5
Change since 2008 (%) Â 4.6 14.7 3.1 10.9
FYTE per Student - Outer regional areas 0.3 0.3 0.3 0.3 0.3
Remote and very remote areas
Number of FYTE (â000) 18.2 18.4 20.3 18.3 18.6
Annual growth (%) Â 1.3 10.2 -9.7 1.7
Change since 2008 (%) Â 1.3 11.6 0.8 2.5
FYTE per Student - Remote and very remote areas 0.2 0.2 0.3 0.3 0.3
Source: NCVER, Vocational Education and Training Provider Collection, 2008â2012.
See also endnotes as referenced in the table, which can be found at the end of Appendix B, for detailed information on any caveats and technical issues associated with the data presented in this table.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 168
Table B.8 The number of Full-Year Training Equivalents (FYTE) undertaken in government funded VET, by student groups, government funded1,2,15 VET FYTE16,17, 2008â2012
 2008 20093,4,5 20106 20117,8 201226
Government funded FYTE
Number of FYTE (â000) 467.6 498.5 545.8 612.1 673.6
Annual growth (%) Â 6.6 9.5 12.1 10.1
Change since 2008 (%) Â 6.6 16.7 30.9 44.1
FYTE per Student - Government funded FYTE 0.37 0.39 0.40 0.41 0.44
Female students
Number of FYTE (â000) 230.1 245.9 271.1 303.0 335.3
Annual growth (%) Â 6.9 10.2 11.8 10.6
Change since 2008 (%) Â 6.9 17.8 31.7 45.7
FYTE per Student - Female students 0.37 0.40 0.41 0.41 0.44
Female students - By Age Group18 (%)
Age 15â19 29.6 28.9 26.9 25.7 25.3
Age 20â24 17.1 17.2 17.8 17.6 17.3
Age 25â39 26.4 26.8 27.3 27.7 27.8
Age 40â64 26.8 27.2 28.0 29.0 29.6
Total 100.0 100.0 100.0 100.0 100.0
Female students - By Course Level19 (%)
Diploma and above 23.5 25.9 27.9 28.3 27.0
Certificate III or IV 49.3 50.4 51.0 52.5 55.3
Certificate I or II or lower 20 18.5 17.0 15.8 15.1 15.2
Other21 8.7 6.7 5.2 4.0 2.5
Total 100.0 100.0 100.0 100.0 100.0
Male students
Number of FYTE (â000) 237.1 251.8 273.5 307.7 337.2
Annual growth (%) Â 6.2 8.7 12.5 9.6
Change since 2008 (%) Â 6.2 15.4 29.7 42.2
FYTE per Student - Male students 0.37 0.39 0.39 0.41 0.43
Male students - By Age Group18 (%)
Age 15â19 36.9 35.9 33.5 31.7 29.4
Age 20â24 24.5 24.0 23.9 22.7 22.0
Age 25â39 23.9 24.4 25.2 26.4 27.3
Age 40â64 14.7 15.7 17.4 19.2 21.3
Total 100.0 100.0 100.0 100.0 100.0
Male students - By Course Level19 (%)
Diploma and above 17.6 17.8 18.9 18.8 17.5
Certificate III or IV 58.2 59.0 58.8 61.1 63.4
Certificate I or II or lower 20 17.4 17.6 17.8 17.0 16.6
Other21 6.9 5.6 4.4 3.1 2.5
Total 100.0 100.0 100.0 100.0 100.0
Indigenous Students9
Number of FYTE (â000) 20.7 21.4 24.0 26.2 27.2
Annual growth (%) Â 3.6 12.3 9.1 4.0
Change since 2008 (%) Â 3.6 16.3 26.8 31.9
FYTE per Student - Indigenous Students 0.31 0.32 0.32 0.33 0.34
169 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
 2008 20093,4,5 20106 20117,8 201226
People with a disability10
Number of FYTE (â000) 34.7 36.1 40.2 46.5 51.9
Annual growth (%) Â 4.1 11.5 15.5 11.7
Change since 2008 (%) Â 4.1 16.1 34.1 49.8
FYTE per Student - People with a disability 0.40 0.41 0.42 0.44 0.47
People who speak a language other than English at home11
Number of FYTE (â000) 82.1 85.2 91.7 103.9 121.1
Annual growth (%) Â 3.8 7.6 13.3 16.5
Change since 2008 (%) Â 3.8 11.6 26.5 47.4
FYTE per Student - People with a language background other than English 0.44 0.47 0.47 0.48 0.50
Educational attainment12
Year 10 and below
Number of FYTE (â000) 115.3 118.1 124.4 138.3 151.3
Annual growth (%) Â 2.4 5.3 11.2 9.4
Change since 2008 (%) Â 2.4 7.9 20.0 31.2
FYTE per Student - Year 10 and below 0.32 0.33 0.33 0.35 0.38
Year 11 and Certificate I or II
Number of FYTE (â000) 59.4 62.3 69.4 83.1 92.9
Annual growth (%) Â 4.9 11.4 19.7 11.8
Change since 2008 (%) Â 4.9 16.9 39.9 56.5
FYTE per Student - Year 11 and Certificate I or II 0.35 0.36 0.37 0.39 0.41
YearÂ12Â
Number of FYTE (â000) 137.0 142.6 147.8 172.1 195.1
Annual growth (%) Â 4.1 3.7 16.4 13.3
Change since 2008 (%) Â 4.1 7.9 25.6 42.4
FYTE per Student - YearÂ12 0.45 0.47 0.47 0.47 0.49
Certificate III or IV
Number of FYTE (â000) 67.2 78.8 97.7 112.3 128.5
Annual growth (%) Â 17.2 24.0 14.9 14.4
Change since 2008 (%) Â 17.2 45.4 67.1 91.2
FYTE per Student - Certificate III or IV 0.46 0.48 0.49 0.49 0.51
Diploma and above
Number of FYTE (â000) 51.1 56.1 65.8 67.2 69.1
Annual growth (%) Â 9.7 17.4 2.0 2.9
Change since 2008 (%) Â 9.7 28.7 31.3 35.1
FYTE per Student - Diploma and above 0.40 0.41 0.43 0.44 0.45
SEIFA Index of relative Socio-economic Disadvantage13 (â000)
Quintile 1 (Most disadvantaged)Â
Number of FYTE (â000) 70.8 73.9 79.0 139.0 153.9
Annual growth (%) Â 4.4 6.8 76.1 10.7
Change since 2008 (%) Â 4.4 11.6 96.5 117.5
FYTE per Student - Quintile 1 0.4 0.4 0.4 0.4 0.4
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 170
 2008 20093,4,5 20106 20117,8 201226
Quintile 2
Number of FYTE (â000) 108.1 115.5 127.1 133.0 146.6
Annual growth (%) Â 6.9 10.0 4.7 10.2
Change since 2008 (%) Â 6.9 17.6 23.1 35.6
FYTE per Student - Quintile 2 0.4 0.4 0.4 0.4 0.4
Quintile 3
Number of FYTE (â000) 100.2 106.6 116.4 121.4 135.5
Annual growth (%) Â 6.4 9.2 4.3 11.6
Change since 2008 (%) Â 6.4 16.2 21.2 35.2
FYTE per Student - Quintile 3 0.4 0.4 0.4 0.4 0.4
Quintile 4
Number of FYTE (â000) 100.9 108.4 119.9 118.5 134.0
Annual growth (%) Â 7.4 10.6 -1.2 13.1
Change since 2008 (%) Â 7.4 18.8 17.4 32.8
FYTE per Student - Quintile 4 0.4 0.4 0.4 0.4 0.5
Quintile 5 (Least disadvantaged)
Number of FYTE (â000) 78.7 83.6 90.0 90.5 97.9
Annual growth (%) Â 6.3 7.7 0.6 8.1
Change since 2008 (%) Â 6.3 14.4 15.1 24.5
FYTE per Student - Quintile 5 0.4 0.4 0.4 0.4 0.5
ABS Accessibility / Remoteness Index of Australia14
Major cities
Number of FYTE (â000) 288.0 307.7 332.8 394.7 440.6
Annual growth (%) Â 6.8 8.2 18.6 11.6
Change since 2008 (%) Â 6.8 15.6 37.0 53.0
FYTE per Student - Major cities 0.4 0.4 0.4 0.4 0.5
Inner regional areas
Number of FYTE (â000) 104.1 111.4 123.3 132.1 146.4
Annual growth (%) Â 7.0 10.7 7.1 10.9
Change since 2008 (%) Â 7.0 18.5 26.9 40.7
FYTE per Student - Inner regional areas 0.4 0.4 0.4 0.4 0.4
Outer regional areas
Number of FYTE (â000) 57.6 60.5 66.9 59.9 65.0
Annual growth (%) Â 5.0 10.6 -10.4 8.4
Change since 2008 (%) Â 5.0 16.1 4.0 12.7
FYTE per Student - Outer regional areas 0.3 0.3 0.3 0.4 0.4
Remote and very remote areas
Number of FYTE (â000) 15.9 16.2 17.9 16.2 16.3
Annual growth (%) Â 1.9 10.6 -9.5 0.5
Change since 2008 (%) Â 1.9 12.8 2.1 2.6
FYTE per Student - Remote and very remote areas 0.3 0.3 0.3 0.3 0.3
Source: NCVER, Vocational Education and Training Provider Collection, 2008â2012.
See also endnotes as referenced in the table, which can be found at the end of Appendix B, for detailed information on any caveats and technical issues associated with the data presented in this table.
171 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Table B.9 The rate of successfully completed VET student activity undertaken each year, by student groups and course level, Load Pass Rate17,22 for total reported VET students1, 2008â2012
 2008 20093,4,5 20106 20117,8 201226
Total VET students - Load Pass Rate (%) 80.1 80.6 80.9 82.7 82.9
By Course Level19 (%)
Diploma and above 80.9 81.5 82.3 83.2 83.0
Certificate III or IV 82.5 82.6 82.5 84.6 84.8
Certificate I or II or lower 20 73.2 74.1 74.9 76.0 75.8
Other21 77.3 76.2 76.6 78.7 80.7
Female students - Load Pass Rate (%) 79.8 80.3 81.1 82.4 82.3
By Course Level19 (%)
Diploma and above 83.3 83.6 84.3 84.6 84.4
Certificate III or IV 81.5 81.7 82.0 83.8 83.5
Certificate I or II or lower 20 72.1 72.7 74.4 74.7 74.4
Other21 75.0 74.1 73.9 76.3 77.6
Male students - Load Pass Rate (%) 80.5 80.8 80.7 82.9 83.4
By Course Level19 (%)
Diploma and above 78.0 78.9 79.6 81.2 81.1
Certificate III or IV 83.4 83.4 83.0 85.2 85.8
Certificate I or II or lower 20 74.3 75.4 75.3 77.2 77.0
Other21 79.6 78.0 78.9 80.8 83.2
Indigenous Students9 - Load Pass Rate (%) 69.8 70.9 72.4 73.8 74.5
By Course Level19 (%)
Diploma and above 77.7 77.8 78.4 78.9 77.6
Certificate III or IV 73.2 73.8 74.8 76.0 76.8
Certificate I or II or lower 20 64.8 66.5 68.1 69.3 69.6
Other21 65.2 66.5 69.7 71.2 76.2
People with a disability10 - Load Pass Rate (%) 70.4 71.3 71.9 73.8 74.5
By Course Level19 (%)
Diploma and above 72.8 73.7 74.2 76.1 77.1
Certificate III or IV 72.7 73.5 73.7 75.9 76.4
Certificate I or II or lower 20 66.0 67.2 68.1 69.4 70.4
Other21 69.7 68.4 68.1 69.7 71.4
People who speak a language other than English at home11 - Load Pass Rate (%) 74.5 75.1 75.1 77.2 78.3
By Course Level19 (%)
Diploma and above 79.5 80.6 80.1 81.4 81.4
Certificate III or IV 76.7 76.8 76.7 79.8 81.3
Certificate I or II or lower 20 62.6 63.6 65.1 65.1 67.0
Other21 72.4 70.4 68.9 69.8 70.3
Educational attainment12 - Load Pass Rate (%)
Year 10 and below 76.5 76.6 76.7 78.9 79.2
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 172
 2008 20093,4,5 20106 20117,8 201226
By Course Level19 (%)
Diploma and above 79.5 78.4 79.8 80.8 75.8
Certificate III or IV 81.0 81.2 80.8 83.1 83.9
Certificate I or II or lower 20 70.8 71.1 71.3 72.4 71.9
Other21 71.2 69.7 69.6 71.9 73.4
Year 11 and Certificate I or II 79.3 79.4 79.6 81.5 82.1
By Course Level19 (%)
Diploma and above 75.3 75.4 77.6 78.5 79.1
Certificate III or IV 81.1 81.0 80.7 83.0 83.6
Certificate I or II or lower 20 77.1 77.4 78.1 78.8 78.8
Other21 75.6 75.8 77.1 79.0 82.9
YearÂ12 81.5 81.3 81.2 83.0 83.3
By Course Level19 (%)
Diploma and above 78.4 78.5 79.0 79.6 80.0
Certificate III or IV 83.9 83.2 82.8 85.1 85.1
Certificate I or II or lower 20 77.0 78.1 78.6 79.5 79.4
Other21 80.7 80.9 79.7 81.9 83.2
Certificate III or IV 82.8 83.4 83.5 85.0 85.2
By Course Level19 (%) Â
Diploma and above 81.7 82.9 83.2 84.4 84.5
Certificate III or IV 84.0 84.1 84.0 85.6 86.0
Certificate I or II or lower 20 78.8 80.0 80.6 82.0 82.7
Other21 83.6 83.1 85.0 85.4 87.9
Diploma and above 82.8 83.3 84.1 86.5 86.3
By Course Level19 (%)
Diploma and above 85.0 85.6 86.4 87.9 87.3
Certificate III or IV 83.1 82.9 83.5 86.3 86.1
Certificate I or II or lower 20 74.8 76.2 77.1 80.8 81.8
Other21 81.2 81.3 81.5 83.8 86.0
SEIFA Index of relative Socio-economic Disadvantage13
Quintile 1 (Most disadvantaged) Load Pass Rate (%) 77.9 78.2 78.9 80.1 80.6
By Course Level19 (%)
Diploma and above 77.5 78.9 79.2 81.2 81.2
Certificate III or IV 81.6 81.5 81.7 83.1 83.4
Certificate I or II or lower 20 71.5 72.1 73.8 72.6 73.0
Other21 75.3 73.1 73.9 74.3 76.4
Quintile 2 Load Pass Rate (%) 80.0 80.4 81.0 82.6 82.9
By Course Level19 (%)
Diploma and above 79.7 79.9 81.7 82.9 82.8
Certificate III or IV 82.7 82.8 82.6 84.7 85.0
Certificate I or II or lower 20 74.0 75.0 76.0 76.2 75.9
Other21 77.6 76.3 78.6 79.0 82.2
Quintile 3 Load Pass Rate (%) 80.0 80.5 81.0 83.6 83.7
By Course Level19 (%)
Diploma and above 79.9 81.0 82.4 83.7 83.2
Certificate III or IV 82.8 82.8 82.9 85.4 85.5
173 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
 2008 20093,4,5 20106 20117,8 201226
Certificate I or II or lower 20 72.5 73.8 74.0 76.3 77.1
Other21 78.6 77.8 77.7 82.9 84.6
Quintile 4 Load Pass Rate (%) 80.5 81.2 81.5 83.6 83.6
By Course Level19 (%)
Diploma and above 80.8 81.0 82.5 83.2 83.1
Certificate III or IV 82.8 83.4 83.1 85.4 85.5
Certificate I or II or lower 20 74.1 75.2 75.5 78.1 77.1
Other21 76.2 75.0 74.8 78.3 78.6
Quintile 5 (Least disadvantaged) Load Pass Rate (%) 80.4 80.5 81.0 83.7 83.3
By Course Level19 (%)
Diploma and above 81.4 81.7 82.7 83.7 83.2
Certificate III or IV 81.9 81.5 81.8 84.8 84.4
Certificate I or II or lower 20 73.9 75.0 75.4 79.4 78.6
Other21 77.4 76.8 75.3 81.4 81.9
ABS Accessibility / Remoteness Index of Australia14
Major cities Load Pass Rate (%) 78.5 78.9 79.4 81.8 81.8
By Course Level19 (%)
Diploma and above 79.4 79.9 81.0 82.3 81.8
Certificate III or IV 80.9 80.9 81.0 83.7 83.7
Certificate I or II or lower 20 71.4 72.6 73.3 75.0 75.2
Other21 74.9 73.5 73.0 75.9 76.2
Inner regional areas Load Pass Rate (%) 81.1 81.9 82.2 83.4 83.9
By Course Level19 (%)
Diploma and above 81.1 81.4 83.1 84.3 84.7
Certificate III or IV 83.4 84.1 83.8 85.3 85.8
Certificate I or II or lower 20 74.9 76.1 76.6 76.4 75.9
Other21 80.1 79.2 80.2 81.5 85.0
Outer regional areas Load Pass Rate (%) 83.5 83.6 84.2 85.9 86.2
By Course Level19 (%)
Diploma and above 83.8 84.5 86.8 86.1 86.2
Certificate III or IV 86.0 86.1 85.9 87.9 88.4
Certificate I or II or lower 20 77.1 76.9 77.8 79.2 77.8
Other21 80.9 79.1 82.1 85.3 87.3
Remote and very remote areas Load Pass Rate (%) 82.2 83.5 83.9 83.0 84.6
By Course Level19 (%)
Diploma and above 87.7 89.3 88.3 85.9 87.3
Certificate III or IV 87.2 87.4 87.1 86.7 86.8
Certificate I or II or lower 20 72.9 74.8 76.0 74.4 78.1
Other21 78.2 80.3 81.7 78.5 85.6
Source: NCVER, Vocational Education and Training Provider Collection, 2008â2012.
See also endnotes as referenced in the table, which can be found at the end of Appendix B, for detailed information on any caveats and technical issues associated with the data presented in this table.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 174
Table B.10 The rate of successfully completed VET student activity undertaken by government funded VET students, by student groups and course level, Load Pass Rate17,22 for government funded VET students1,2,15, 2008â2012
 2008 20093,4,5 20106 20117,8 201226
Government funded VET students - Load Pass Rate (%) 79.4 79.8 80.7 82.4 82.7
By Course Level19 (%)
Diploma and above 79.5 80.0 81.8 82.8 82.9
Certificate III or IV 82.1 82.1 82.4 84.4 84.5
Certificate I or II or lower 20 73.0 74.3 75.4 76.1 75.9
Other21 73.5 72.4 73.5 75.4 77.9
Female students - Load Pass Rate (%) 79.0 79.6 80.9 82.2 82.2
By Course Level19 (%)
Diploma and above 82.0 82.2 83.5 84.1 84.3
Certificate III or IV 80.9 81.2 81.9 83.6 83.4
Certificate I or II or lower 20 72.3 73.2 75.1 75.0 74.5
Other21 72.7 72.3 72.9 75.0 76.1
Male students - Load Pass Rate (%) 79.7 80.0 80.5 82.6 83.2
By Course Level19 (%)
Diploma and above 76.3 76.9 79.2 80.8 80.7
Certificate III or IV 83.0 82.9 82.8 84.9 85.5
Certificate I or II or lower 20 73.7 75.3 75.7 77.0 77.1
Other21 74.5 72.5 74.0 75.8 79.6
Indigenous Students9 - Load Pass Rate (%) 68.9 70.2 71.6 73.2 73.9
By Course Level19 (%)
Diploma and above 75.5 76.4 77.5 78.2 77.6
Certificate III or IV 72.5 73.3 74.1 75.5 76.2
Certificate I or II or lower 20 64.2 66.2 67.6 69.2 69.3
Other21 63.8 64.7 67.6 68.8 73.9
People with a disability10 - Load Pass Rate (%) 69.9 70.6 71.4 73.4 74.3
By Course Level19 (%)
Diploma and above 71.8 72.6 73.6 75.7 76.6
Certificate III or IV 72.2 72.8 73.3 75.5 76.0
Certificate I or II or lower 20 66.0 66.7 68.0 69.3 70.5
Other21 68.5 67.5 66.9 68.3 69.7
People who speak a language other than English at home11 - Load Pass Rate (%) 72.7 73.0 74.2 76.6 78.3
By Course Level19 (%)
Diploma and above 75.2 76.2 77.4 79.6 80.0
Certificate III or IV 75.4 75.1 75.8 79.4 81.2
Certificate I or II or lower 20 64.8 66.0 68.4 66.6 69.2
Other21 71.7 69.7 68.2 69.2 69.2
Educational attainment12 - Load Pass Rate (%)
Year 10 and below 76.0 76.1 76.7 78.8 79.3
By Course Level19 (%)
Diploma and above 78.0 77.1 79.6 80.7 75.5
Certificate III or IV 80.6 80.7 80.4 82.8 83.8
Certificate I or II or lower 20 70.3 70.7 71.4 72.2 71.6
175 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
 2008 20093,4,5 20106 20117,8 201226
Other21 69.9 68.6 69.3 71.1 73.8
Year 11 and Certificate I or II 78.7 78.8 79.2 81.1 82.0
By Course Level19 (%)
Diploma and above 73.4 73.9 76.9 77.7 78.8
Certificate III or IV 80.8 80.6 80.4 82.9 83.5
Certificate I or II or lower 20 76.6 77.0 77.9 78.2 78.4
Other21 72.7 73.0 74.4 75.7 81.1
YearÂ12 81.1 80.9 81.3 83.2 83.7
By Course Level19 (%) Â
Diploma and above 77.0 76.8 78.1 79.3 80.1
Certificate III or IV 83.8 83.2 83.0 85.3 85.3
Certificate I or II or lower 20 77.9 79.7 80.7 81.3 81.4
Other21 77.3 76.5 75.7 77.0 79.6
Certificate III or IV 81.9 82.5 83.0 84.5 84.9
By Course Level19 (%)
Diploma and above 81.1 82.2 83.0 84.3 84.8
Certificate III or IV 83.3 83.4 83.6 85.1 85.4
Certificate I or II or lower 20 77.4 78.7 79.4 80.9 81.8
Other21 78.8 77.2 80.3 81.0 83.9
Diploma and above 81.9 82.6 84.1 86.1 85.4
By Course Level19 (%) Â
Diploma and above 84.0 85.0 86.6 87.8 87.0
Certificate III or IV 82.4 82.3 83.7 85.9 85.1
Certificate I or II or lower 20 75.5 77.7 78.4 80.0 81.0
Other21 77.8 77.2 77.4 80.6 81.0
SEIFA Index of relative Socio-economic Disadvantage13
Quintile 1 (Most disadvantaged) Load Pass Rate (%) 77.6 78.1 79.0 80.0 80.7
By Course Level19 (%)
Diploma and above 76.5 77.9 78.7 80.9 81.4
Certificate III or IV 81.1 81.0 81.3 82.8 83.2
Certificate I or II or lower 20 72.7 73.3 75.4 73.4 73.8
Other21 72.6 71.8 73.2 72.5 75.5
Quintile 2 Load Pass Rate (%) 79.3 79.7 80.7 82.3 82.7
By Course Level19 (%)
Diploma and above 79.0 79.1 81.4 82.7 83.0
Certificate III or IV 82.1 82.3 82.3 84.3 84.7
Certificate I or II or lower 20 73.4 74.7 75.7 75.8 75.7
Other21 74.7 73.4 75.9 76.0 80.1
Quintile 3 Load Pass Rate (%) 79.2 79.8 80.7 83.3 83.6
By Course Level19 (%)
Diploma and above 79.2 80.4 82.2 83.5 83.3
Certificate III or IV 82.4 82.4 82.7 85.2 85.3
Certificate I or II or lower 20 71.5 73.3 73.8 76.3 77.1
Other21 74.1 71.4 71.7 76.8 79.7
Quintile 4 Load Pass Rate (%) 80.1 80.8 81.5 83.6 83.6
By Course Level19 (%)
Diploma and above 80.2 80.5 82.3 83.1 83.2
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 176
 2008 20093,4,5 20106 20117,8 201226
Certificate III or IV 82.6 83.1 82.9 85.3 85.4
Certificate I or II or lower 20 73.8 75.3 76.4 78.1 77.0
Other21 72.2 71.6 71.9 75.2 75.5
Quintile 5 (Least disadvantaged) Load Pass Rate (%) 80.2 80.3 81.3 83.5 83.1
By Course Level19 (%)
Diploma and above 80.9 81.2 82.7 83.5 83.3
Certificate III or IV 81.8 81.2 81.9 84.6 84.1
Certificate I or II or lower 20 74.6 76.0 76.9 79.2 78.4
Other21 73.5 74.1 73.4 79.1 78.7
ABS Accessibility / Remoteness Index of Australia14
Major cities Load Pass Rate (%) 78.1 78.6 79.5 81.8 81.9
By Course Level19 (%)
Diploma and above 78.8 79.4 80.8 82.1 81.9
Certificate III or IV 80.6 80.4 80.8 83.5 83.5
Certificate I or II or lower 20 71.6 73.2 74.7 75.7 75.9
Other21 71.9 71.1 71.9 74.6 74.9
Inner regional areas Load Pass Rate (%) 80.4 81.2 81.7 82.9 83.5
By Course Level19 (%)
Diploma and above 80.6 80.7 82.8 84.1 84.8
Certificate III or IV 83.0 83.7 83.5 84.9 85.4
Certificate I or II or lower 20 74.1 75.7 75.9 75.5 74.9
Other21 75.6 73.6 74.3 77.5 81.9
Outer regional areas Load Pass Rate (%) 82.7 82.8 83.7 85.4 85.9
By Course Level19 (%)
Diploma and above 82.9 83.9 86.7 85.9 86.5
Certificate III or IV 85.6 85.5 85.6 87.6 88.2
Certificate I or II or lower 20 76.4 76.4 77.0 78.8 77.5
Other21 77.2 75.4 77.5 76.2 81.4
Remote and very remote areas Load Pass Rate (%) 81.5 82.9 83.7 82.3 84.2
By Course Level19 (%)
Diploma and above 87.0 89.4 88.1 86.1 88.1
Certificate III or IV 86.9 87.3 87.5 86.2 86.5
Certificate I or II or lower 20 72.2 74.1 75.6 73.7 77.5
Other21 74.8 76.7 78.3 71.8 82.3
Source: NCVER, Vocational Education and Training Provider Collection, 2008â2012.
See also endnotes as referenced in the table, which can be found at the end of Appendix B, for detailed information on any caveats and technical issues associated with the data presented in this table.
177 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Table B.11 The number of qualifications completed by students in VET, by student groups, Qualifications completed23 by total reported VET students1, 2008 to 2011
 2008 20093,4,5 20106,37 2011
Total VET students1
Qualifications completed (â000) 351.6 393.9 443.6 521.6
Annual growth (%) Â 12.0 12.6 17.6
Change since 2008 (%) Â 12.0 26.2 48.4
By Course Level18 (%)
Diploma and above 13.9 14.0 15.2 16.4
Certificate III or IV 58.6 59.8 59.4 59.9
Certificate I or II or lower 19 27.5 26.2 25.4 23.7
Total 100.0 100.0 100.0 100.0
Female Students
Qualifications completed (â000) 188.8 208.5 233.9 271.2
Annual growth (%) Â 10.5 12.2 16.0
Change since 2008 (%) Â 10.5 23.9 43.7
By Course Level19 (%)
Diploma and above 14.5 15.2 16.7 18.3
Certificate III or IV 58.1 60.4 60.0 60.7
Certificate I or II or lower 20 27.3 24.4 23.2 21.1
Total 100.0 100.0 100.0 100.0
Male Students
Qualifications completed (â000) 162.4 184.6 208.4 249.0
Annual growth (%) Â 13.7 12.9 19.5
Change since 2008 (%) Â 13.7 28.3 53.3
By Course Level19 (%)
Diploma and above 13.2 12.6 13.5 14.4
Certificate III or IV 59.0 59.1 58.6 59.1
Certificate I or II or lower 20 27.7 28.2 27.9 26.5
Total 100.0 100.0 100.0 100.0
Indigenous Students9
Qualifications completed (â000) 10.8 12.8 15.6 19.0
Annual growth (%) Â 18.4 22.1 21.4
Change since 2008 (%) Â 18.4 44.5 75.4
By Course Level19 (%)
Diploma and above 6.4 5.4 5.3 6.5
Certificate III or IV 46.1 44.1 43.6 45.4
Certificate I or II or lower 20 47.5 50.5 51.1 48.1
Total 100.0 100.0 100.0 100.0
People with a disability10
Qualifications completed (â000) 17.4 19.9 23.3 29.2
Annual growth (%) Â 14.5 16.9 25.7
Change since 2008 (%) Â 14.5 33.9 68.3
By Course Level19 (%)
Diploma and above 10.0 10.1 10.0 10.9
Certificate III or IV 46.8 51.0 49.8 50.8
Certificate I or II or lower 20 43.2 38.9 40.2 38.4
Total 100.0 100.0 100.0 100.0
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 178
 2008 20093,4,5 20106,37 2011
People who speak a language other than English at home11
Qualifications completed (â000) 59.3 67.8 78.3 85.8
Annual growth (%) Â 14.2 15.6 9.6
Change since 2008 (%) Â 14.2 32.0 44.7
By Course Level19 (%)
Diploma and above 19.5 20.1 20.7 21.8
Certificate III or IV 52.1 54.2 54.3 55.5
Certificate I or II or lower 20 28.4 25.7 25.0 22.7
Total 100.0 100.0 100.0 100.0
Educational attainment12
Year 10 and below
Qualifications completed (â000) 72.4 78.1 86.5 100.8
Annual growth (%) Â 7.9 10.8 16.5
Change since 2008 (%) Â 7.9 19.5 39.2
By Course Level19 (%)
Diploma and above 3.1 2.9 3.9 4.4
Certificate III or IV 50.3 51.5 51.9 53.3
Certificate I or II or lower 20 46.6 45.6 44.2 42.2
Total 100.0 100.0 100.0 100.0
Year 11 and Certificate I or II
Qualifications completed (â000) 42.9 49.1 53.9 69.1
Annual growth (%) Â 14.5 9.7 28.2
Change since 2008 (%) Â 14.5 25.7 61.1
By Course Level19 (%)
Diploma and above 4.4 4.0 5.0 5.0
Certificate III or IV 54.6 54.4 53.5 55.7
Certificate I or II or lower 20 41.0 41.7 41.5 39.3
Total 100.0 100.0 100.0 100.0
YearÂ12
Qualifications completed (â000) 90.1 101.4 110.5 131.5
Annual growth (%) Â 12.5 9.0 19.0
Change since 2008 (%) Â 12.5 22.6 45.9
By Course Level19 (%)
Diploma and above 14.9 14.3 14.5 14.4
Certificate III or IV 65.3 65.7 64.7 66.5
Certificate I or II or lower 20 19.9 19.9 20.8 19.1
Total 100.0 100.0 100.0 100.0
Certificate III or IV
Qualifications completed (â000) 54.0 64.4 78.4 97.0
Annual growth (%) Â 19.3 21.7 23.7
Change since 2008 (%) Â 19.3 45.1 79.6
By Course Level19 (%)
Diploma and above 20.0 20.8 22.5 24.6
Certificate III or IV 67.7 67.5 66.2 65.0
Certificate I or II or lower 20 12.3 11.7 11.3 10.4
Total 100.0 100.0 100.0 100.0
Diploma and above
Qualifications completed (â000) 46.8 54.8 68.7 80.1
179 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
 2008 20093,4,5 20106,37 2011
Annual growth (%) Â 17.0 25.4 16.6
Change since 2008 (%) Â 17.0 46.7 71.0
By Course Level19 (%)
Diploma and above 25.6 25.0 28.5 31.8
Certificate III or IV 58.0 60.2 59.5 58.0
Certificate I or II or lower 20 16.4 14.8 12.0 10.2
Total 100.0 100.0 100.0 100.0
SEIFA Index of relative Socio-economic Disadvantage13
Quintile 1 (Most disadvantaged)
Qualifications completed (â000) 49.5 54.0 63.8 109.9
Annual growth (%) Â 9.0 18.2 72.4
Change since 2008 (%) Â 9.0 28.8 122.0
By Course Level19 (%)
Diploma and above 10.0 10.4 10.9 11.6
Certificate III or IV 54.1 55.7 55.3 57.5
Certificate I or II or lower 20 35.9 33.9 33.8 30.9
Total 100.0 100.0 100.0 100.0
Quintile 2
Qualifications completed (â000) 79.2 86.7 94.8 108.5
Annual growth (%) Â 9.5 9.3 14.5
Change since 2008 (%) Â 9.5 19.7 37.1
By Course Level19 (%)
Diploma and above 10.4 10.4 11.9 13.1
Certificate III or IV 60.1 60.9 60.7 61.2
Certificate I or II or lower 20 29.5 28.7 27.4 25.6
Total 100.0 100.0 100.0 100.0
Quintile 3
Qualifications completed (â000) 72.1 79.8 92.0 100.4
Annual growth (%) Â 10.7 15.3 9.1
Change since 2008 (%) Â 10.7 27.7 39.4
By Course Level18 (%)
Diploma and above 11.3 11.3 13.0 15.4
Certificate III or IV 59.5 61.7 60.0 61.7
Certificate I or II or lower 19 29.1 27.1 27.0 22.9
Total 100.0 100.0 100.0 100.0
Quintile 4
Qualifications completed (â000) 72.4 82.2 92.0 98.8
Annual growth (%) Â 13.6 11.9 7.4
Change since 2008 (%) Â 13.6 27.1 36.5
By Course Level19 (%)
Diploma and above 14.1 13.4 15.6 17.4
Certificate III or IV 60.2 60.9 60.5 61.6
Certificate I or II or lower 20 25.7 25.7 24.0 21.0
Total 100.0 100.0 100.0 100.0
Quintile 5 (Least disadvantaged)
Qualifications completed (â000) 54.3 61.4 67.5 75.5
Annual growth (%) Â 13.0 10.0 11.9
Change since 2008 (%) Â 13.0 24.3 39.0
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 180
 2008 20093,4,5 20106,37 2011
By Course Level19 (%)
Diploma and above 17.9 16.9 19.2 19.9
Certificate III or IV 60.1 61.8 60.4 61.0
Certificate I or II or lower 20 22.0 21.3 20.4 19.2
Total 100.0 100.0 100.0 100.0
ABS Accessibility / Remoteness Index of Australia14
Major cities
Qualifications completed (â000) 194.2 219.8 249.0 316.3
Annual growth (%) Â 13.2 13.3 27.0
Change since 2008 (%) Â 13.2 28.2 62.9
By Course Level19 (%)
Diploma and above 15.1 14.7 16.6 17.4
Certificate III or IV 58.6 60.6 59.2 60.5
Certificate I or II or lower 20 26.2 24.7 24.3 22.1
Total 100.0 100.0 100.0 100.0
Inner regional areas
Qualifications completed (â000) 79.3 87.6 97.4 110.3
Annual growth (%) Â 10.5 11.2 13.3
Change since 2008 (%) Â 10.5 22.8 39.2
By Course Level19 (%)
Diploma and above 10.6 10.3 11.4 12.1
Certificate III or IV 60.1 61.4 61.8 61.3
Certificate I or II or lower 20 29.4 28.3 26.8 26.6
Total 100.0 100.0 100.0 100.0
Outer regional areas
Qualifications completed (â000) 46.5 50.2 55.1 52.2
Annual growth (%) Â 8.0 9.6 -5.2
Change since 2008 (%) Â 8.0 18.5 12.3
By Course Level19 (%)
Diploma and above 7.2 7.5 8.6 9.8
Certificate III or IV 60.3 59.6 59.6 61.0
Certificate I or II or lower 20 32.5 32.9 31.8 29.3
Total 100.0 100.0 100.0 100.0
Remote and very remote areas
Qualifications completed (â000) 12.6 12.5 14.8 14.7
Annual growth (%) Â -1.0 18.5 -0.6
Change since 2008 (%) Â -1.0 17.4 16.7
By Course Level19 (%)
Diploma and above 6.3 6.6 7.2 8.2
Certificate III or IV 54.7 53.5 52.5 54.3
Certificate I or II or lower 20 39.0 39.9 40.3 37.5
Total 100.0 100.0 100.0 100.0
Source: NCVER, Vocational Education and Training Provider Collection, 2008â2012.
See also endnotes as referenced in the table, which can be found at the end of Appendix B, for detailed information on any caveats and technical issues associated with the data presented in this table.
181 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Table B.12 The number of Full-Year Training Equivalents (FYTE), the rate of successfully completed VET student activity and the number of qualifications completed by students in VET, by educational attainment, total reported VET FYTE1,16,17, Load Pass Rate17,22 and Qualifications completed23, 2008â2012
2008 20093,4,5 20106,37 20117,8 201226
FYTE by educational attainment12
Less than YearÂ12
Number of FYTE (â000) 196.8 203.9 220.5 245.6 269.1
Annual growth (%) Â 3.6 8.2 11.4 9.6
Change since 2008 (%) Â 3.6 12.0 24.8 36.7
FYTE per Student - Less than YearÂ12 0.31 0.32 0.32 0.34 0.37
YearÂ12
Number of FYTE (â000) 159.4 168.8 174.1 195.4 218.2
Annual growth (%) Â 5.8 3.1 12.3 11.7
Change since 2008 (%) Â 5.8 9.2 22.6 36.9
FYTE per Student - YearÂ12 0.42 0.44 0.44 0.44 0.46
Certificate III or IV
Number of FYTE (â000) 79.2 93.2 113.6 128.8 146.2
Annual growth (%) Â 17.6 21.9 13.4 13.5
Change since 2008 (%) Â 17.6 43.4 62.6 84.5
FYTE per Student - Certificate III or IV 0.39 0.41 0.42 0.43 0.44
Diploma and above
Number of FYTE (â000) 67.8 77.5 89.4 90.3 93.1
Annual growth (%) Â 14.3 15.3 1.0 3.1
Change since 2008 (%) Â 14.3 31.8 33.2 37.3
FYTE per Student - Diploma and above 0.34 0.37 0.37 0.38 0.38
Load Pass Rate (%) by educational attainment12
Less than YearÂ12 77.4 77.5 77.7 79.8 80.3
By Course Level19 (%)
Diploma and above 77.5 77.0 78.8 79.7 77.4
Certificate III or IV 81.1 81.1 80.8 83.1 83.8
Certificate I or II or lower 20 72.4 72.7 73.1 74.3 73.9
Other21 72.3 71.2 71.5 73.5 75.6
YearÂ12 81.5 81.3 81.2 83.0 83.3
By Course Level19 (%)
Diploma and above 78.4 78.5 79.0 79.6 80.0
Certificate III or IV 83.9 83.2 82.8 85.1 85.1
Certificate I or II or lower 20 77.0 78.1 78.6 79.5 79.4
Other21 80.7 80.9 79.7 81.9 83.2
Certificate III or IV 82.8 83.4 83.5 85.0 85.2
By Course Level19 (%)
Diploma and above 81.7 82.9 83.2 84.4 84.5
Certificate III or IV 84.0 84.1 84.0 85.6 86.0
Certificate I or II or lower 20 78.8 80.0 80.6 82.0 82.7
Other21 83.6 83.1 85.0 85.4 87.9
Diploma and above 82.8 83.3 84.1 86.5 86.3
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 182
2008 20093,4,5 20106,37 20117,8 201226
By Course Level19 (%)
Diploma and above 85.0 85.6 86.4 87.9 87.3
Certificate III or IV 83.1 82.9 83.5 86.3 86.1
Certificate I or II or lower 20 74.8 76.2 77.1 80.8 81.8
Other21 81.2 81.3 81.5 83.8 86.0
Qualifications completed by educational attainment 12 Less than YearÂ12
Qualifications completed (â000) 115.3 127.2 140.4 169.9 Â
Annual growth (%) Â 10.4 10.4 21.0 Â
Change since 2008 (%) Â 10.4 21.8 47.4 Â
By Course Level19 (%)
Diploma and above 3.6 3.3 4.3 4.7 Â
Certificate III or IV 51.9 52.6 52.5 54.3 Â
Certificate I or II or lower 20 44.5 44.1 43.2 41.1 Â
Total 100.0 100.0 100.0 100.0 Â
YearÂ12
Qualifications completed (â000) 90.1 101.4 110.5 131.5 Â
Annual growth (%) Â 12.5 9.0 19.0 Â
Change since 2008 (%) Â 12.5 22.6 45.9 Â
By Course Level19 (%)
Diploma and above 14.9 14.3 14.5 14.4 Â
Certificate III or IV 65.3 65.7 64.7 66.5 Â
Certificate I or II or lower 20 19.9 19.9 20.8 19.1 Â
Total 100.0 100.0 100.0 100.0 Â
Certificate III or IV
Qualifications completed (â000) 54.0 64.4 78.4 97.0 Â
Annual growth (%) Â 19.3 21.7 23.7 Â
Change since 2008 (%) Â 19.3 45.1 79.6 Â
By Course Level19 (%)
Diploma and above 20.0 20.8 22.5 24.6 Â
Certificate III or IV 67.7 67.5 66.2 65.0 Â
Certificate I or II or lower 20 12.3 11.7 11.3 10.4 Â
Total 100.0 100.0 100.0 100.0 Â
Diploma and above
Qualifications completed (â000) 46.8 54.8 68.7 80.1 Â
Annual growth (%) Â 17.0 25.4 16.6 Â
Change since 2008 (%) Â 17.0 46.7 71.0 Â
By Course Level19 (%)
Diploma and above 25.6 25.0 28.5 31.8 Â
Certificate III or IV 58.0 60.2 59.5 58.0 Â
Certificate I or II or lower 20 16.4 14.8 12.0 10.2 Â
Total 100.0 100.0 100.0 100.0 Â
Source: NCVER, Vocational Education and Training Provider Collection, 2008â2012.
See also endnotes as referenced in the table, which can be found at the end of Appendix B, for detailed information on any caveats and technical issues associated with the data presented in this table.
183 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Table B.13 The number of Full-Year Training Equivalents (FYTE) and the rate of successfully completed VET student activity undertaken by government funded VET students, by educational attainment, government funded1,2,15 VET FYTE16,17 and Load Pass Rate17,22, 2008â2012
2008 20093,4,5 20106 20117,8 201226
FYTE by educational attainment12
Less than YearÂ12
Number of FYTE (â000) 174.7 180.4 193.8 221.4 244.2
Annual growth (%) Â 3.3 7.4 14.2 10.3
Change since 2008 (%) Â 3.3 11.0 26.8 39.8
FYTE per Student - Less than YearÂ12 0.33 0.34 0.34 0.36 0.39
YearÂ12
Number of FYTE (â000) 137.0 142.6 147.8 172.1 195.1
Annual growth (%) Â 4.1 3.7 16.4 13.3
Change since 2008 (%) Â 4.1 7.9 25.6 42.4
FYTE per Student - YearÂ12 0.45 0.47 0.47 0.47 0.49
Certificate III or IV
Number of FYTE (â000) 67.2 78.8 97.7 112.3 128.5
Annual growth (%) Â 17.2 24.0 14.9 14.4
Change since 2008 (%) Â 17.2 45.4 67.1 91.2
FYTE per Student - Certificate III or IV 0.46 0.48 0.49 0.49 0.51
Diploma and above
Number of FYTE (â000) 51.1 56.1 65.8 67.2 69.1
Annual growth (%) Â 9.7 17.4 2.0 2.9
Change since 2008 (%) Â 9.7 28.7 31.3 35.1
FYTE per Student - Diploma and above 0.40 0.41 0.43 0.44 0.45
Load Pass Rate (%) by educational attainment12
Less than YearÂ12 77.0 77.1 77.6 79.7 80.3
By Course Level19 (%)
Diploma and above 75.8 75.6 78.3 79.3 77.1
Certificate III or IV 80.7 80.7 80.4 82.9 83.7
Certificate I or II or lower 20 71.9 72.3 73.2 74.0 73.6
Other21 70.6 69.7 70.6 72.1 75.4
YearÂ12 81.1 80.9 81.3 83.2 83.7
By Course Level19 (%)
Diploma and above 77.0 76.8 78.1 79.3 80.1
Certificate III or IV 83.8 83.2 83.0 85.3 85.3
Certificate I or II or lower 20 77.9 79.7 80.7 81.3 81.4
Other21 77.3 76.5 75.7 77.0 79.6
Certificate III or IV 81.9 82.5 83.0 84.5 84.9
By Course Level19 (%)
Diploma and above 81.1 82.2 83.0 84.3 84.8
Certificate III or IV 83.3 83.4 83.6 85.1 85.4
Certificate I or II or lower 20 77.4 78.7 79.4 80.9 81.8
Other21 78.8 77.2 80.3 81.0 83.9
Diploma and above 81.9 82.6 84.1 86.1 85.4
By Course Level19 (%)
Diploma and above 84.0 85.0 86.6 87.8 87.0
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 184
2008 20093,4,5 20106 20117,8 201226
Certificate III or IV 82.4 82.3 83.7 85.9 85.1
Certificate I or II or lower 20 75.5 77.7 78.4 80.0 81.0
Other21 77.8 77.2 77.4 80.6 81.0
Source: NCVER, Vocational Education and Training Provider Collection, 2008â2012.
See also endnotes as referenced in the table, which can be found at the end of Appendix B, for detailed information on any caveats and technical issues associated with the data presented in this table.
185 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Table B.14 Employment and further study outcomes of students after completing VET, female students, total reported VET24, 2008â201227
2008 2009 2010 2011 2012
 % ± % ± % ± % ± % ±
Female students
Graduates28
Employed after training30 (%) 80.3 1.1 76.9 0.7 74.6 1.1 76.5 0.6 76.2 1.2
Difference in proportion employed from before31 training to after (% points) 8.1 Â 3.8 Â 3.8 Â 5.5 Â 6.6 Â
Improvement in employment circ*mstance after training32 (%) 64.8 1.3 59.9 0.8 56.9 1.2 60.0 0.7 59.8 1.4
Employed or in further study after training30,33 (%) 90.2 0.9 88.2 0.5 86.2 0.9 87.2 0.5 87.6 0.9
Achieved main reason for undertaking training35 (%) 86.8 0.9 84.8 0.6 83.7 0.9 84.5 0.5 84.4 1.1
Satisfied with overall quality of training 36 (%) 87.9 0.9 88.7 0.5 88.6 0.8 88.7 0.5 88.5 0.9
Module Completers29
Employed after training30 (%) 74.2 1.5 72.1 1.0 70.5 1.4 71.1 1.1 68.2 1.8
Difference in proportion employed from before31 training to after (% points) 3.1 Â 0.3 Â 0.6 Â 1.6 Â 2.4 Â
Improvement in employment circ*mstance after training32 (%) 46.7 1.7 43.4 1.1 41.9 1.6 44.3 1.1 43.4 1.8
Employed or in further study after training30,33,34 (%) 76.3 1.5 75.0 0.8 72.3 1.5 72.7 1.1 70.1 1.8
Achieved main reason for undertaking training35 (%) 81.5 1.3 82.5 0.8 80.4 1.2 80.9 0.9 80.6 1.5
Satisfied with overall quality of training 36 (%) 85.2 1.2 85.6 0.8 84.8 1.2 83.3 0.8 84.1 1.4
± - 95% confidence interval
Source: NCVER, Student Outcomes Surveys, 2008â2012.
See also endnotes as referenced in the table, which can be found at the end of Appendix B, for detailed information on any caveats and technical issues associated with the data presented in this table.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 186
Table B.15 Employment and further study outcomes of government funded VET students after completing VET, female students, government funded VET25, 2008â201227
2008 2009 2010 2011 2012
 % ± % ± % ± % ± % ±
Female students
Graduates28
Employed after training30 (%) 79.0 1.2 75.7 0.7 73.3 1.2 75.5 0.7 75.2 1.3
Difference in proportion employed from before31 training to after (% points) 8.5 Â 4.2 Â 4.0 Â 5.8 Â 6.9 Â
Improvement in employment circ*mstance after training32 (%) 64.6 1.5 59.4 0.8 56.7 1.3 59.8 0.8 59.7 1.5
Employed or in further study after training30,33 (%) 89.6 1.0 87.7 0.5 85.5 1.0 86.8 0.5 87.3 1.0
Achieved main reason for undertaking training35 (%) 86.5 1.0 84.3 0.6 83.2 1.0 84.1 0.6 84.3 1.1
Satisfied with overall quality of training 36 (%) 88.1 1.0 89.0 0.6 89.0 0.8 88.9 0.5 88.8 1.0
Module Completers29
Employed after training30 (%) 70.0 1.9 66.3 1.4 65.0 1.9 65.3 1.5 63.1 2.2
Difference in proportion employed from before31 training to after (% points) 3.8 Â 1.2 Â 0.5 Â 2.4 Â 3.2 Â
Improvement in employment circ*mstance after training32 (%) 45.5 2.1 41.4 1.5 38.9 2.0 42.5 1.5 41.1 2.2
Employed or in further study after training30,33,34 (%) 71.8 2.0 68.6 1.1 66.4 2.1 67.2 1.5 65.0 2.2
Achieved main reason for undertaking training35 (%) 78.7 1.6 79.0 1.2 76.7 1.7 77.0 1.2 77.6 1.9
Satisfied with overall quality of training 36 (%) 83.8 1.5 84.0 1.1 82.8 1.5 81.9 1.1 82.5 1.8
± - 95% confidence interval
Source: NCVER, Student Outcomes Surveys, 2008â2012.
See also endnotes as referenced in the table, which can be found at the end of Appendix B, for detailed information on any caveats and technical issues associated with the data presented in this table.
187 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Table B.16 Employment and further study outcomes of students after completing VET, male students, total reported VET24, 2008â201227
2008 2009 2010 2011 2012
 % ± % ± % ± % ± % ±
Male students
Graduates28
Employed after training30 (%) 85.2 1.2 82.9 0.7 80.8 1.1 81.3 0.7 79.6 1.5
Difference in proportion employed from before31 training to after (% points) 8.1 Â 4.7 Â 5.7 Â 7.3 Â 7.4 Â
Improvement in employment circ*mstance after training32 (%) 71.3 1.6 69.4 0.9 66.8 1.3 67.8 0.8 65.5 1.7
Employed or in further study after training30,33 (%) 92.6 0.9 91.2 0.5 89.8 0.8 89.5 0.6 88.5 1.2
Achieved main reason for undertaking training35 (%) 88.9 1.1 87.6 0.6 86.1 0.9 86.5 0.6 85.3 1.3
Satisfied with overall quality of training 36 (%) 88.1 1.1 88.4 0.6 88.0 0.9 89.1 0.6 89.6 1.1
Module Completers29
Employed after training30 (%) 81.6 1.3 78.2 0.9 78.4 1.2 79.0 0.9 77.1 1.5
Difference in proportion employed from before31 training to after (% points) 2.5 Â -1.3 Â 1.9 Â 3.0 Â 3.3 Â
Improvement in employment circ*mstance after training32 (%) 53.3 1.6 51.7 1.0 52.5 1.5 53.0 1.1 53.4 1.8
Employed or in further study after training30,33,34 (%) 83.2 1.3 80.5 0.7 80.4 1.2 80.3 0.9 78.7 1.5
Achieved main reason for undertaking training35 (%) 86.1 1.1 85.0 0.7 84.2 1.1 84.3 0.8 83.7 1.3
Satisfied with overall quality of training 36 (%) 88.4 1.1 87.1 0.7 87.3 0.9 86.8 0.7 86.2 1.3
± - 95% confidence interval
Source: NCVER, Student Outcomes Surveys, 2008â2012.
See also endnotes as referenced in the table, which can be found at the end of Appendix B, for detailed information on any caveats and technical issues associated with the data presented in this table.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 188
Table B.17 Employment and further study outcomes of government funded VET students after completing VET, male students, government funded VET25, 2008â201227
2008 2009 2010 2011 2012
 % ± % ± % ± % ± % ±
Male students
Graduates28
Employed after training30 (%) 84.3 1.3 82.1 0.8 79.6 1.2 80.5 0.7 78.8 1.6
Difference in proportion employed from before31 training to after (% points) 9.2 Â 5.4 Â 6.2 Â 7.7 Â 8.1 Â
Improvement in employment circ*mstance after training32 (%) 71.5 1.7 69.7 0.9 66.6 1.4 67.8 0.9 65.3 1.8
Employed or in further study after training30,33 (%) 92.2 1.0 90.9 0.6 89.3 0.9 89.1 0.6 88.3 1.3
Achieved main reason for undertaking training35 (%) 88.9 1.2 87.5 0.7 85.7 1.0 86.3 0.6 84.9 1.5
Satisfied with overall quality of training 36 (%) 87.9 1.2 88.3 0.7 88.1 1.0 89.0 0.6 89.6 1.2
Module Completers29
Employed after training30 (%) 76.5 2.0 71.0 1.3 73.8 1.8 72.3 1.4 71.9 2.1
Difference in proportion employed from before31 training to after (% points) 4.6 Â -0.9 Â 3.4 Â 4.1 Â 4.8 Â
Improvement in employment circ*mstance after training32 (%) 54.2 2.2 49.7 1.4 52.5 2.1 51.3 1.5 51.9 2.4
Employed or in further study after training30,33,34 (%) 78.1 2.0 73.5 1.1 75.0 1.8 73.8 1.4 73.7 2.1
Achieved main reason for undertaking training35 (%) 83.0 1.7 80.4 1.1 80.2 1.6 79.4 1.2 79.2 1.9
Satisfied with overall quality of training 36 (%) 86.1 1.6 84.0 1.1 85.6 1.4 84.9 1.0 83.6 1.7
± - 95% confidence interval
Source: NCVER, Student Outcomes Surveys, 2008â2012.
See also endnotes as referenced in the table, which can be found at the end of Appendix B, for detailed information on any caveats and technical issues associated with the data presented in this table.
189 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Table B.18 Employment and further study outcomes of students after completing VET, Indigenous students, total reported VET24, 2008â201227
2008 2009 2010 2011 2012
 % ± % ± % ± % ± % ±
Indigenous students
Graduates28
Employed after training30 (%) 67.4 6.6 72.9 3.5 67.1 4.6 68.9 2.8 67.1 5.7
Difference in proportion employed from before31 training to after (% points) 4.4 Â 3.9 Â 0.6 Â 8.3 Â 9.5 Â
Improvement in employment circ*mstance after training32 (%) 60.3 6.9 62.2 3.8 53.2 5.1 57.2 3.0 53.5 5.9
Employed or in further study after training30,33 (%) 77.2 6.3 84.3 2.7 80.9 3.9 80.4 2.4 80.1 5.2
Achieved main reason for undertaking training35 (%) 89.0 4.0 86.9 2.8 88.8 3.0 85.8 2.2 85.3 4.1
Satisfied with overall quality of training 36 (%) 90.0 3.7 90.8 2.3 90.2 3.0 91.5 1.8 93.5 2.4
Module Completers29
Employed after training30 (%) 66.2 7.0 58.6 4.2 61.1 5.4 56.9 3.5 61.3 6.4
Difference in proportion employed from before31 training to after (% points) 5.6 Â 0.1 Â 4.9 Â 4.8 Â 5.5 Â
Improvement in employment circ*mstance after training32 (%) 47.2 7.2 43.0 4.1 39.6 5.3 40.0 3.4 49.2 6.6
Employed or in further study after training30,33,34 (%) 66.7 7.1 61.5 3.9 61.6 5.3 57.5 3.5 62.1 6.4
Achieved main reason for undertaking training35 (%) 80.9 6.0 76.4 3.9 78.0 4.4 76.7 3.3 75.0 6.0
Satisfied with overall quality of training 36 (%) 87.2 5.6 87.2 2.9 87.0 3.7 88.3 2.2 89.9 3.3
± - 95% confidence interval
Source: NCVER, Student Outcomes Surveys, 2008â2012.
See also endnotes as referenced in the table, which can be found at the end of Appendix B, for detailed information on any caveats and technical issues associated with the data presented in this table.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 190
Table B.19 Employment and further study outcomes of government funded VET students after completing VET, Indigenous students, government funded VET25, 2008â201227
2008 2009 2010 2011 2012
 % ± % ± % ± % ± % ±
Indigenous students
Graduates28
Employed after training30 (%) 65.4 6.9 73.0 3.4 65.8 4.8 67.2 3.0 65.5 6.0
Difference in proportion employed from before31 training to after (% points) 3.9 Â 5.4 Â 0.5 Â 8.8 Â 10.1 Â
Improvement in employment circ*mstance after training32 (%) 59.0 7.2 63.4 3.8 53.0 5.2 56.1 3.1 52.8 6.2
Employed or in further study after training30,33 (%) 75.8 6.6 84.2 2.8 79.6 4.1 79.4 2.6 78.9 5.6
Achieved main reason for undertaking training35 (%) 88.2 4.4 87.6 2.3 88.8 3.1 85.9 2.3 84.8 4.4
Satisfied with overall quality of training 36 (%) 89.3 4.0 90.6 2.4 89.9 3.2 91.7 1.8 93.5 2.5
Module Completers29
Employed after training30 (%) 62.0 8.2 53.9 4.9 58.9 5.7 51.9 4.2 55.8 7.4
Difference in proportion employed from before31 training to after (% points) 5.2 Â 1.5 Â 5.9 Â 6.2 Â 6.6 Â
Improvement in employment circ*mstance after training32 (%) 49.1 8.4 39.7 4.7 40.5 5.9 37.8 4.0 45.6 7.4
Employed or in further study after training30,33,34 (%) 62.3 8.4 55.9 4.5 57.7 6.1 52.3 4.2 56.8 7.4
Achieved main reason for undertaking training35 (%) 84.7 6.1 75.1 4.3 75.6 5.1 72.9 4.1 73.2 7.0
Satisfied with overall quality of training 36 (%) 88.8 6.0 87.5 3.1 87.4 4.3 87.4 2.6 87.9 4.2
± - 95% confidence interval
Source: NCVER, Student Outcomes Surveys, 2008â2012.
See also endnotes as referenced in the table, which can be found at the end of Appendix B, for detailed information on any caveats and technical issues associated with the data presented in this table.
191 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Table B.20 Employment and further study outcomes of students after completing VET, people with a disability, total reported VET24, 2008â201227
2008 2009 2010 2011 2012
 % ± % ± % ± % ± % ±
People with a disability
Graduates28
Employed after training30 (%) 61.2 3.6 56.8 2.2 55.5 3.2 52.7 1.9 52.4 3.9
Difference in proportion employed from before31 training to after (% points) 7.2 Â 2.9 Â 0.0 Â 2.4 Â 4.9 Â
Improvement in employment circ*mstance after training32 (%) 48.7 3.7 46.1 2.2 42.8 3.2 42.9 1.9 44.6 3.9
Employed or in further study after training30,33 (%) 76.9 3.2 77.2 1.8 73.7 2.9 72.3 1.8 72.7 3.6
Achieved main reason for undertaking training35 (%) 79.6 2.9 78.9 1.7 76.2 2.8 74.7 1.7 75.2 3.5
Satisfied with overall quality of training 36 (%) 85.0 2.6 86.1 1.5 86.9 2.1 86.6 1.3 88.2 2.3
Module Completers29
Employed after training30 (%) 52.7 3.9 50.1 2.3 46.1 3.5 48.6 2.4 47.0 4.1
Difference in proportion employed from before31 training to after (% points) 2.9 Â -0.7 Â -0.5 Â 1.1 Â 0.0 Â
Improvement in employment circ*mstance after training32 (%) 36.4 3.7 32.7 2.1 30.9 3.2 33.6 2.2 31.3 3.7
Employed or in further study after training30,33,34 (%) 54.6 3.9 52.6 2.0 49.9 3.7 50.3 2.4 49.1 4.1
Achieved main reason for undertaking training35 (%) 74.0 3.4 74.7 2.0 73.4 3.2 72.7 2.1 71.5 3.6
Satisfied with overall quality of training 36 (%) 85.0 2.6 81.4 1.8 79.1 2.9 81.0 1.8 79.7 3.2
± - 95% confidence interval
Source: NCVER, Student Outcomes Surveys, 2008â2012.
See also endnotes as referenced in the table, which can be found at the end of Appendix B, for detailed information on any caveats and technical issues associated with the data presented in this table.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 192
Table B.21 Employment and further study outcomes of government funded VET students after completing VET, people with a disability, government funded VET25, 2008â201227
2008 2009 2010 2011 2012
 % ± % ± % ± % ± % ±
People with a disability
Graduates28
Employed after training30 (%) 59.3 3.8 54.7 2.3 53.5 3.3 51.3 2.0 51.9 4.1
Difference in proportion employed from before31 training to after (% points) 7.4 Â 3.2 Â 0.4 Â 2.4 Â 4.8 Â
Improvement in employment circ*mstance after training32 (%) 47.6 3.9 44.8 2.3 41.9 3.3 41.9 2.0 44.2 4.1
Employed or in further study after training30,33 (%) 76.0 3.4 76.4 2.0 72.5 3.1 71.5 1.9 73.1 3.8
Achieved main reason for undertaking training35 (%) 79.3 3.1 78.0 1.9 75.6 2.9 74.2 1.7 75.5 3.7
Satisfied with overall quality of training 36 (%) 85.0 2.7 86.2 1.5 87.1 2.2 86.4 1.4 88.8 2.4
Module Completers29
Employed after training30 (%) 47.7 4.7 43.0 2.8 40.1 4.1 41.9 2.8 41.8 4.5
Difference in proportion employed from before31 training to after (% points) 4.9 Â 0.4 Â 0.1 Â 1.2 Â 1.8 Â
Improvement in employment circ*mstance after training32 (%) 36.3 4.5 28.9 2.5 27.7 3.7 29.8 2.5 26.7 3.9
Employed or in further study after training30,33,34 (%) 49.3 4.8 45.8 2.4 43.4 4.3 43.8 2.8 44.0 4.6
Achieved main reason for undertaking training35 (%) 70.9 4.2 71.8 2.5 70.1 3.9 68.6 2.7 67.5 4.2
Satisfied with overall quality of training 36 (%) 84.0 3.3 78.2 2.4 78.8 3.6 78.7 2.3 79.1 3.6
± - 95% confidence interval
Source: NCVER, Student Outcomes Surveys, 2008â2012.
See also endnotes as referenced in the table, which can be found at the end of Appendix B, for detailed information on any caveats and technical issues associated with the data presented in this table.
193 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Table B.22 Employment and further study outcomes of students after completing VET, people who speak a language other than English at home, total reported VET24, 2008â201227
2008 2009 2010 2011 2012
 % ± % ± % ± % ± % ±
People who speak a language other than English at home
Graduates28
Employed after training30 (%) 70.4 2.4 64.9 1.3 63.6 2.0 65.9 1.2 66.5 2.5
Difference in proportion employed from before31 training to after (% points) 8.9 Â 2.7 Â 3.8 Â 7.9 Â 10.4 Â
Improvement in employment circ*mstance after training32 (%) 57.4 2.6 52.9 1.4 51.1 2.2 54.1 1.3 54.4 2.7
Employed or in further study after training30,33 (%) 86.8 1.8 82.1 1.1 80.6 1.7 82.1 1.0 82.9 2.0
Achieved main reason for undertaking training35 (%) 84.6 1.8 81.0 1.1 80.4 1.6 80.5 1.0 80.4 2.4
Satisfied with overall quality of training 36 (%) 87.5 1.7 89.8 0.9 87.8 1.4 89.8 0.8 91.3 1.5
Module Completers29
Employed after training30 (%) 71.7 2.6 66.3 1.6 66.4 2.6 68.1 1.6 63.2 3.0
Difference in proportion employed from before31 training to after (% points) 3.5 Â -0.6 Â 1.7 Â 4.5 Â 4.7 Â
Improvement in employment circ*mstance after training32 (%) 50.8 2.9 46.8 1.6 47.0 2.6 47.8 1.7 45.7 3.1
Employed or in further study after training30,33,34 (%) 73.1 2.6 68.9 1.5 69.3 2.5 70.1 1.6 65.5 2.9
Achieved main reason for undertaking training35 (%) 79.8 2.3 78.9 1.4 76.9 2.2 78.6 1.4 78.8 2.5
Satisfied with overall quality of training 36 (%) 85.9 2.0 85.7 1.2 83.7 2.0 84.3 1.2 82.9 2.3
± - 95% confidence interval
Source: NCVER, Student Outcomes Surveys, 2008â2012.
See also endnotes as referenced in the table, which can be found at the end of Appendix B, for detailed information on any caveats and technical issues associated with the data presented in this table.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 194
Table B.23 Employment and further study outcomes of students in government funded VET after completing VET, people who speak a language other than English at home, government funded VET25, 2008â201227
2008 2009 2010 2011 2012
 % ± % ± % ± % ± % ±
People who speak a language other than English at home
Graduates28
Employed after training30 (%) 69.6 2.6 64.0 1.4 62.5 2.2 65.0 1.3 65.5 2.7
Difference in proportion employed from before31 training to after (% points) 9.4 Â 3.0 Â 3.4 Â 7.9 Â 10.8 Â
Improvement in employment circ*mstance after training32 (%) 57.2 2.8 52.5 1.5 50.6 2.3 53.6 1.4 53.9 2.8
Employed or in further study after training30,33 (%) 86.8 1.9 81.9 1.2 80.3 1.9 81.8 1.1 82.7 2.1
Achieved main reason for undertaking training35 (%) 84.0 2.0 80.5 1.2 79.7 1.8 79.9 1.1 80.0 2.5
Satisfied with overall quality of training 36 (%) 87.4 1.8 89.9 0.9 87.8 1.5 89.7 0.8 91.5 1.7
Module Completers29
Employed after training30 (%) 65.7 3.5 60.4 2.1 62.0 3.5 62.1 2.2 58.3 3.7
Difference in proportion employed from before31 training to after (% points) 2.9 Â 0.1 Â 2.3 Â 4.5 Â 5.6 Â
Improvement in employment circ*mstance after training32 (%) 49.1 3.7 44.2 2.1 44.3 3.5 46.1 2.2 43.2 3.7
Employed or in further study after training30,33,34 (%) 67.1 3.6 63.5 1.9 65.0 3.4 64.2 2.2 61.0 3.7
Achieved main reason for undertaking training35 (%) 77.5 3.0 76.1 1.9 71.9 3.2 74.5 1.9 75.0 3.2
Satisfied with overall quality of training 36 (%) 84.1 2.7 84.6 1.6 81.2 2.8 82.9 1.6 81.1 2.9
± - 95% confidence interval
Source: NCVER, Student Outcomes Surveys, 2008â2012.
See also endnotes as referenced in the table, which can be found at the end of Appendix B, for detailed information on any caveats and technical issues associated with the data presented in this table.
195 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Table B.24 Employment and further study outcomes of students after completing VET, by educational attainment37, total reported VET24, 2008â201227
2008 2009 2010 2011 2012
% ± % ± % ± % ± % ±
Educational Attainment Year 10 and below
Graduates28
Employed after training30 (%) 78.3 2.2 75.3 1.2 73.5 2.1 73.1 1.4 70.3 3.0
Difference in proportion employed from before31 training to after (% points) 13.6 Â 9.5 Â 10.7 Â 11.7 Â 8.6 Â
Improvement in employment circ*mstance after training32 (%) 63.9 2.6 61.9 1.4 59.7 2.3 60.6 1.6 57.0 3.2
Employed or in further study after training30,33 (%) 86.1 2.0 86.0 1.0 84.8 1.7 84.4 1.2 82.9 2.5
Achieved main reason for undertaking training35 (%) 88.3 1.7 88.1 0.9 85.9 1.6 86.5 1.0 86.9 2.3
Satisfied with overall quality of training 36 (%) 89.9 1.6 90.3 0.9 89.6 1.4 90.6 1.0 92.3 1.8
Module Completers29
Employed after training30 (%) 68.0 2.5 62.7 1.4 61.7 2.5 59.2 2.0 59.0 3.2
Difference in proportion employed from before31 training to after (% points) 3.5 Â 1.2 Â 5.2 Â 3.4 Â 4.8 Â
Improvement in employment circ*mstance after training32 (%) 42.7 2.7 41.6 1.4 41.3 2.6 40.4 1.9 40.5 3.1
Employed or in further study after training30,33,34 (%) 68.4 2.5 63.4 1.4 62.3 2.6 59.6 2.0 59.5 3.2
Achieved main reason for undertaking training35 (%) 81.2 2.1 80.8 1.2 82.2 1.8 80.6 1.5 78.3 2.7
Satisfied with overall quality of training 36 (%) 87.7 1.8 87.1 1.0 88.3 1.5 86.4 1.3 85.7 2.4
Year 11 and Certificate I or II
Graduates28
Employed after training30 (%) 80.5 2.8 77.5 1.4 76.0 2.4 71.4 1.6 71.6 3.3
Difference in proportion employed from before31 training to after (% points) 12.9 Â 7.2 Â 5.8 Â 10.1 Â 10.7 Â
Improvement in employment circ*mstance after training32 (%) 68.3 3.2 64.7 1.7 62.9 2.8 60.4 1.8 61.1 3.5
Employed or in further study after training30,33 (%) 88.1 2.3 87.6 1.1 85.2 2.0 83.9 1.3 83.8 2.8
Achieved main reason for undertaking training35 (%) 89.6 1.9 87.0 1.1 86.6 1.9 85.3 1.3 87.6 2.2
Satisfied with overall quality of training 36 (%) 89.0 2.0 89.8 1.1 89.6 1.8 91.4 0.9 92.2 1.9
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 196
2008 2009 2010 2011 2012
% ± % ± % ± % ± % ±
Module Completers29
Employed after training30 (%) 72.5 3.1 68.2 1.7 66.9 3.0 64.6 2.4 61.3 3.9
Difference in proportion employed from before31 training to after (% points) 3.7 Â -0.4 Â 3.3 Â 4.4 Â 3.3 Â
Improvement in employment circ*mstance after training32 (%) 49.8 3.4 46.0 1.8 44.7 3.2 45.9 2.5 44.3 4.0
Employed or in further study after training30,33,34 (%) 73.3 3.1 70.0 1.7 70.0 2.9 66.8 2.3 62.5 3.9
Achieved main reason for undertaking training35 (%) 82.7 2.6 80.7 1.5 80.8 2.6 80.0 2.2 81.7 2.9
Satisfied with overall quality of training 36 (%) 87.1 2.2 86.5 1.3 86.0 2.6 85.5 2.1 85.9 2.8
YearÂ12
Graduates28
Employed after training30 (%) 83.7 1.5 80.6 0.9 77.8 1.5 79.6 0.9 77.0 2.0
Difference in proportion employed from before31 training to after (% points) 8.5 Â 5.1 Â 6.3 Â 7.8 Â 8.5 Â
Improvement in employment circ*mstance after training32 (%) 71.2 1.9 66.9 1.1 63.6 1.8 66.9 1.1 65.0 2.2
Employed or in further study after training30,33 (%) 93.4 1.0 90.7 0.7 89.3 1.2 89.7 0.7 89.1 1.5
Achieved main reason for undertaking training35 (%) 88.1 1.3 86.2 0.8 85.5 1.3 87.3 0.7 84.6 1.7
Satisfied with overall quality of training 36 (%) 88.2 1.4 87.8 0.8 88.1 1.2 89.3 0.7 88.6 1.5
Module Completers29
Employed after training30 (%) 77.6 2.3 75.7 1.2 74.3 2.2 72.9 1.7 70.8 2.8
Difference in proportion employed from before31 training to after (% points) 4.1 Â 0.0 Â 1.7 Â 6.1 Â 5.6 Â
Improvement in employment circ*mstance after training32 (%) 53.9 2.7 50.6 1.4 50.0 2.5 50.2 1.9 49.2 3.1
Employed or in further study after training30,33,34 (%) 80.0 2.2 79.3 1.2 78.5 2.0 76.3 1.6 74.8 2.7
Achieved main reason for undertaking training35 (%) 81.3 2.1 81.7 1.1 79.5 1.9 79.8 1.5 79.1 2.4
Satisfied with overall quality of training 36 (%) 84.0 2.0 85.1 1.0 84.8 1.7 84.7 1.2 84.9 2.1
Certificate III or IV
Graduates28
Employed after training30 (%) 85.5 1.7 84.2 1.0 81.6 1.5 82.7 0.8 81.3 1.7
Difference in proportion employed from before31 training to after (% points) 2.9 Â 0.6 Â 1.1 Â 2.5 Â 4.1 Â
Improvement in employment circ*mstance after training32 (%) 70.7 2.2 67.2 1.2 64.1 1.9 65.9 1.1 63.4 2.1
Employed or in further study after training30,33 (%) 93.0 1.2 92.2 0.7 90.4 1.1 90.7 0.6 90.1 1.3
Achieved main reason for undertaking training35 (%) 87.3 1.6 86.2 0.9 85.3 1.5 85.4 0.8 84.2 1.7
Satisfied with overall quality of training 36 (%) 88.5 1.5 88.8 0.8 89.8 1.2 88.6 0.7 88.8 1.4
197 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
2008 2009 2010 2011 2012
% ± % ± % ± % ± % ±
Module Completers29
Employed after training30 (%) 87.7 1.8 85.9 0.9 83.8 1.8 85.5 1.1 83.0 2.1
Difference in proportion employed from before31 training to after (% points) 0.0 Â -2.8 Â -1.5 Â 0.2 Â 0.1 Â
Improvement in employment circ*mstance after training32 (%) 56.8 2.6 55.4 1.3 52.7 2.3 56.9 1.5 54.9 2.7
Employed or in further study after training30,33,34 (%) 88.2 1.8 86.9 0.9 85.2 1.8 86.1 1.1 83.8 2.1
Achieved main reason for undertaking training35 (%) 86.2 1.8 86.5 0.9 84.4 1.8 85.1 1.1 84.7 2.0
Satisfied with overall quality of training 36 (%) 88.6 1.6 87.6 0.9 87.7 1.5 86.2 1.0 85.7 1.9
Diploma and above
Graduates28
Employed after training30 (%) 83.9 1.7 79.6 1.1 76.6 1.7 80.4 1.0 81.9 1.6
Difference in proportion employed from before31 training to after (% points) 4.9 Â 0.0 Â 0.9 Â 3.2 Â 5.3 Â
Improvement in employment circ*mstance after training32 (%) 63.7 2.4 59.9 1.3 57.1 1.9 60.6 1.2 62.6 2.1
Employed or in further study after training30,33 (%) 92.4 1.2 89.3 0.9 86.9 1.4 88.5 0.8 89.2 1.4
Achieved main reason for undertaking training35 (%) 86.5 1.7 84.1 1.0 81.6 1.5 82.6 0.9 83.1 1.8
Satisfied with overall quality of training 36 (%) 84.7 1.8 86.9 0.9 85.2 1.4 86.5 0.8 86.5 1.4
Module Completers29
Employed after training30 (%) 85.8 1.7 83.8 0.9 81.0 1.7 84.7 1.0 81.8 1.9
Difference in proportion employed from before31 training to after (% points) 0.6 Â -1.1 Â -1.4 Â 0.3 Â 1.5 Â
Improvement in employment circ*mstance after training32 (%) 50.9 2.4 50.7 1.2 49.0 2.1 51.0 1.4 50.9 2.4
Employed or in further study after training30,33,34 (%) 87.0 1.6 85.0 0.9 82.8 1.6 85.9 1.0 83.6 1.8
Achieved main reason for undertaking training35 (%) 86.2 1.7 87.3 0.8 84.5 1.5 86.0 0.9 85.8 1.7
Satisfied with overall quality of training 36 (%) 85.8 1.7 85.7 0.8 84.8 1.5 84.2 0.9 84.3 1.8
± - 95% confidence interval
Source: NCVER, Student Outcomes Surveys, 2008â2012.
See also endnotes as referenced in the table, which can be found at the end of Appendix B, for detailed information on any caveats and technical issues associated with the data presented in this table.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 198
Table B.25 Employment and further study outcomes of government funded VET students after completing VET, by educational attainment37, government funded VET25, 2008â201227
2008 2009 2010 2011 2012
 % ± % ± % ± % ± % ±
Educational Attainment Year 10 and below
Graduates28Â
Employed after training30 (%) 77.5 2.4 74.7 1.3 72.5 2.2 72.8 1.5 70.0 3.1
Difference in proportion employed from before31 training to after (% points) 14.3 Â 10.3 Â 10.9 Â 12.2 Â 8.6 Â
Improvement in employment circ*mstance after training32 (%) 64.2 2.8 62.4 1.5 59.7 2.4 61.2 1.7 57.0 3.3
Employed or in further study after training30,33 (%) 85.3 2.1 85.7 1.1 84.1 1.9 84.2 1.2 83.0 2.6
Achieved main reason for undertaking training35 (%) 88.5 1.8 88.1 1.0 85.5 1.8 86.5 1.1 87.1 2.4
Satisfied with overall quality of training 36 (%) 89.4 1.7 90.4 1.0 90.1 1.5 90.6 1.1 92.4 1.9
Module Completers29
Employed after training30 (%) 64.5 3.2 56.4 1.9 57.0 3.1 53.6 2.6 54.8 3.8
Difference in proportion employed from before31 training to after (% points) 5.2 Â 2.4 Â 6.2 Â 4.4 Â 5.4 Â
Improvement in employment circ*mstance after training32 (%) 42.7 3.4 39.6 1.8 40.1 3.1 38.9 2.5 37.1 3.5
Employed or in further study after training30,33,34 (%) 64.9 3.2 57.4 1.9 56.5 3.4 54.1 2.6 55.4 3.8
Achieved main reason for undertaking training35 (%) 78.7 2.7 77.2 1.6 79.2 2.4 77.3 2.1 76.1 3.4
Satisfied with overall quality of training 36 (%) 85.3 2.5 84.9 1.4 87.1 1.9 84.8 1.8 84.7 2.9
Year 11 and Certificate I or II
Graduates28Â
Employed after training30 (%) 80.0 2.9 77.0 1.5 75.7 2.5 70.6 1.7 71.2 3.4
Difference in proportion employed from before31 training to after (% points) 13.2 Â 7.5 Â 6.1 Â 10.5 Â 11.0 Â
Improvement in employment circ*mstance after training32 (%) 68.0 3.3 65.0 1.7 63.2 2.9 60.4 1.8 61.1 3.6
Employed or in further study after training30,33 (%) 87.9 2.5 87.5 1.2 85.1 2.1 83.5 1.4 83.8 2.9
Achieved main reason for undertaking training35 (%) 89.8 2.0 86.7 1.2 86.9 1.9 85.1 1.3 87.5 2.2
Satisfied with overall quality of training 36 (%) 89.0 2.1 89.9 1.1 89.8 1.9 91.2 1.0 92.1 1.9
199 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
2008 2009 2010 2011 2012
 % ± % ± % ± % ± % ±
Module Completers29
Employed after training30 (%) 68.3 4.1 62.8 2.3 65.1 3.8 58.2 3.0 58.7 4.7
Difference in proportion employed from before31 training to after (% points) 5.1 Â -0.6 Â 4.5 Â 4.5 Â 4.7 Â
Improvement in employment circ*mstance after training32 (%) 49.5 4.2 43.8 2.3 44.4 3.9 43.5 2.9 42.9 4.7
Employed or in further study after training30,33,34 (%) 69.3 4.1 64.6 2.3 67.9 3.6 61.0 2.9 59.6 4.7
Achieved main reason for undertaking training35 (%) 79.0 3.5 77.4 1.9 78.9 3.4 77.4 2.4 80.1 3.5
Satisfied with overall quality of training 36 (%) 85.2 2.8 84.6 1.7 84.3 3.5 84.2 2.2 83.2 3.5
YearÂ12
Graduates28
Employed after training30 (%) 83.5 1.6 80.3 0.9 77.8 1.6 79.4 0.9 76.9 2.1
Difference in proportion employed from before31 training to after (% points) 8.9 Â 5.2 Â 6.5 Â 7.9 Â 8.5 Â
Improvement in employment circ*mstance after training32 (%) 71.5 2.0 67.0 1.1 64.0 1.9 67.0 1.1 65.3 2.3
Employed or in further study after training30,33 (%) 93.5 1.0 90.8 0.7 89.4 1.2 89.6 0.7 89.3 1.5
Achieved main reason for undertaking training35 (%) 88.2 1.4 86.1 0.8 85.5 1.3 87.1 0.7 84.9 1.8
Satisfied with overall quality of training 36 (%) 87.9 1.4 87.9 0.8 88.0 1.3 89.3 0.7 88.6 1.5
Module Completers29
Employed after training30 (%) 74.4 3.0 72.6 1.6 72.1 2.9 69.4 2.2 68.7 3.3
Difference in proportion employed from before31 training to after (% points) 6.0 Â 0.9 Â 1.9 Â 7.3 Â 6.9 Â
Improvement in employment circ*mstance after training32 (%) 54.2 3.3 50.7 1.8 48.8 3.1 49.0 2.4 48.3 3.5
Employed or in further study after training30,33,34 (%) 76.9 2.9 76.1 1.6 76.3 2.7 72.9 2.2 72.6 3.2
Achieved main reason for undertaking training35 (%) 77.5 2.9 78.4 1.5 76.6 2.5 76.6 2.0 76.5 3.0
Satisfied with overall quality of training 36 (%) 81.6 2.6 82.3 1.4 82.2 2.3 82.5 1.6 82.8 2.6
Certificate III or IV
Graduates28
Employed after training30 (%) 83.6 2.0 82.5 1.1 80.3 1.6 81.5 0.9 80.3 1.8
Difference in proportion employed from before31 training to after (% points) 3.3 Â 1.0 Â 1.7 Â 2.6 Â 4.7 Â
Improvement in employment circ*mstance after training32 (%) 70.1 2.4 66.4 1.4 64.1 2.1 65.5 1.1 62.7 2.3
Employed or in further study after training30,33 (%) 92.2 1.4 91.6 0.8 89.7 1.3 90.2 0.7 89.7 1.4
Achieved main reason for undertaking training35 (%) 86.6 1.8 85.4 1.0 84.4 1.6 85.1 0.8 83.3 1.9
Satisfied with overall quality of training 36 (%) 88.5 1.7 88.7 0.9 89.8 1.3 88.7 0.8 88.8 1.5
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 200
2008 2009 2010 2011 2012
 % ± % ± % ± % ± % ±
Module Completers29
Employed after training30 (%) 82.5 3.1 78.8 1.6 78.9 2.8 80.1 1.7 77.3 3.0
Difference in proportion employed from before31 training to after (% points) 1.0 Â -2.8 Â -1.0 Â 1.2 Â 0.9 Â
Improvement in employment circ*mstance after training32 (%) 57.1 3.6 52.6 1.9 52.9 3.4 54.9 2.2 54.0 3.5
Employed or in further study after training30,33,34 (%) 83.5 3.0 80.5 1.6 79.8 2.9 81.1 1.7 78.4 3.0
Achieved main reason for undertaking training35 (%) 81.0 2.8 80.2 1.6 78.8 2.9 78.5 1.8 78.7 2.9
Satisfied with overall quality of training 36 (%) 86.1 2.5 83.5 1.4 84.7 2.4 83.1 1.6 82.6 2.6
Diploma and above
Graduates28
Employed after training30 (%) 81.4 2.1 76.5 1.3 73.0 2.0 78.9 1.1 80.2 1.9
Difference in proportion employed from before31 training to after (% points) 5.6 Â -0.2 Â 0.8 Â 3.6 Â 6.2 Â
Improvement in employment circ*mstance after training32 (%) 63.0 2.8 58.6 1.5 54.9 2.2 59.9 1.3 61.8 2.4
Employed or in further study after training30,33 (%) 91.3 1.5 87.9 1.0 85.1 1.7 87.8 0.9 88.4 1.7
Achieved main reason for undertaking training35 (%) 85.7 2.0 82.9 1.1 79.7 1.7 81.5 1.0 82.2 2.0
Satisfied with overall quality of training 36 (%) 86.0 2.0 87.6 1.0 86.0 1.5 86.6 0.9 86.9 1.6
Module Completers29
Employed after training30 (%) 79.3 2.9 75.5 1.6 73.5 2.7 78.3 1.7 76.7 2.9
Difference in proportion employed from before31 training to after (% points) 1.1 Â -1.3 Â -1.7 Â 0.6 Â 2.4 Â
Improvement in employment circ*mstance after training32 (%) 51.6 3.5 49.2 1.8 44.6 3.1 50.9 2.1 49.5 3.4
Employed or in further study after training30,33,34 (%) 80.9 2.8 77.5 1.6 75.5 2.8 79.7 1.7 79.1 2.8
Achieved main reason for undertaking training35 (%) 83.1 2.5 81.7 1.4 77.7 2.6 80.6 1.5 80.4 2.7
Satisfied with overall quality of training 36 (%) 82.4 2.7 83.4 1.4 82.6 2.3 82.8 1.5 81.7 2.7
± - 95% confidence interval
Source: NCVER, Student Outcomes Surveys, 2008â2012.
See also endnotes as referenced in the table, which can be found at the end of Appendix B, for detailed information on any caveats and technical issues associated with the data presented in this table.
201 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Table B.26 Employment and further study outcomes of students after completing VET, educational attainment37 at less than YearÂ12, total reported VET24, 2008â201227
2008 2009 2010 2011 2012
% ± % ± % ± % ± % ±
Educational Attainment Less than YearÂ12
Graduates28
Employed after training30 (%) 79.2 1.7 76.2 0.9 74.5 1.5 72.4 1.1 70.9 2.2
Difference in proportion employed from before31 training to after (% points) 13.3 Â 8.6 Â 8.7 Â 11.1 Â 9.5 Â
Improvement in employment circ*mstance after training32 (%) 65.6 2.0 63.0 1.1 61.0 1.8 60.5 1.2 58.8 2.3
Employed or in further study after training30,33 (%) 86.9 1.5 86.6 0.8 85.0 1.3 84.2 0.9 83.3 1.8
Achieved main reason for undertaking training35 (%) 88.8 1.3 87.7 0.7 86.2 1.2 86.0 0.8 87.2 1.6
Satisfied with overall quality of training 36 (%) 89.5 1.3 90.1 0.7 89.6 1.1 90.9 0.7 92.3 1.3
Module Completers29
Employed after training30 (%) 69.7 1.9 64.7 1.1 63.6 1.9 61.1 1.5 59.8 2.5
Difference in proportion employed from before31 training to after (% points) 3.6 Â 0.6 Â 4.5 Â 3.7 Â 4.3 Â
Improvement in employment circ*mstance after training32 (%) 45.4 2.1 43.2 1.1 42.5 2.0 42.4 1.5 41.8 2.5
Employed or in further study after training30,33,34 (%) 70.3 1.9 65.8 1.1 65.2 2.0 62.2 1.5 60.5 2.5
Achieved main reason for undertaking training35 (%) 81.8 1.6 80.8 0.9 81.7 1.5 80.4 1.3 79.5 2.1
Satisfied with overall quality of training 36 (%) 87.5 1.4 86.9 0.8 87.5 1.4 86.1 1.1 85.7 1.8
YearÂ12
Graduates28
Employed after training30 (%) 83.7 1.5 80.6 0.9 77.8 1.5 79.6 0.9 77.0 2.0
Difference in proportion employed from before31 training to after (% points) 8.5 Â 5.1 Â 6.3 Â 7.8 Â 8.5 Â
Improvement in employment circ*mstance after training32 (%) 71.2 1.9 66.9 1.1 63.6 1.8 66.9 1.1 65.0 2.2
Employed or in further study after training30,33 (%) 93.4 1.0 90.7 0.7 89.3 1.2 89.7 0.7 89.1 1.5
Achieved main reason for undertaking training35 (%) 88.1 1.3 86.2 0.8 85.5 1.3 87.3 0.7 84.6 1.7
Satisfied with overall quality of training 36 (%) 88.2 1.4 87.8 0.8 88.1 1.2 89.3 0.7 88.6 1.5
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 202
2008 2009 2010 2011 2012
% ± % ± % ± % ± % ±
Module Completers29
Employed after training30 (%) 77.6 2.3 75.7 1.2 74.3 2.2 72.9 1.7 70.8 2.8
Difference in proportion employed from before31 training to after (% points) 4.1 Â 0.0 Â 1.7 Â 6.1 Â 5.6 Â
Improvement in employment circ*mstance after training32 (%) 53.9 2.7 50.6 1.4 50.0 2.5 50.2 1.9 49.2 3.1
Employed or in further study after training30,33,34 (%) 80.0 2.2 79.3 1.2 78.5 2.0 76.3 1.6 74.8 2.7
Achieved main reason for undertaking training35 (%) 81.3 2.1 81.7 1.1 79.5 1.9 79.8 1.5 79.1 2.4
Satisfied with overall quality of training 36 (%) 84.0 2.0 85.1 1.0 84.8 1.7 84.7 1.2 84.9 2.1
Certificate III and IV
Graduates28
Employed after training30 (%) 85.5 1.7 84.2 1.0 81.6 1.5 82.7 0.8 81.3 1.7
Difference in proportion employed from before31 training to after (% points) 2.9 Â 0.6 Â 1.1 Â 2.5 Â 4.1 Â
Improvement in employment circ*mstance after training32 (%) 70.7 2.2 67.2 1.2 64.1 1.9 65.9 1.1 63.4 2.1
Employed or in further study after training30,33 (%) 93.0 1.2 92.2 0.7 90.4 1.1 90.7 0.6 90.1 1.3
Achieved main reason for undertaking training35 (%) 87.3 1.6 86.2 0.9 85.3 1.5 85.4 0.8 84.2 1.7
Satisfied with overall quality of training 36 (%) 88.5 1.5 88.8 0.8 89.8 1.2 88.6 0.7 88.8 1.4
Module Completers29
Employed after training30 (%) 87.7 1.8 85.9 0.9 83.8 1.8 85.5 1.1 83.0 2.1
Difference in proportion employed from before31 training to after (% points) 0.0 Â -2.8 Â -1.5 Â 0.2 Â 0.1 Â
Improvement in employment circ*mstance after training32 (%) 56.8 2.6 55.4 1.3 52.7 2.3 56.9 1.5 54.9 2.7
Employed or in further study after training30,33,34 (%) 88.2 1.8 86.9 0.9 85.2 1.8 86.1 1.1 83.8 2.1
Achieved main reason for undertaking training35 (%) 86.2 1.8 86.5 0.9 84.4 1.8 85.1 1.1 84.7 2.0
Satisfied with overall quality of training 36 (%) 88.6 1.6 87.6 0.9 87.7 1.5 86.2 1.0 85.7 1.9
Diploma and above
Graduates28
Employed after training30 (%) 83.9 1.7 79.6 1.1 76.6 1.7 80.4 1.0 81.9 1.6
Difference in proportion employed from before31 training to after (% points) 4.9 Â 0.0 Â 0.9 Â 3.2 Â 5.3 Â
Improvement in employment circ*mstance after training32 (%) 63.7 2.4 59.9 1.3 57.1 1.9 60.6 1.2 62.6 2.1
Employed or in further study after training30,33 (%) 92.4 1.2 89.3 0.9 86.9 1.4 88.5 0.8 89.2 1.4
Achieved main reason for undertaking training35 (%) 86.5 1.7 84.1 1.0 81.6 1.5 82.6 0.9 83.1 1.8
Satisfied with overall quality of training 36 (%) 84.7 1.8 86.9 0.9 85.2 1.4 86.5 0.8 86.5 1.4
203 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
2008 2009 2010 2011 2012
% ± % ± % ± % ± % ±
Module Completers29
Employed after training30 (%) 85.8 1.7 83.8 0.9 81.0 1.7 84.7 1.0 81.8 1.9
Difference in proportion employed from before31 training to after (% points) 0.6 Â -1.1 Â -1.4 Â 0.3 Â 1.5 Â
Improvement in employment circ*mstance after training32 (%) 50.9 2.4 50.7 1.2 49.0 2.1 51.0 1.4 50.9 2.4
Employed or in further study after training30,33,34 (%) 87.0 1.6 85.0 0.9 82.8 1.6 85.9 1.0 83.6 1.8
Achieved main reason for undertaking training35 (%) 86.2 1.7 87.3 0.8 84.5 1.5 86.0 0.9 85.8 1.7
Satisfied with overall quality of training 36 (%) 85.8 1.7 85.7 0.8 84.8 1.5 84.2 0.9 84.3 1.8
± - 95% confidence interval
Source: NCVER, Student Outcomes Surveys, 2008â2012.
See also endnotes as referenced in the table, which can be found at the end of Appendix B, for detailed information on any caveats and technical issues associated with the data presented in this table.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 204
Table B.27 Employment and further study outcomes of students after completing VET, educational attainment37 at less than YearÂ12, government funded VET25, 2008â201227
2008 2009 2010 2011 2012
% ± % ± % ± % ± % ±
Educational Attainment Less than YearÂ12
Graduates28
Employed after training30 (%) 78.5 1.8 75.6 1.0 73.8 1.6 71.8 1.1 70.5 2.3
Difference in proportion employed from before31 training to after (% points) 13.9 Â 9.1 Â 8.9 Â 11.4 Â 9.6 Â
Improvement in employment circ*mstance after training32 (%) 65.8 2.1 63.4 1.1 61.1 1.8 60.9 1.2 58.8 2.4
Employed or in further study after training30,33 (%) 86.4 1.6 86.4 0.8 84.5 1.4 83.9 0.9 83.4 1.9
Achieved main reason for undertaking training35 (%) 89.0 1.3 87.6 0.8 86.0 1.3 85.9 0.8 87.3 1.7
Satisfied with overall quality of training 36 (%) 89.2 1.3 90.2 0.7 89.9 1.2 90.9 0.7 92.3 1.3
Module Completers29
Employed after training30 (%) 65.9 2.5 58.8 1.4 59.9 2.4 55.2 2.0 56.2 3.0
Difference in proportion employed from before31 training to after (% points) 5.1 Â 1.3 Â 5.6 Â 4.4 Â 5.2 Â
Improvement in employment circ*mstance after training32 (%) 45.3 2.6 41.1 1.4 41.6 2.4 40.5 1.9 39.1 2.8
Employed or in further study after training30,33,34 (%) 66.6 2.5 60.1 1.4 60.8 2.5 56.6 2.0 56.9 3.0
Achieved main reason for undertaking training35 (%) 78.8 2.1 77.3 1.3 79.1 1.9 77.3 1.6 77.5 2.5
Satisfied with overall quality of training 36 (%) 85.2 1.9 84.8 1.1 86.1 1.7 84.6 1.4 84.2 2.2
YearÂ12
Graduates28
Employed after training30 (%) 83.5 1.6 80.3 0.9 77.8 1.6 79.4 0.9 76.9 2.1
Difference in proportion employed from before31 training to after (% points) 8.9 Â 5.2 Â 6.5 Â 7.9 Â 8.5 Â
Improvement in employment circ*mstance after training32 (%) 71.5 2.0 67.0 1.1 64.0 1.9 67.0 1.1 65.3 2.3
Employed or in further study after training30,33 (%) 93.5 1.0 90.8 0.7 89.4 1.2 89.6 0.7 89.3 1.5
Achieved main reason for undertaking training35 (%) 88.2 1.4 86.1 0.8 85.5 1.3 87.1 0.7 84.9 1.8
Satisfied with overall quality of training 36 (%) 87.9 1.4 87.9 0.8 88.0 1.3 89.3 0.7 88.6 1.5
205 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
2008 2009 2010 2011 2012
% ± % ± % ± % ± % ±
Module Completers29
Employed after training30 (%) 74.4 3.0 72.6 1.6 72.1 2.9 69.4 2.2 68.7 3.3
Difference in proportion employed from before31 training to after (% points) 6.0 Â 0.9 Â 1.9 Â 7.3 Â 6.9 Â
Improvement in employment circ*mstance after training32 (%) 54.2 3.3 50.7 1.8 48.8 3.1 49.0 2.4 48.3 3.5
Employed or in further study after training30,33,34 (%) 76.9 2.9 76.1 1.6 76.3 2.7 72.9 2.2 72.6 3.2
Achieved main reason for undertaking training35 (%) 77.5 2.9 78.4 1.5 76.6 2.5 76.6 2.0 76.5 3.0
Satisfied with overall quality of training 36 (%) 81.6 2.6 82.3 1.4 82.2 2.3 82.5 1.6 82.8 2.6
Certificate III and IV
Graduates28
Employed after training30 (%) 83.6 2.0 82.5 1.1 80.3 1.6 81.5 0.9 80.3 1.8
Difference in proportion employed from before31 training to after (% points) 3.3 Â 1.0 Â 1.7 Â 2.6 Â 4.7 Â
Improvement in employment circ*mstance after training32 (%) 70.1 2.4 66.4 1.4 64.1 2.1 65.5 1.1 62.7 2.3
Employed or in further study after training30,33 (%) 92.2 1.4 91.6 0.8 89.7 1.3 90.2 0.7 89.7 1.4
Achieved main reason for undertaking training35 (%) 86.6 1.8 85.4 1.0 84.4 1.6 85.1 0.8 83.3 1.9
Satisfied with overall quality of training 36 (%) 88.5 1.7 88.7 0.9 89.8 1.3 88.7 0.8 88.8 1.5
Module Completers29
Employed after training30 (%) 82.5 3.1 78.8 1.6 78.9 2.8 80.1 1.7 77.3 3.0
Difference in proportion employed from before31 training to after (% points) 1.0 Â -2.8 Â -1.0 Â 1.2 Â 0.9 Â
Improvement in employment circ*mstance after training32 (%) 57.1 3.6 52.6 1.9 52.9 3.4 54.9 2.2 54.0 3.5
Employed or in further study after training30,33,34 (%) 83.5 3.0 80.5 1.6 79.8 2.9 81.1 1.7 78.4 3.0
Achieved main reason for undertaking training35 (%) 81.0 2.8 80.2 1.6 78.8 2.9 78.5 1.8 78.7 2.9
Satisfied with overall quality of training 36 (%) 86.1 2.5 83.5 1.4 84.7 2.4 83.1 1.6 82.6 2.6
Diploma and above
Graduates28
Employed after training30 (%) 81.4 2.1 76.5 1.3 73.0 2.0 78.9 1.1 80.2 1.9
Difference in proportion employed from before31 training to after (% points) 5.6 Â -0.2 Â 0.8 Â 3.6 Â 6.2 Â
Improvement in employment circ*mstance after training32 (%) 63.0 2.8 58.6 1.5 54.9 2.2 59.9 1.3 61.8 2.4
Employed or in further study after training30,33 (%) 91.3 1.5 87.9 1.0 85.1 1.7 87.8 0.9 88.4 1.7
Achieved main reason for undertaking training35 (%) 85.7 2.0 82.9 1.1 79.7 1.7 81.5 1.0 82.2 2.0
Satisfied with overall quality of training 36 (%) 86.0 2.0 87.6 1.0 86.0 1.5 86.6 0.9 86.9 1.6
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 206
2008 2009 2010 2011 2012
% ± % ± % ± % ± % ±
Module Completers29
Employed after training30 (%) 79.3 2.9 75.5 1.6 73.5 2.7 78.3 1.7 76.7 2.9
Difference in proportion employed from before31 training to after (% points) 1.1 Â -1.3 Â -1.7 Â 0.6 Â 2.4 Â
Improvement in employment circ*mstance after training32 (%) 51.6 3.5 49.2 1.8 44.6 3.1 50.9 2.1 49.5 3.4
Employed or in further study after training30,33,34 (%) 80.9 2.8 77.5 1.6 75.5 2.8 79.7 1.7 79.1 2.8
Achieved main reason for undertaking training35 (%) 83.1 2.5 81.7 1.4 77.7 2.6 80.6 1.5 80.4 2.7
Satisfied with overall quality of training 36 (%) 82.4 2.7 83.4 1.4 82.6 2.3 82.8 1.5 81.7 2.7
± - 95% confidence interval
Source: NCVER, Student Outcomes Surveys, 2008â2012.
See also endnotes as referenced in the table, which can be found at the end of Appendix B, for detailed information on any caveats and technical issues associated with the data presented in this table.
207 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Table B.28 Employment and further study outcomes of students after completing VET, by SEIFA Index of Relative Socio-Economic Disadvantage13, total reported VET24, 2008â201227
2008 2009 2010 2011 2012
 % ± % ± % ± % ± % ±
Quintile 1 (Most disadvantaged)
Graduates28
Employed after training30 (%) 75.6 2.6 70.9 1.6 69.4 2.4 71.3 1.4 70.8 2.3
Difference in proportion employed from before31 training to after (% points) 8.8 Â 3.8 Â 4.2 Â 6.5 Â 8.1 Â
Improvement in employment circ*mstance after training32 (%) 62.8 3.0 56.6 1.8 55.8 2.6 58.3 1.5 57.1 2.5
Employed or in further study after training30,33 (%) 87.7 2.0 84.5 1.3 84.4 1.9 83.9 1.1 84.3 1.9
Achieved main reason for undertaking training35 (%) 85.5 2.2 82.6 1.3 82.5 2.0 83.7 1.1 82.6 2.0
Satisfied with overall quality of training 36 (%) 88.6 2.0 89.9 1.1 87.6 1.7 90.5 0.9 91.3 1.3
Module Completers29
Employed after training30 (%) 73.7 2.9 69.1 2.1 69.0 2.7 70.9 1.9 67.3 2.6
Difference in proportion employed from before31 training to after (% points) 3.1 Â -1.0 Â 0.5 Â 2.9 Â 5.1 Â
Improvement in employment circ*mstance after training32 (%) 49.3 3.2 45.7 2.1 45.0 2.9 46.7 2.0 46.0 2.8
Employed or in further study after training30,33,34 (%) 76.1 2.9 72.0 1.7 71.7 2.6 72.2 1.8 68.7 2.6
Achieved main reason for undertaking training35 (%) 82.2 2.5 83.2 1.6 82.1 2.1 80.3 1.6 80.5 2.1
Satisfied with overall quality of training 36 (%) 87.4 2.1 87.3 1.3 88.7 1.7 85.8 1.5 84.5 2.1
Quintile 2
Graduates28
Employed after training30 (%) 82.3 1.8 78.6 1.1 76.8 1.7 77.5 1.0 77.9 2.1
Difference in proportion employed from before31 training to after (% points) 9.8 Â 5.5 Â 5.2 Â 5.9 Â 5.8 Â
Improvement in employment circ*mstance after training32 (%) 68.1 2.2 63.2 1.3 60.8 1.9 62.4 1.2 62.0 2.4
Employed or in further study after training30,33 (%) 90.1 1.5 89.0 0.9 86.5 1.4 87.7 0.8 88.3 1.6
Achieved main reason for undertaking training35 (%) 87.8 1.4 85.9 1.0 85.5 1.3 85.3 0.8 85.4 1.9
Satisfied with overall quality of training 36 (%) 89.3 1.4 89.1 0.9 89.2 1.2 89.8 0.8 89.0 1.6
Module Completers29
Employed after training30 (%) 76.7 2.0 74.3 1.5 73.5 2.0 73.6 1.6 73.1 2.5
Difference in proportion employed from before31 training to after (% points) 3.0 Â -0.2 Â 1.2 Â 2.2 Â 2.1 Â
Improvement in employment circ*mstance after training32 (%) 48.6 2.4 45.8 1.7 46.4 2.2 47.8 1.7 49.5 2.8
Employed or in further study after training30,33,34 (%) 78.2 2.1 76.9 1.2 75.3 2.1 75.3 1.5 74.7 2.5
Achieved main reason for undertaking training35 (%) 85.1 1.7 83.4 1.2 83.0 1.7 82.6 1.3 82.9 2.1
Satisfied with overall quality of training 36 (%) 88.7 1.4 87.5 1.1 87.7 1.5 86.2 1.1 85.5 2.0
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 208
2008 2009 2010 2011 2012
 % ± % ± % ± % ± % ±
Quintile 3
Graduates28
Employed after training30 (%) 82.9 1.6 80.4 1.1 77.6 1.7 79.5 1.0 78.7 2.1
Difference in proportion employed from before31 training to after (% points) 7.4 Â 4.5 Â 2.8 Â 6.5 Â 7.3 Â
Improvement in employment circ*mstance after training32 (%) 68.4 2.1 65.0 1.3 62.7 2.0 64.5 1.2 63.5 2.4
Employed or in further study after training30,33 (%) 91.5 1.2 90.3 0.8 87.8 1.4 89.0 0.8 88.7 1.6
Achieved main reason for undertaking training35 (%) 88.3 1.4 86.2 0.9 85.8 1.4 85.9 0.8 85.3 1.9
Satisfied with overall quality of training 36 (%) 88.0 1.5 89.1 0.9 89.3 1.2 88.6 0.8 89.7 1.5
Module Completers29
Employed after training30 (%) 78.5 2.0 76.1 1.5 76.0 2.0 77.1 1.5 75.7 2.5
Difference in proportion employed from before31 training to after (% points) 1.4 Â -0.4 Â 1.4 Â 2.7 Â 2.7 Â
Improvement in employment circ*mstance after training32 (%) 50.4 2.5 48.8 1.7 48.8 2.3 51.1 1.7 49.6 2.8
Employed or in further study after training30,33,34 (%) 80.2 2.0 79.1 1.1 77.5 2.0 78.2 1.5 77.3 2.5
Achieved main reason for undertaking training35 (%) 83.3 1.9 83.9 1.2 83.6 1.6 84.2 1.3 82.1 2.2
Satisfied with overall quality of training 36 (%) 87.7 1.6 86.5 1.2 85.8 1.6 85.7 1.3 85.5 2.0
Quintile 4
Graduates28
Employed after training30 (%) 84.9 1.6 81.4 1.1 80.8 1.5 81.2 0.9 80.7 2.0
Difference in proportion employed from before31 training to after (% points) 8.0 Â 2.9 Â 5.5 Â 6.1 Â 6.2 Â
Improvement in employment circ*mstance after training32 (%) 68.9 2.2 65.3 1.3 63.0 1.9 65.8 1.1 64.8 2.4
Employed or in further study after training30,33 (%) 92.8 1.2 90.5 0.8 89.5 1.2 89.7 0.7 88.6 1.7
Achieved main reason for undertaking training35 (%) 87.8 1.5 86.1 1.0 85.4 1.4 85.9 0.8 85.8 1.8
Satisfied with overall quality of training 36 (%) 87.3 1.6 87.4 0.9 88.2 1.3 88.3 0.7 87.5 1.7
Module Completers29
Employed after training30 (%) 82.0 1.9 77.0 1.5 78.8 1.9 77.9 1.3 75.7 2.5
Difference in proportion employed from before31 training to after (% points) 2.9 Â -1.3 Â 2.6 Â 3.0 Â 3.4 Â
Improvement in employment circ*mstance after training32 (%) 52.2 2.5 49.0 1.6 50.8 2.3 50.7 1.5 50.9 3.0
Employed or in further study after training30,33,34 (%) 84.3 1.8 80.6 1.1 80.5 1.8 79.2 1.3 77.5 2.4
Achieved main reason for undertaking training35 (%) 85.2 1.7 84.4 1.2 82.4 1.7 83.3 1.1 83.4 2.1
Satisfied with overall quality of training 36 (%) 84.9 1.8 85.9 1.2 85.2 1.6 84.8 1.1 87.5 1.9
209 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
2008 2009 2010 2011 2012
 % ± % ± % ± % ± % ±
Quintile 5 (Least disadvantaged)
Graduates28
Employed after training30 (%) 84.7 1.9 82.4 1.2 80.5 1.7 81.8 1.0 81.9 2.0
Difference in proportion employed from before31 training to after (% points) 6.3 Â 3.3 Â 5.2 Â 6.4 Â 7.4 Â
Improvement in employment circ*mstance after training32 (%) 68.6 2.5 65.3 1.4 63.4 2.2 65.2 1.3 65.7 2.5
Employed or in further study after training30,33 (%) 93.2 1.3 91.7 0.8 90.5 1.3 89.8 0.8 90.4 1.6
Achieved main reason for undertaking training35 (%) 88.7 1.7 86.2 1.0 83.8 1.7 85.4 0.9 85.4 1.8
Satisfied with overall quality of training 36 (%) 86.3 1.8 87.7 1.0 86.8 1.6 87.5 0.9 87.6 1.7
Module Completers29
Employed after training30 (%) 80.0 2.4 78.7 1.7 76.1 2.4 77.1 1.7 75.2 3.1
Difference in proportion employed from before31 training to after (% points) 4.5 Â 0.7 Â 0.5 Â 0.9 Â 0.5 Â
Improvement in employment circ*mstance after training32 (%) 51.8 2.9 48.4 2.0 47.5 2.7 48.8 1.9 48.4 3.4
Employed or in further study after training30,33,34 (%) 83.1 2.2 80.9 1.3 80.6 2.3 79.0 1.6 77.6 3.0
Achieved main reason for undertaking training35 (%) 82.2 2.3 82.9 1.5 81.4 2.1 83.4 1.3 82.6 2.6
Satisfied with overall quality of training 36 (%) 84.4 2.1 84.1 1.5 83.3 2.0 83.5 1.3 82.0 2.6
± - 95% confidence interval
Source: NCVER, Student Outcomes Surveys, 2008â2012.
See also endnotes as referenced in the table, which can be found at the end of Appendix B, for detailed information on any caveats and technical issues associated with the data presented in this table.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 210
Table B.29 Employment and further study outcomes of government funded VET students after completing VET, by SEIFA Index of Relative Socio-Economic Disadvantage13, government funded VET25, 2008â201227
2008 2009 2010 2011 2012
 % ± % ± % ± % ± % ±
Quintile 1 (Most disadvantaged)
Graduates28
Employed after training30 (%) 74.0 2.8 69.6 1.7 67.4 2.6 70.5 1.5 69.9 2.5
Difference in proportion employed from before31 training to after (% points) 9.2 Â 4.1 Â 3.8 Â 7.1 Â 8.7 Â
Improvement in employment circ*mstance after training32 (%) 62.8 3.1 56.0 1.9 54.7 2.8 58.1 1.6 56.9 2.6
Employed or in further study after training30,33 (%) 86.9 2.2 84.0 1.4 83.5 2.1 83.6 1.2 84.2 2.0
Achieved main reason for undertaking training35 (%) 85.1 2.3 82.1 1.4 81.7 2.2 83.6 1.1 82.1 2.2
Satisfied with overall quality of training 36 (%) 88.5 2.1 89.8 1.2 87.4 1.8 90.6 0.9 91.7 1.4
Module Completers29
Employed after training30 (%) 68.2 3.9 61.0 2.9 63.6 3.8 63.8 2.6 61.3 3.3
Difference in proportion employed from before31 training to after (% points) 4.5 Â -0.6 Â 1.8 Â 4.1 Â 6.2 Â
Improvement in employment circ*mstance after training32 (%) 48.1 4.0 43.0 2.9 45.4 3.9 43.8 2.8 43.2 3.3
Employed or in further study after training30,33,34 (%) 69.9 4.0 63.2 2.5 65.5 3.7 65.1 2.6 62.9 3.3
Achieved main reason for undertaking training35 (%) 79.6 3.3 79.8 2.2 79.1 2.9 75.9 2.3 77.7 2.7
Satisfied with overall quality of training 36 (%) 85.6 2.8 85.1 1.9 86.9 2.4 84.0 2.1 82.2 2.6
Quintile 2
Graduates28Â
Employed after training30 (%) 80.9 2.0 77.4 1.2 75.3 1.8 76.4 1.1 77.0 2.3
Difference in proportion employed from before31 training to after (% points) 10.7 Â 6.2 Â 5.7 Â 6.4 Â 6.1 Â
Improvement in employment circ*mstance after training32 (%) 67.9 2.4 63.5 1.4 60.6 2.1 62.4 1.3 62.1 2.6
Employed or in further study after training30,33 (%) 89.4 1.7 88.6 0.9 85.7 1.5 87.2 0.9 88.0 1.7
Achieved main reason for undertaking training35 (%) 87.2 1.6 85.7 1.0 85.1 1.5 85.0 0.9 85.0 2.0
Satisfied with overall quality of training 36 (%) 89.3 1.5 89.6 0.9 89.7 1.3 89.9 0.8 89.2 1.8
Module Completers29Â
Employed after training30 (%) 71.7 2.7 66.6 2.2 67.3 2.8 65.7 2.2 68.1 3.3
Difference in proportion employed from before31 training to after (% points) 4.3 Â 0.9 Â 1.2 Â 3.1 Â 3.8 Â
Improvement in employment circ*mstance after training32 (%) 47.7 3.0 43.0 2.4 42.5 2.9 44.2 2.3 47.5 3.5
Employed or in further study after training30,33,34 (%) 72.3 3.0 68.0 1.8 67.6 3.1 67.9 2.2 69.5 3.3
Achieved main reason for undertaking training35 (%) 81.3 2.3 79.5 1.8 79.7 2.4 77.7 1.9 79.2 2.8
Satisfied with overall quality of training 36 (%) 86.6 2.0 85.5 1.6 86.9 2.0 84.2 1.6 83.9 2.6
211 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
2008 2009 2010 2011 2012
 % ± % ± % ± % ± % ±
Quintile 3
Graduates28
Employed after training30 (%) 81.8 1.8 79.2 1.2 76.9 1.8 78.7 1.1 78.0 2.3
Difference in proportion employed from before31 training to after (% points) 7.9 Â 4.8 Â 3.5 Â 6.8 Â 7.8 Â
Improvement in employment circ*mstance after training32 (%) 68.2 2.2 64.5 1.5 63.2 2.1 64.4 1.3 63.2 2.7
Employed or in further study after training30,33 (%) 91.0 1.3 89.8 0.9 87.3 1.5 88.6 0.9 88.7 1.8
Achieved main reason for undertaking training35 (%) 88.2 1.5 85.7 1.0 85.2 1.5 85.7 0.9 84.8 2.0
Satisfied with overall quality of training 36 (%) 87.9 1.6 89.2 1.0 89.8 1.3 88.8 0.8 89.5 1.6
Module Completers29
Employed after training30 (%) 73.8 2.8 68.8 2.3 71.5 2.7 70.6 2.2 69.2 3.6
Difference in proportion employed from before31 training to after (% points) 2.9 Â -0.3 Â 2.5 Â 3.7 Â 3.8 Â
Improvement in employment circ*mstance after training32 (%) 48.6 3.2 46.5 2.3 46.9 3.0 48.6 2.3 45.7 3.6
Employed or in further study after training30,33,34 (%) 74.9 2.8 72.9 1.7 72.3 2.8 71.8 2.2 71.3 3.5
Achieved main reason for undertaking training35 (%) 80.2 2.5 79.9 1.8 79.7 2.3 80.4 1.7 76.8 3.2
Satisfied with overall quality of training 36 (%) 86.3 2.2 83.6 1.7 84.1 2.2 84.5 1.6 84.2 2.6
Quintile 4
Graduates28
Employed after training30 (%) 84.3 1.8 80.5 1.2 79.9 1.7 80.4 1.0 80.0 2.2
Difference in proportion employed from before31 training to after (% points) 8.5 Â 3.3 Â 6.2 Â 6.4 Â 6.5 Â
Improvement in employment circ*mstance after training32 (%) 69.0 2.4 65.5 1.4 63.2 2.0 65.8 1.2 64.7 2.6
Employed or in further study after training30,33 (%) 92.7 1.3 90.0 0.9 89.1 1.3 89.4 0.7 88.3 1.9
Achieved main reason for undertaking training35 (%) 87.9 1.6 85.8 1.1 85.1 1.5 85.7 0.9 85.8 1.9
Satisfied with overall quality of training 36 (%) 87.2 1.7 87.3 1.0 88.2 1.4 88.3 0.8 87.7 1.8
Module Completers29
Employed after training30 (%) 77.6 2.8 71.1 2.2 74.8 2.6 72.3 1.9 70.6 3.5
Difference in proportion employed from before31 training to after (% points) 3.8 Â -0.8 Â 4.1 Â 4.1 Â 4.4 Â
Improvement in employment circ*mstance after training32 (%) 54.1 3.3 46.1 2.3 50.3 3.0 50.9 2.1 50.9 3.9
Employed or in further study after training30,33,34 (%) 80.3 2.7 75.0 1.6 75.6 2.6 74.2 1.9 72.4 3.4
Achieved main reason for undertaking training35 (%) 82.8 2.4 79.5 1.9 77.1 2.5 78.6 1.7 79.9 2.9
Satisfied with overall quality of training 36 (%) 82.5 2.6 82.4 1.8 82.6 2.3 82.9 1.5 85.5 2.6
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 212
2008 2009 2010 2011 2012
 % ± % ± % ± % ± % ±
Quintile 5 (Least disadvantaged)
Graduates28
Employed after training30 (%) 83.7 2.1 82.0 1.2 79.6 1.9 81.3 1.1 81.0 2.2
Difference in proportion employed from before31 training to after (% points) 6.8 Â 4.0 Â 5.4 Â 6.6 Â 8.3 Â
Improvement in employment circ*mstance after training32 (%) 68.6 2.7 65.5 1.5 63.1 2.4 65.2 1.4 65.4 2.7
Employed or in further study after training30,33 (%) 92.9 1.4 91.5 0.9 90.4 1.4 89.6 0.9 90.0 1.7
Achieved main reason for undertaking training35 (%) 88.9 1.8 85.8 1.1 83.5 1.8 84.8 1.0 85.6 1.9
Satisfied with overall quality of training 36 (%) 87.1 1.9 87.8 1.1 87.2 1.6 87.3 1.0 87.6 1.9
Module Completers29
Employed after training30 (%) 75.0 3.5 74.2 2.4 70.9 3.4 71.9 2.4 72.4 3.9
Difference in proportion employed from before31 training to after (% points) 6.5 Â 1.6 Â 0.9 Â 1.2 Â 1.5 Â
Improvement in employment circ*mstance after training32 (%) 51.9 3.9 47.6 2.8 46.2 3.6 48.5 2.6 48.1 4.3
Employed or in further study after training30,33,34 (%) 79.7 3.3 75.4 2.0 76.8 3.3 74.0 2.4 75.4 3.8
Achieved main reason for undertaking training35 (%) 79.0 3.2 79.0 2.2 76.7 3.1 79.0 2.0 78.2 3.5
Satisfied with overall quality of training 36 (%) 81.8 3.0 82.8 2.1 79.5 2.9 81.3 1.9 77.9 3.7
± - 95% confidence interval
Source: NCVER, Student Outcomes Surveys, 2008â2012.
See also endnotes as referenced in the table, which can be found at the end of Appendix B, for detailed information on any caveats and technical issues associated with the data presented in this table.
213 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Table B.30 Employment and further study outcomes of students after completing VET, by ABS Accessibility/Remoteness Index of Australia14, total reported VET24, 2008â201227
2008 2009 2010 2011 2012
 % ± % ± % ± % ± % ±
Major cities
Graduates28
Employed after training30 (%) 81.2 1.1 77.7 0.6 75.5 1.0 76.9 0.6 76.5 1.2
Difference in proportion employed from before31 training to after (% points) 7.8 Â 3.6 Â 4.7 Â 6.0 Â 7.0 Â
Improvement in employment circ*mstance after training32 (%) 66.4 1.4 62.4 0.8 59.7 1.2 61.8 0.7 61.0 1.4
Employed or in further study after training30,33 (%) 91.1 0.9 88.4 0.5 86.5 0.9 87.5 0.5 87.5 1.0
Achieved main reason for undertaking training35 (%) 86.8 1.0 84.5 0.6 82.9 0.9 84.2 0.5 83.6 1.1
Satisfied with overall quality of training 36 (%) 88.0 0.9 88.5 0.5 87.6 0.8 88.5 0.5 88.8 0.9
Module Completers29
Employed after training30 (%) 77.3 1.4 73.8 0.9 73.1 1.4 73.7 1.0 70.6 1.7
Difference in proportion employed from before31 training to after (% points) 4.0 Â -0.7 Â 1.6 Â 3.0 Â 3.6 Â
Improvement in employment circ*mstance after training32 (%) 51.4 1.7 46.8 1.0 47.2 1.6 47.7 1.1 46.8 1.8
Employed or in further study after training30,33,34 (%) 79.4 1.4 76.5 0.8 75.8 1.4 75.4 0.9 72.7 1.7
Achieved main reason for undertaking training35 (%) 81.8 1.3 81.8 0.8 78.7 1.3 80.4 0.8 79.6 1.5
Satisfied with overall quality of training 36 (%) 84.7 1.2 85.1 0.7 83.9 1.2 83.2 0.8 83.4 1.4
Inner regional areas
Graduates28
Employed after training30 (%) 84.8 1.5 81.7 1.0 80.2 1.5 80.9 1.0 78.5 2.1
Difference in proportion employed from before31 training to after (% points) 8.9 Â 4.9 Â 5.0 Â 7.5 Â 6.8 Â
Improvement in employment circ*mstance after training32 (%) 69.7 2.0 66.1 1.2 64.0 1.8 65.8 1.2 63.8 2.4
Employed or in further study after training30,33 (%) 92.6 1.1 91.4 0.7 90.1 1.1 89.2 0.8 87.7 1.7
Achieved main reason for undertaking training35 (%) 88.2 1.4 87.5 0.9 87.4 1.2 86.0 0.8 85.4 1.9
Satisfied with overall quality of training 36 (%) 87.9 1.5 88.5 0.8 89.5 1.1 89.6 0.7 89.2 1.6
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 214
2008 2009 2010 2011 2012
 % ± % ± % ± % ± % ±
Module Completers29
Employed after training30 (%) 78.4 1.9 75.8 1.4 74.5 1.8 76.2 1.5 73.9 2.2
Difference in proportion employed from before31 training to after (% points) 1.7 Â 0.0 Â 1.6 Â 2.1 Â 2.3 Â
Improvement in employment circ*mstance after training32 (%) 49.4 2.3 47.7 1.6 47.9 2.1 50.9 1.6 50.0 2.5
Employed or in further study after training30,33,34 (%) 80.7 1.9 80.0 1.0 77.7 1.8 77.7 1.5 75.5 2.1
Achieved main reason for undertaking training35 (%) 84.8 1.7 84.8 1.2 84.3 1.4 84.8 1.2 83.9 1.9
Satisfied with overall quality of training 36 (%) 87.2 1.5 86.8 1.1 87.2 1.4 86.3 1.2 85.8 1.8
Outer regional areas
Graduates28
Employed after training30 (%) 82.3 2.1 82.3 1.2 79.4 2.1 81.3 1.1 80.8 2.6
Difference in proportion employed from before31 training to after (% points) 9.0 Â 5.4 Â 4.1 Â 6.0 Â 6.9 Â
Improvement in employment circ*mstance after training32 (%) 68.4 2.6 66.4 1.6 63.4 2.5 65.5 1.4 65.2 3.1
Employed or in further study after training30,33 (%) 89.6 1.8 90.7 0.9 89.2 1.5 89.3 0.9 89.5 2.0
Achieved main reason for undertaking training35 (%) 89.7 1.7 88.5 1.1 87.2 1.8 88.5 0.9 89.0 1.9
Satisfied with overall quality of training 36 (%) 88.8 1.7 88.4 1.1 89.1 1.7 89.2 0.9 89.5 1.8
Module Completers29Â
Employed after training30 (%) 79.8 2.2 77.1 1.5 76.8 2.3 77.0 1.7 77.7 2.8
Difference in proportion employed from before31 training to after (% points) 2.8 Â -0.6 Â 0.1 Â 1.9 Â 2.8 Â
Improvement in employment circ*mstance after training32 (%) 49.3 2.7 50.2 1.8 48.7 2.7 49.6 2.0 51.3 3.3
Employed or in further study after training30,33,34 (%) 81.5 2.2 78.8 1.2 76.6 2.3 78.2 1.6 78.6 2.7
Achieved main reason for undertaking training35 (%) 86.1 1.9 86.7 1.2 87.9 1.6 85.3 1.5 86.0 2.2
Satisfied with overall quality of training 36 (%) 90.1 1.6 88.2 1.1 89.0 1.5 88.0 1.2 89.3 2.1
Remote and very remote areas
Graduates28
Employed after training30 (%) 88.8 3.2 86.1 2.1 86.6 3.1 84.7 2.1 87.1 4.0
Difference in proportion employed from before31 training to after (% points) 4.3 Â 4.9 Â 5.9 Â 4.2 Â 5.9 Â
Improvement in employment circ*mstance after training32 (%) 73.2 5.2 70.8 2.7 69.3 4.7 69.8 2.6 71.5 5.3
Employed or in further study after training30,33 (%) 92.6 2.8 92.6 1.5 92.2 2.4 90.4 1.7 93.2 2.3
Achieved main reason for undertaking training35 (%) 93.8 2.6 91.3 1.7 90.4 3.1 90.0 1.7 93.0 2.7
Satisfied with overall quality of training 36 (%) 87.3 4.5 90.3 2.0 90.2 2.8 89.7 1.6 93.9 2.4
215 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
2008 2009 2010 2011 2012
 % ± % ± % ± % ± % ±
Module Completers29
Employed after training30 (%) 78.9 3.8 79.6 2.6 83.8 3.0 83.7 2.1 80.9 4.3
Difference in proportion employed from before31 training to after (% points) -0.5 Â -3.1 Â 2.9 Â 0.5 Â 0.6 Â
Improvement in employment circ*mstance after training32 (%) 47.8 4.6 49.4 2.7 50.0 3.9 52.7 2.7 56.2 5.2
Employed or in further study after training30,33,34 (%) 80.4 3.7 81.6 2.2 85.9 2.8 84.1 2.1 81.3 4.3
Achieved main reason for undertaking training35 (%) 89.3 2.7 88.5 1.7 88.8 2.6 88.9 1.8 89.6 2.9
Satisfied with overall quality of training 36 (%) 90.8 2.6 89.3 1.5 91.2 1.9 89.7 1.6 87.5 3.4
± - 95% confidence interval
Source: NCVER, Student Outcomes Surveys, 2008â2012
See also endnotes as referenced in the table, which can be found at the end of Appendix B, for detailed information on any caveats and technical issues associated with the data presented in this table.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 216
Table B.31 Employment and further study outcomes of government funded VET students after completing VET, by ABS Accessibility/Remoteness Index of Australia14, government funded VET25, 2008â201227
2008 2009 2010 2011 2012
 % ± % ± % ± % ± % ±
Major cities
Graduates28
Employed after training30 (%) 80.1 1.3 76.6 0.7 74.3 1.1 76.1 0.7 75.5 1.3
Difference in proportion employed from before31 training to after (% points) 8.4 Â 4.0 Â 4.9 Â 6.3 Â 7.4 Â
Improvement in employment circ*mstance after training32 (%) 66.0 1.5 62.1 0.8 59.5 1.3 61.6 0.8 60.7 1.5
Employed or in further study after training30,33 (%) 90.7 0.9 88.0 0.6 86.0 0.9 87.2 0.5 87.1 1.0
Achieved main reason for undertaking training35 (%) 86.7 1.1 84.1 0.6 82.4 1.0 83.9 0.6 83.3 1.2
Satisfied with overall quality of training 36 (%) 88.2 1.0 88.7 0.5 87.9 0.9 88.4 0.5 88.9 0.9
Module Completers29
Employed after training30 (%) 71.9 2.0 67.4 1.4 68.5 1.9 67.5 1.4 65.1 2.2
Difference in proportion employed from before31 training to after (% points) 5.0 Â -0.5 Â 2.8 Â 3.8 Â 4.3 Â
Improvement in employment circ*mstance after training32 (%) 50.3 2.2 44.6 1.4 45.5 2.1 46.4 1.4 44.6 2.3
Employed or in further study after training30,33,34 (%) 74.2 2.0 69.7 1.1 71.2 1.9 69.4 1.3 67.5 2.2
Achieved main reason for undertaking training35 (%) 78.0 1.8 77.2 1.2 73.8 1.8 75.6 1.2 75.5 2.0
Satisfied with overall quality of training 36 (%) 82.5 1.7 83.1 1.1 81.5 1.6 81.5 1.0 81.2 1.8
Inner regional areas
Graduates28
Employed after training30 (%) 83.9 1.6 80.9 1.1 79.1 1.6 79.8 1.0 77.9 2.2
Difference in proportion employed from before31 training to after (% points) 9.6 Â 5.4 Â 5.6 Â 7.7 Â 7.2 Â
Improvement in employment circ*mstance after training32 (%) 70.4 2.1 66.3 1.3 64.1 1.9 66.0 1.2 63.9 2.6
Employed or in further study after training30,33 (%) 92.3 1.2 91.1 0.7 89.7 1.2 88.8 0.8 87.7 1.8
Achieved main reason for undertaking training35 (%) 88.1 1.5 87.5 0.9 87.1 1.3 85.8 0.9 85.6 2.0
Satisfied with overall quality of training 36 (%) 87.6 1.6 88.6 0.9 89.8 1.2 89.9 0.7 89.6 1.7
Module Completers29
Employed after training30 (%) 73.7 2.8 68.4 2.1 68.9 2.5 68.5 2.3 68.5 2.9
Difference in proportion employed from before31 training to after (% points) 3.5 Â 1.1 Â 2.0 Â 2.8 Â 3.9 Â
Improvement in employment circ*mstance after training32 (%) 49.6 3.1 45.4 2.2 45.4 2.7 47.8 2.3 48.8 3.2
Employed or in further study after training30,33,34 (%) 75.4 2.9 72.8 1.6 71.3 2.6 70.5 2.2 70.2 2.9
Achieved main reason for undertaking training35 (%) 81.9 2.3 80.4 1.8 81.4 2.0 80.6 1.7 80.2 2.6
Satisfied with overall quality of training 36 (%) 84.2 2.2 83.5 1.7 85.2 1.9 84.0 1.6 83.3 2.5
217 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
2008 2009 2010 2011 2012
 % ± % ± % ± % ± % ±
Outer regional areas
Graduates28
Employed after training30 (%) 80.7 2.4 80.8 1.4 77.7 2.3 80.2 1.2 80.0 2.8
Difference in proportion employed from before31 training to after (% points) 9.7 Â 6.2 Â 4.2 Â 6.6 Â 8.0 Â
Improvement in employment circ*mstance after training32 (%) 68.4 2.8 66.4 1.7 62.8 2.7 65.2 1.5 65.0 3.4
Employed or in further study after training30,33 (%) 88.4 2.0 90.0 1.0 88.2 1.7 88.7 1.0 89.4 2.2
Achieved main reason for undertaking training35 (%) 89.1 1.9 88.2 1.2 86.4 2.0 88.4 1.0 88.4 2.1
Satisfied with overall quality of training 36 (%) 88.9 1.8 88.6 1.2 89.2 1.8 89.5 1.0 89.4 2.0
Module Completers29Â
Employed after training30 (%) 75.1 3.0 70.6 2.3 71.1 3.2 70.4 2.4 73.4 3.6
Difference in proportion employed from before31 training to after (% points) 4.7 Â 1.1 Â 0.2 Â 3.1 Â 5.2 Â
Improvement in employment circ*mstance after training32 (%) 48.9 3.4 47.7 2.5 47.0 3.6 46.6 2.7 48.9 4.2
Employed or in further study after training30,33,34 (%) 76.6 3.2 71.6 1.8 67.9 3.5 71.9 2.4 74.2 3.6
Achieved main reason for undertaking training35 (%) 83.8 2.5 83.8 1.7 85.0 2.2 81.3 2.3 82.6 3.1
Satisfied with overall quality of training 36 (%) 89.4 2.1 86.1 1.7 88.2 2.1 86.9 1.8 88.1 2.7
Remote and very remote areas
Graduates28
Employed after training30 (%) 87.6 3.6 85.7 2.3 86.0 3.3 84.1 2.3 86.4 4.4
Difference in proportion employed from before31 training to after (% points) 4.7 Â 5.5 Â 6.7 Â 4.7 Â 6.2 Â
Improvement in employment circ*mstance after training32 (%) 73.9 5.2 71.7 2.8 69.9 4.9 70.0 2.7 74.1 5.4
Employed or in further study after training30,33 (%) 91.7 3.1 92.7 1.5 91.8 2.5 89.8 1.9 93.0 2.5
Achieved main reason for undertaking training35 (%) 93.3 2.9 91.2 1.8 89.9 3.3 89.6 1.9 92.5 3.0
Satisfied with overall quality of training 36 (%) 86.2 5.0 89.6 2.2 90.0 3.0 89.5 1.8 94.5 2.4
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 218
2008 2009 2010 2011 2012
 % ± % ± % ± % ± % ±
Module Completers29
Employed after training30 (%) 74.1 5.3 72.0 4.0 77.5 4.6 77.7 3.4 73.8 6.2
Difference in proportion employed from before31 training to after (% points) -1.1 Â -3.1 Â 3.5 Â 1.5 Â 0.8 Â
Improvement in employment circ*mstance after training32 (%) 46.9 5.7 46.9 3.8 50.7 5.2 52.7 4.0 52.9 6.5
Employed or in further study after training30,33,34 (%) 75.4 5.3 74.7 3.4 80.3 4.5 78.2 3.4 74.5 6.2
Achieved main reason for undertaking training35 (%) 86.4 3.8 85.6 2.7 84.4 4.1 85.2 3.0 87.5 3.7
Satisfied with overall quality of training 36 (%) 89.9 3.1 87.9 2.2 90.3 2.7 87.8 2.5 85.1 4.1
± - 95% confidence interval
Source: NCVER, Student Outcomes Surveys, 2008â2012.
See also endnotes as referenced in the table, which can be found at the end of Appendix B, for detailed information on any caveats and technical issues associated with the data presented in this table.
219 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Appendix B â Endnotes 1. Information about student participation in Australiaâs vocational education and training system is gathered annually through a national data collection. The collection is undertaken under a national standard (AVETMISS) where all Registered Training Organisations (RTOs)
who receive public funding for the provision of training to students are required to provide detailed information about the students that they have trained. Under current arrangements, private RTOs are required only to provide details of the students that they have trained using funds sourced from direct government VET funding. On the other hand, publicly owned training providers (such as TAFE) are required to report information on all of their students and from all funding sources (i.e. including fee-for-service training). As a consequence, the information reported here significantly understates the total number of students who participate each year in recognised training under the auspices of National VET Regulation and the Australian Quality Training Framework (AQTF). For example, the national collection currently misses out those who train in enterprise-based RTOs (without direct government VET funding) and those paying fee-for-service to private training providers.
Various government programs, such as VET fee-help and the Productivity Places Program (PPP) were available to students in 2009 and 2010. These programs may have impacted on student numbers. However, it is difficult to draw any sound conclusions on the extent of growth due to the following:
â All PPP students are reported in 2010 and only partially reported in 2009.
â The extent to which VET fee-help has affected student numbers is unknown due to partial
coverage.
2. Student highest funding source and course highest funding source have been re-derived and backdated to remove subject outcomes â53âRecognition of Current Competency grantedâ and to ensure they are consistent. As a consequence, data in this publication may not match previously reported data.
3. Victoria submitted one consolidated submission for 2009 activity, in place of the three previous submissions (TAFE, ACE and Private Providers). As a consequence of the way some adult and community education and private registered training organisations are scoped, there may be some slight reporting differences in 2009 compared to previous years.
4. Data from the Workers Education Association (WEA) of South Australia were unable to be reported in the National VET Provider Collection from 2009 onwards. In 2008 WEA reported 6397 students, 7993 subject enrolments and 135 312 nationally agreed nominal hours and 188 full-year training equivalents.
5. For Tasmania data, when making comparisons between years, caution should be exercised due to changes in public provider structures and business systems.
6. In May 2012, the Australian Capital Territory resubmitted data for the 2010 National VET Provider Collection to address data quality. The resubmission affects student characteristics that were not known in the original data submission. There was no change in the total training activity for 2010 as a result of the resubmission.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 220
7. From 2011, the National Art School in New South Wales moved to reporting nationally as part of the Commonwealth Higher Education Statistics collection. In 2010, the National Art School reported 360 students, 2375 subject enrolments, 345 399 nationally agreed nominal hours and 480 full-year training equivalents.
8. The Northern Territory has advised that no data was collected for the NT for Adult and Community Education (ACE) in the 2011 VET Provider Collection. This is because the Northern Territory does not have an identified ACE sector and does not fund ACE as a program. In 2010, the NT reported 11 ACE students, 76 subject enrolments, 1013 nationally agreed hours and 1 full-year training equivalent.
9. Indigenous students are defined as those who self-identify on enrolment forms that they are of Aboriginal and/or Torres Strait Islander background. Not all students respond to the relevant question on the enrolment form. The non-response rate for Indigenous status for government funded students is as follows: 2008 â 8.5%; 2009 â 9.2%; 2010 â 8.0%; 2011 â 7.1%; 2012 â 5.0%.
10. People with a disability are defined as those who self-identify on enrolment forms that they have a disability, impairment or long-term condition. Not all students respond to the relevant question on the enrolment form. The non-response rate for disability status for government funded students is as follows: 2008 â 12.6%; 2009 â 12.8%; 2010 â 13.4%; 2011 â 13.1%; 2012 â 10.5%.
11. People with a language background other than English are those who self-identify on their enrolment form that they speak a language other than English at home. Not all students respond to the relevant question on the enrolment form, and the non-response rate for the question about language spoken at home for government funded students is as follows: 2008 â 7.7%; 2009 â 8.4%; 2010 â 6.6%;
2011 â 6.6%; 2012 â 6.7%.
12. Educational attainment is defined as those students who self-identify on enrolment forms their previous highest education level. Not all students respond to the relevant question on the enrolment form. The non-response rate for educational attainment for government funded students is as follows: 2008 â 11.3%; 2009 â 11.0%; 2010 â 9.5%; 2011 â 8.2%; 2012 â 7.1%.
13. The ABS released a new version of the Socio-economic Indexes for Areas (SEIFA 2011) in March 2013. These indexes have been applied for 2011 and 2012 training data. The previous version of SEIFA (2006) is applied for training data between 2008 and 2010. The new version of SEIFA has also been applied to 2012 student outcomes survey data (2011 graduates); with SEIFA 2006 applied to previous yearâs student outcomes survey data. Training data
221 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
for 2008â2010 was based on postal areas and location mapped with ABS Statistical Local Area (SLA) to SEIFA 2006. Training data for 2011â2012 is based on postal areas and location mapped with ABS Statistical Area 2 (SA2) to SEIFA 2011. Due to the underlying changes in populations, based on SLA to SEIFA 2006 and SA2 to SEIFA 2011, there has been a break in time series.
14. From 2011, Student remoteness (ARIA+) is based on ABS statistical area 2 and ARIA+ Remoteness (ARIA+) regions. Student remoteness (ARIA+) data for 2011 may not match previously reported data. Data between 2006 and 2010 was based on ABS Postal Areas and ARIA+. Similarly, ARIA+ data from the 2012 Student Outcomes Survey is based on ABS statistical area 2 and ARIA+ Remoteness (ARIA+) regions, and data for the 2008â2011 Student Outcomes Surveys is based on Postal Areas and ARIA+. This constitutes a break-in-series. Student remoteness (ARIA+) regions use the same ARIA+ ranges as the ABS Remoteness areas and are therefore an approximation of the ABS Remoteness areas. For more details of ARIA+ refer to http://www.adelaide.edu.au/apmrc/research/projects/ category/about_aria.html
15. Government funded activity is based on major funding source codes 11, 13, 15. It excludes activity funded by private and overseas providers, students enrolled in fee-for-service activity, overseas full-fee paying activity, recreational, leisure and personal enrichment programs, and any credit transfer activity. Vocational education and training delivered in schools, where the delivery has been undertaken by schools is also excluded.
16. Full-Year Training Equivalents (FYTE) expresses training activity in terms of equivalent full-time students. A FYTE of one represents the activity of a student who is training on a full-time basis for one year. FYTEs are based on annual hours of training (720 hours = 1 FYTE).
17. In 2007, Victoria adopted end-date reporting and standard nominal hour values for common units of competency as the basis of calculating total hours of delivery. Previous years continue to be reported as scheduled hours. Consequently, this represents a break-in-series for Victorian and Australian hours.
18. Age group percentages are based on 15â64 year olds.
19. âCourse levelâ denotes the highest qualification attempted by a student in a reporting year.
20. âCertificate I, II or lowerâ includes Certificate I, II, and Senior Secondary.
21. âOtherâ includes training programs that do not directly lead to a qualification. That is, non-award courses, subject only enrolments, statement of attainment, and bridging and enabling courses.
22. Load Pass Rate is the ratio of hours (or FYTEs) attributed to students who gained competencies/passed assessment in an assessable module or unit of competency to all students who were assessed and either passed, failed or withdrew. Note that previously published figures have changed due to the implementation of nationally consistent nominal hour values (see endnote 17). The calculation is based on the annual hours (or FYTEs) for each assessable module or unit of competency and includes competencies achieved/units passed through recognition of prior learning. Load Pass Rate is calculated using the following
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 222
formula: (20 (Competency achieved/pass) + 50, 51 (Recognition of prior learning - granted)) x100 (20 (Competency achieved/pass) + 50, 51 (Recognition of prior learning - granted) + 30 (Competency not achieved/fail) + 40 (Withdrawn)).
23. Preliminary estimates indicate that there were 540 900 AQF qualifications completed in 2012 (compared with a preliminary estimate of 445 100 AQF qualifications completed in 2011). For consistency of reporting, senior secondary education has been excluded from AQF qualifications in Students and courses 2012. The 2012 data will be revised upwards in 2013 to accommodate late notification of qualifications completed.
24. Total reported VET covers students from all provider types and funding sources.
25. âGovernment funded VETâ students are students undertaking VET funded by commonwealth/ state recurrent or specific funding. Students can be studying at TAFE, private or community education providers.
26. An additional Qualification/course recognition identifierââ15 - Higher-level qualificationsââ was introduced in Release 6.1 of the AVETMIS Standard for 2012 reporting. Higher-level qualifications are those qualificationsâother than training package qualifications or nationally recognised accredited coursesâthat are accredited by state or territory government accreditation authorities or higher education institutions with self-accrediting authority. The Level of education for these qualifications must be between â211 â Graduate diplomaâ and â421 â Diplomaâ.
27. All non-respondents have been excluded from the analysis. The sample was designed to provide state/territory level reporting in 2008, 2010 and 2012, and state/territory and institute level reporting in 2009 and 2011. A larger sample is required in the institute level reporting years to provide reliable institute estimates. Therefore, sample sizes in 2009 and 2011 were larger than in 2008, 2010 and 2012.
28. In 2012, improvements were made to the classification of âgraduatesâ and âmodule completersâ (see âAn analysis of self-reported graduatesâ, http://www.ncver.edu.au/publications/2501.
html). Results for the 2012 survey are obtained using this improved methodology, which has also been applied to data from previous years to maintain the time-series. The term âgraduateâ now refers to students who either a) completed all the requirements for a qualification or b) self-reported as completing a qualification and were determined as eligible for that qualification (via logistic model).
29. The term âmodule completerâ refers to students who successfully completed part of a qualification and then left the VET system. It is important to note that, at the time of sample selection, insufficient information was available to identify âactualâ module completers. Instead, a sample of potential module completers was chosen which includes continuing students and graduates. The exact status of respondents is determined at the time of the survey through the information provided on the survey form.
30. Employed after training is determined by asking respondents âDid you have a job of any kind at
31. Employed prior to training is determined by asking respondents âDid you have a job at any time during the six months before undertaking the training shown on the front of the form?â
223 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
32. Improved employment circ*mstances is employment status changing from not employed before training to employed after training OR employed at a higher skill level after training OR received a job-related benefit. Skill level is derived using the Australian and New Zealand Standard Classification of Occupations (ANZSCO 2006).
33. These questions are not asked of students from community education providers. Therefore, the percentage reported represents the proportion of graduates or module completers, respectively, excluding those from community education providers.
34. For module completers, the only further study included is university study as, by definition, module completers have left the VET system.
35. Includes students who fully or partly achieved their main reason for undertaking the training.
36. âSatisfied with the overall quality of trainingâ was rated as âagreeâ or âstrongly agreeâ on a 5â point scale to the statement: âOverall, I was satisfied with the quality of this trainingâ.
37. The derivation for educational attainment was revised in 2010 to be consistent with Australian vocational education and training statistics: students and courses. That is, YearÂ12 is classified as a higher qualification than certificate I or II. Data for years prior to 2010 has been re-derived for consistency.
38. South Australia is in the process of changing the way qualifications completed are reported, with TAFE SA moving from âdate issuedâ to âdate of applicationâ to indicate the year of completion. This will provide more timely reporting and allow for a more effective representation of AVETMISS compliance. This change has caused a discontinuity in the qualification completed time series data for 2010. This reporting change will be fully implemented for data reported for 2011 qualifications completed.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 224
Appendix C: State and Territory Tables State and Territory tables are available at the Department of Industry website at http://www.industry.
gov.au/skills/ResourcesAndPublications/Pages/default.aspx
225 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Appendix D: Additional Data Tables Table D.1 Quarterly gross domestic product, change (%) over same quarter, previous year
Quarterly estimates Australia Euro area Japan United States
 (%) (%) (%) (%)
Fourth quarter 2010 2.8 2.2 3.5 2.4
First quarter 2011 1.8 2.5 0.1 1.8
Second quarter 2011 2.4 1.7 -1.7 1.9
Third quarter 2011 2.9 1.4 -0.6 1.6
Fourth quarter 2011 2.6 0.7 -0.0 2.0
First quarter 2012 4.4 -0.1 3.2 2.4
Second quarter 2012 3.6 -0.5 3.9 2.1
Third quarter 2012 3.3 -0.7 0.3 2.6
Fourth quarter 2012 3.2 -1.0 0.4 1.7
Notes: Data are seasonally adjusted. GDP changes are quarterly percentage changes from corresponding quarter of previous year.
Source: Quarterly National Accounts, OECD National Accounts Statistics (database), June 2013, DOI: 10.1787/2074384x-table14.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 226
Table D.2 Australiaâs trade by level of processing (A$ million)a, 2011â2012
2011 2012 % change 2011 to 2012
Exports
Primary productse 196,198 184,546 -5.9
Unprocessed food 12,818 14,347 11.9
Processed food 15,485 15,359 -0.8
Mineralse 86,635 77,026 -11.1
Fuels 73,431 70,381 -4.2
Other primary 7,830 7,433 -5.1
Manufactures 41,535 40,397 -2.7
STM (excl Nickel)b 14,050 12,327 -12.3
ETMc 27,485 28,070 2.1
Other goods (incl gold) 23,966 22,851 -4.7
Services 50,243 50,852 1.2
Total exportsd 313,232 299,933 -4.2
Imports
Primary products 52,649 55,550 5.5
Unprocessed food 1,696 1,665 -1.8
Processed food 9,975 10,550 5.8
Mineralse 1,269 1,038 -18.2
Fuels 38,362 40,968 6.8
Other primary 1,348 1,329 -1.4
Manufactures 160,845 174,958 8.8
STMb 15,300 14,809 -3.2
ETMc 145,545 160,150 10.0
Other goods (incl gold) 13,870 11,611 -16.3
Services 59,079 62,176 5.2
Total importsd 294,436 316,132 7.4
Notes: (a) Goods on recorded trade basis, Services on balance of payment basis, original data
(b) STM - Simply transformed manufactures
(c) ETM - Elaborately transformed manufactures
(d) Balance of payment basis
(e) Includes the ABS adjustment for iron ore (refer to ABS catalogue 5368.0 April 2013 - page 6).â
Source: The Department of Foreign Affairs and Trade (DFAT), Monthly trade data May 2013.
227 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Table D.3 Unemployment rate of selected countries, 2006â2012
Year Australia Japan United States Euro area
 (%) (%) (%) (%)
2006 4.8 4.1 4.6 8.5
2007 4.4 3.8 4.6 7.6
2008 4.2 4.0 5.8 7.7
2009 5.6 5.1 9.3 9.6
2010 5.2 5.1 9.6 10.1
2011 5.1 4.6 9.0 10.1
2012 5.2 4.4 8.1 11.4
Source: OECD.Stat Extracts, Short-term labour market statistics dataset. Data was extracted in July 2013.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 228
Table D.4 Full-time and part-time employment, monthly percentage change, Australia, DecemberÂ2006âDecember 2012
Monthly estimates Full-time
employment (â000)
Part-time employment (â000)
Full-time employment (% change)
Part-time employment (% change)
December 2006 7,437.1 2,962.2 3.3 2.7
January 2007 7,462.3 2,962.4 3.4 2.7
February 2007 7,490.4 2,962.9 3.6 2.5
March 2007 7,518.9 2,964.6 3.7 2.2
April 2007 7,543.4 2,970.4 3.8 2.0
May 2007 7,562.7 2,979.9 3.7 1.9
June 2007 7,579.2 2,990.7 3.6 1.9
July 2007 7,595.1 3,000.1 3.4 2.0
August 2007 7,610.9 3,007.6 3.4 2.0
September 2007 7,628.5 3,013.9 3.3 2.0
October 2007 7,648.3 3,019.9 3.4 2.1
November 2007 7,669.7 3,028.0 3.4 2.2
December 2007 7,690.7 3,039.2 3.4 2.6
January 2008 7,707.3 3,054.7 3.3 3.1
February 2008 7,721.2 3,071.1 3.1 3.7
March 2008 7,736.2 3,083.4 2.9 4.0
April 2008 7,755.2 3,087.9 2.8 4.0
May 2008 7,778.2 3,085.7 2.8 3.6
June 2008 7,801.7 3,081.3 2.9 3.0
July 2008 7,820.6 3,079.6 3.0 2.6
August 2008 7,831.6 3,082.9 2.9 2.5
September 2008 7,833.5 3,091.5 2.7 2.6
October 2008 7,825.0 3,105.6 2.3 2.8
November 2008 7,810.0 3,122.2 1.8 3.1
December 2008 7,793.5 3,138.2 1.3 3.3
January 2009 7,779.0 3,152.1 0.9 3.2
February 2009 7,766.4 3,164.1 0.6 3.0
March 2009 7,753.0 3,176.9 0.2 3.0
April 2009 7,737.9 3,191.5 -0.2 3.4
May 2009 7,722.1 3,207.5 -0.7 3.9
June 2009 7,707.1 3,223.7 -1.2 4.6
July 2009 7,695.5 3,239.7 -1.6 5.2
August 2009 7,689.9 3,255.1 -1.8 5.6
September 2009 7,690.0 3,271.3 -1.8 5.8
October 2009 7,696.5 3,287.4 -1.6 5.9
November 2009 7,707.6 3,303.4 -1.3 5.8
December 2009 7,720.6 3,317.5 -0.9 5.7
January 2010 7,735.5 3,326.7 -0.6 5.5
February 2010 7,751.5 3,330.7 -0.2 5.3
March 2010 7,768.3 3,330.4 0.2 4.8
April 2010 7,787.9 3,327.0 0.6 4.2
May 2010 7,809.6 3,323.7 1.1 3.6
June 2010 7,833.5 3,323.4 1.6 3.1
229 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Monthly estimates Full-time
employment (â000)
Part-time employment (â000)
Full-time employment (% change)
Part-time employment (% change)
July 2010 7,860.8 3,326.9 2.1 2.7
August 2010 7,888.2 3,334.3 2.6 2.4
September 2010 7,912.1 3,343.7 2.9 2.2
October 2010 7,933.4 3,352.0 3.1 2.0
November 2010 7,953.6 3,357.1 3.2 1.6
December 2010 7,971.2 3,359.9 3.2 1.3
January 2011 7,985.8 3,361.3 3.2 1.0
February 2011 7,998.6 3,360.7 3.2 0.9
March 2011 8,009.6 3,359.4 3.1 0.9
April 2011 8,017.0 3,360.3 2.9 1.0
May 2011 8,021.1 3,364.1 2.7 1.2
June 2011 8,022.5 3,370.8 2.4 1.4
July 2011 8,021.4 3,379.0 2.0 1.6
August 2011 8,020.5 3,386.7 1.7 1.6
September 2011 8,021.8 3,391.3 1.4 1.4
October 2011 8,024.2 3,392.8 1.1 1.2
November 2011 8,028.2 3,392.3 0.9 1.0
December 2011 8,036.7 3,391.3 0.8 0.9
January 2012 8,049.2 3,392.2 0.8 0.9
February 2012 8,061.9 3,397.8 0.8 1.1
March 2012 8,072.7 3,407.4 0.8 1.4
April 2012 8,080.2 3,418.7 0.8 1.7
May 2012 8,085.4 3,426.9 0.8 1.9
June 2012 8,091.1 3,429.2 0.9 1.7
July 2012 8,099.2 3,424.9 1.0 1.4
August 2012 8,109.4 3,418.2 1.1 0.9
September 2012 8,120.6 3,414.4 1.2 0.7
October 2012 8,129.9 3,418.1 1.3 0.7
November 2012 8,135.8 3,429.8 1.3 1.1
December 2012 8,138.8 3,447.3 1.3 1.7
âNotes: Trend series, persons aged 15 years and over. Percentage changes of full-time and part-time employment are monthly percentage changes from corresponding month of previous year.â
Source: ABS, Labour Force, Australia, June 2013, cat.no.6202.0.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 230
Table D.5 Employment growth by state, Australia, December 2011â December 2012
State Employment growth (%)
Western Australia 4.7
New South Wales 1.7
Australian Capital Territory 1.6
Northern Territory 1.6
Victoria 1.1
Queensland 0.2
South Australia 0.0
Tasmania -1.2
Note: Trend series, persons aged 15 years and over.
Source: ABS, Labour Force, Australia, June 2013, cat.no.6202.0.
231 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Table D.6 Internet vacancy index, Australia, JanuaryÂ2006âJanuaryÂ2013
Monthly estimates Professionals Technicians and trades workers
January 2006 100.0 100.0
February 2006 102.9 100.6
March 2006 106.0 100.7
April 2006 108.9 100.5
May 2006 110.9 99.9
June 2006 111.6 99.2
July 2006 112.0 99.0
August 2006 113.3 99.7
September 2006 115.4 100.7
October 2006 118.1 102.4
November 2006 120.9 104.5
December 2006 123.7 106.9
January 2007 127.0 109.6
February 2007 130.7 112.7
March 2007 133.8 115.7
April 2007 136.1 118.2
May 2007 137.8 120.1
June 2007 139.6 122.2
July 2007 141.3 123.9
August 2007 143.1 125.5
September 2007 145.1 127.7
October 2007 147.3 130.5
November 2007 150.3 134.0
December 2007 154.0 137.8
January 2008 157.5 141.7
February 2008 160.4 145.3
March 2008 162.3 148.3
April 2008 163.1 150.4
May 2008 162.1 150.4
June 2008 159.3 147.7
July 2008 155.3 143.4
August 2008 150.6 137.8
September 2008 145.9 131.4
October 2008 140.3 124.0
November 2008 132.7 115.6
December 2008 122.7 106.2
January 2009 111.5 96.5
February 2009 100.8 87.6
March 2009 92.3 80.4
April 2009 86.9 75.9
May 2009 84.4 74.2
June 2009 83.9 74.5
July 2009 84.0 75.8
August 2009 83.7 77.5
September 2009 82.7 79.0
October 2009 81.8 81.1
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 232
Monthly estimates Professionals Technicians and trades workers
November 2009 81.8 83.8
December 2009 83.1 86.9
January 2010 85.1 89.5
February 2010 87.2 91.4
March 2010 89.1 92.5
April 2010 90.9 93.2
May 2010 92.6 93.9
June 2010 94.4 95.0
July 2010 96.3 96.9
August 2010 98.5 99.9
September 2010 100.8 103.0
October 2010 103.1 105.2
November 2010 104.9 105.8
December 2010 106.3 105.5
January 2011 107.7 105.3
February 2011 109.2 105.6
March 2011 109.8 105.9
April 2011 109.1 105.8
May 2011 107.2 105.6
June 2011 104.8 105.4
July 2011 102.7 104.7
August 2011 101.1 103.3
September 2011 100.2 101.8
October 2011 99.8 100.4
November 2011 99.5 99.7
December 2011 99.3 99.6
January 2012 98.3 99.5
February 2012 96.6 98.8
March 2012 94.8 97.7
April 2012 93.1 95.6
May 2012 91.5 92.4
June 2012 89.8 88.8
July 2012 88.0 85.5
August 2012 85.8 82.3
September 2012 83.1 79.3
October 2012 80.2 76.4
November 2012 77.3 73.9
December 2012 74.7 71.8
January 2013 72.6 70.2
Note: Trend series, based to January 2006.
Source: DEEWR Internet Vacancy Index, July 2013.
233 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Table D.7 Proportion of employed persons by level of highest non-school qualification, by occupation, Australia 2012
Occupation Higher education (%) VET (%) Without non-school
qualification (%)
Managers 34.3 33.7 31.9
Professionals 73.4 18.0 8.6
Technicians and trades workers
8.1 64.5 27.4
Community and personal service workers
17.5 47.7 34.8
Clerical and administrative workers
21.2 35.6 43.2
Sales workers 11.2 27.0 61.8
Machinery operators and drivers
6.3 33.3 60.4
Labourers 7.1 29.8 63.1
Note: Employed persons aged 15â74 years. VET includes certificates not further defined.
Source: ABS, Education and Work, Australia, May 2012, cat.no.6227.0.
Table D.8 Proportion of population by level of highest non-school qualification, Australia, 2000â2012
Year Bachelor degree or
above (%)
Advanced Diploma/ Diploma or below (%) Total with non-school qualification (%)
2000 15.7 28.1 43.8
2001 17.0 29.1 47.2
2002 17.8 29.8 48.2
2003 18.1 30.2 49.1
2004 18.9 31.3 50.9
2005 19.6 30.7 51.5
2006 20.6 30.8 52.4
2007 20.8 31.1 52.6
2008 21.9 30.8 53.9
2009 23.0 30.8 55.0
2010 23.0 31.4 55.7
2011 23.7 31.4 56.5
2012 25.4 32.2 58.8
Note: Persons aged 15â64 years.
Total with non-school qualifications includes level not determined.
Source: ABS, Education and Work, Australia, May 2000 â May 2012, cat.no.6227.0.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 234
Table D.9 Proportion of total reported VET students who participate in vocational education and training, by selected course levels, 2008â2012
2008 2009 2010 2011 2012
By Course Level (%)
Certificate IV 11.2 12.8 14.1 16.3 17.4
Certificate III 30.6 30.8 30.8 32.3 34.0
Certificate II 16.9 17.3 17.4 16.7 15.6
Certificate I 5.4 5.3 5.0 4.5 4.8
Source: NCVER, Vocational Education and Training Provider Collection, 2008â2012.
Table D.10 Full-Year Training Equivalents delivered to male and female students by field of education, 2012
2012
Total reported FYTE, female students (â000)
Natural and physical sciences 3.0
Information technology 4.0
Engineering and related technologies 11.4
Architecture and building 4.4
Agriculture, environmental and related studies 8.6
Health 30.7
Education 10.9
Management and commerce 105.6
Society and culture 97.9
Creative arts 19.0
Food, hospitality and personal services 40.2
Mixed field programs 44.2
Total reported FYTE, male students (â000)
Natural and physical sciences 2.1
Information technology 17.0
Engineering and related technologies 116.0
Architecture and building 51.3
Agriculture, environmental and related studies 27.0
Health 9.9
Education 6.5
Management and commerce 59.7
Society and culture 31.8
Creative arts 14.1
Food, hospitality and personal services 20.6
Mixed field programs 30.4
Source: NCVER, Vocational Education and Training Provider Collection, 2012.
235 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Table D.11 VET in Schools students, 2008â2011
2008 2009 2010 2011
VET in Schools students 220.0 229.5 233.8 249.4
School-based apprentices and trainees 25.7 21.5 17.4 18.5
Other VET in Schools program students 194.2 208.0 216.5 230.9
By Qualification Level (%)
Certificate IV or higher 1.2 1.8 1.5 1.6
Certificate III 18.3 18.3 16.7 18.1
Certificate II 57.0 55.0 56.7 59.9
Certificate I 19.6 21.9 22.9 19.1
Other 3.8 3.0 2.2 1.3
Source data and explanatory notes: National VET in Schools Collection, 2008â11.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 236
Table D.12 Proportion of total reported VET students with RPL by age groups, 2008â2012
2008 2009 2010 2011 2012
Students with an RPL outcome 74.6 93.1 109.2 127.5 146.5
Proportion of students with an RPL outcome (%) 4.4 5.5 6.1 6.8 7.5
By Provider Type (%) Publicly funded - TAFE 5.0 5.9 6.8 7.5 8.2
Publicly funded - Other Govt 3.1 3.0 4.6 6.9 5.6
Contestable funded - ACE 0.8 1.6 1.2 1.6 2.0
Contestable funded - Other 3.5 5.4 5.3 6.1 7.0
Mixed providers 5.6 6.3 8.1 9.0 11.4
Total 4.4 5.5 6.1 6.8 7.5
By Major Course Level (%) Graduate diploma or professional specialist (graduate diploma level) 5.2 29.9 17.0 17.6 21.9 Graduate certificate or professional specialist (graduate certificate level) 10.8 15.5 9.6 26.1 29.8 Bachelor degree (Honours) - - - - -
Bachelor degree (Pass) 3.0 5.7 2.1 5.8 5.8
Advanced diploma 9.4 11.6 13.4 14.7 16.3
Associate degree - 8.0 3.7 7.5 5.4
Diploma 11.5 11.9 13.4 13.1 13.6
Certificate IV 9.6 11.1 12.0 12.2 12.4
Certificate III 5.1 5.8 6.3 6.6 8.1
Certificate II 2.1 3.1 2.6 3.1 2.7
Certificate I 0.7 0.9 1.3 2.1 1.7
Year 12 - - - 0.6 1.2
Year 11 - - - - -
Year 10 - - - - -
Non-award courses 0.2 0.2 0.1 0.3 0.1
Statement of attainment 1.7 1.9 2.0 2.2 2.7
Bridging & enabling courses 0.2 - - - -
Not elsewhere classified 1.4 1.2 0.7 0.1 0.0
Subject only - no qualification 0.3 0.7 0.1 0.3 0.6
Total 4.4 5.5 6.1 6.8 7.5
By Age Group (%) 14 years and under 0.3 0.8 0.8 1.7 0.8
15 to 19 years 1.8 2.2 2.4 2.9 3.0
20 to 24 years 4.0 4.8 5.0 5.4 6.2
25 to 29 years 5.3 6.5 7.0 7.5 8.2
30 to 39 years 6.1 7.4 8.0 8.7 9.6
40 to 49 years 6.5 8.2 9.2 10.1 11.2
50 to 59 years 6.0 7.8 9.1 10.5 11.8
60 to 64 years 3.9 5.5 6.8 8.5 9.9
65 years and over 1.4 2.8 3.1 4.6 5.4
Not known 2.7 3.4 3.6 3.2 4.9
Total 4.4 5.5 6.1 6.8 7.5
Source: NCVER, Vocational Education and Training Provider Collection,2008â2012.
A dash (-) represents a true zero figure, with no reported data in this category.
237 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Table D.13 Apprentices and trainees (â000), commencements, completions, cancellations/withdrawals, seasonally adjusted, 2002â2012
Quarterly estimates Commencements Completions Cancellations/
withdrawals
December 2002 71.0 29.7 28.7
March 2003 72.4 31.0 29.5
June 2003 71.7 31.7 30.7
September 2003 68.4 32.3 31.9
December 2003 64.6 33.0 32.5
March 2004 62.7 33.8 32.4
June 2004 63.5 34.4 31.8
September 2004 64.4 34.3 31.5
December 2004 65.5 33.9 31.7
March 2005 65.9 34.1 31.8
June 2005 65.6 34.5 31.7
September 2005 66.2 34.7 31.6
December 2005 67.0 34.8 31.8
March 2006 66.3 34.8 31.8
June 2006 65.5 35.3 31.6
September 2006 66.1 35.7 31.4
December 2006 67.5 36.0 31.7
March 2007 68.9 36.3 32.4
June 2007 68.9 36.6 32.9
September 2007 68.7 36.6 33.0
December 2007 70.4 36.8 33.0
March 2008 72.9 37.4 33.4
June 2008 73.9 38.3 33.8
September 2008 72.2 39.1 33.9
December 2008 68.2 39.5 33.2
March 2009 65.5 39.6 31.9
June 2009 66.3 39.9 30.7
September 2009 69.6 40.4 30.5
December 2009 72.2 41.0 31.1
March 2010 74.1 41.5 31.8
June 2010 77.9 42.1 32.5
September 2010 82.3 42.5 33.1
December 2010 82.1 42.6 33.8
March 2011 79.3 43.4 34.8
June 2011 79.5 44.8 35.5
September 2011 81.2 46.1 35.7
December 2011 89.0 46.4 35.6
March 2012 94.1 45.8 35.5
June 2012 89.1 46.3 35.2
September 2012 77.7 47.9 34.6
December 2012 67.5 49.2 33.9
Source: NCVER, Apprentice and Trainee Collection, March 2013 estimates.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 238
Table D.14 Apprentices and trainees (â000), Trade and non-trade commencements, seasonally adjusted, 2002â2012
Quarterly estimates Trade commencements Non-trade commencements
December 2002 16.3 54.8
March 2003 16.2 56.4
June 2003 16.2 55.3
September 2003 16.5 51.6
December 2003 16.8 47.5
March 2004 17.2 45.5
June 2004 17.5 46.0
September 2004 17.8 46.6
December 2004 18.1 47.3
March 2005 18.2 47.5
June 2005 18.3 47.1
September 2005 18.6 47.6
December 2005 18.9 48.2
March 2006 18.7 47.7
June 2006 18.6 47.0
September 2006 19.2 46.9
December 2006 19.9 47.5
March 2007 20.6 48.4
June 2007 20.9 48.1
September 2007 21.3 47.5
December 2007 22.1 48.3
March 2008 22.8 50.1
June 2008 22.4 51.4
September 2008 21.0 51.0
December 2008 19.3 48.9
March 2009 18.4 47.3
June 2009 18.8 47.5
September 2009 20.0 48.9
December 2009 21.7 50.3
March 2010 23.0 51.5
June 2010 24.2 53.7
September 2010 24.6 56.3
December 2010 24.2 57.6
March 2011 23.6 56.6
June 2011 23.3 56.1
September 2011 23.0 55.8
December 2011 24.0 64.0
March 2012 25.1 71.1
June 2012 25.2 66.6
September 2012 24.0 53.6
December 2012 22.5 43.3
Source: NCVER, Apprentice and Trainee Collection, March 2013 estimates.
239 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Table D.15 Estimated completion rates for qualifications in VET, by course level and field of education, 2008â2011 Estimated qualification completion rate (%)
Subject load pass rate (%)
2008 2009 2010 2011 2008 2009 2010 2011
Estimated qualification completion rate (%) 28.9 32.1 33.7 35.5 80.4 80.9 81.2 82.9
By Course Level (%)
Diploma and above 33.6 38.0 42.8 43.6 80.9 81.5 82.3 83.2
Certificate IV 35.2 39.0 41.4 41.6 78.5 79.4 80.2 82.9
Certificate III 34.1 37.8 39.1 40.9 84.3 84.3 83.8 85.5
Certificate II 21.4 22.1 24.3 26.6 76.2 76.9 77.5 79.2
Certificate I 18.9 21.2 17.7 18.1 64.5 66.0 65.1 66.0
By Field of Education (%)
Natural and physical sciences 36.7 44.1 43.1 43.8 78.2 78.3 79.7 81.1
Information technology 26.9 30.2 32.7 31.1 71.5 71.3 71.7 72.5
Engineering and related technologies 26.7 30.1 31.4 35.1 84.2 85.2 84.7 87.0
Architecture and building 32.3 28.1 23.2 22.4 86.0 85.9 83.4 84.7
Agriculture, environmental and related studies 21.4 23.3 24.0 24.2 83.4 84.0 83.1 86.2
Health 37.6 32.1 30.0 35.1 83.2 83.7 82.3 82.6
Education 52.7 52.0 55.3 58.8 83.8 84.5 86.3 88.3
Management and commerce 31.0 36.4 40.4 42.3 81.3 81.6 82.9 84.7
Society and culture 37.8 44.7 45.8 48.5 81.6 82.3 83.0 84.4
Creative arts 25.7 29.5 31.7 33.4 76.5 77.3 77.8 77.9
Food, hospitality and personal services 21.6 21.4 24.3 25.2 84.3 83.7 83.1 84.2
Mixed field programs 17.9 22.4 23.9 18.7 59.9 61.9 61.8 63.2
Source: NCVER, VET Provider Collection, 2007â2012.
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 240
Table D.16 Estimated completion rates and load pass rates for qualifications in VET by full-time students aged 25 years and under with no prior post-school qualification, by course level and field of education, 2008â2011
Estimated qualification completion rate (%) Subject load pass rate (%)
2008 2009 2010 2011 2008 2009 2010 2011
Estimated qualification completion rate (%) 38.1 43.7 45.7 44.2 77.5 77.6 77.4 79.3
By Course Level (%)
Diploma and above 35.7 41.5 44.2 41.4 79.4 78.8 78.1 78.8
Certificate IV 35.5 43.8 43.7 44.5 75.0 76.1 75.2 79.3
Certificate III 46.8 50.9 55.0 56.2 79.6 79.9 80.1 82.8
Certificate II 33.0 37.9 40.2 37.8 71.3 72.8 73.1 73.8
Certificate I 30.9 34.8 27.4 21.3 69.0 68.1 62.6 61.0
By Field of Education (%)
Natural and physical sciences 41.1 40.6 49.6 44.3 74.5 71.8 76.1 74.6
Information technology 27.4 32.6 37.2 36.0 68.3 66.9 66.3 70.2
Engineering and related technologies 38.0 43.3 44.5 45.5 77.0 80.0 78.6 81.6
Architecture and building 42.3 45.6 37.2 35.5 82.6 81.7 76.7 77.6
Agriculture, environmental and related studies 48.8 52.0 49.7 45.6 81.7 82.2 79.3 83.9
Health 44.0 46.7 44.6 45.7 83.2 80.9 76.0 79.4
Education 42.5 37.9 42.3 59.0 78.1 74.6 73.9 80.9
Management and commerce 36.5 43.3 48.6 47.1 79.7 78.3 79.5 80.7
Society and culture 47.1 49.2 57.8 64.3 79.9 79.7 81.3 84.9
Creative arts 33.9 42.1 41.8 39.4 78.6 78.1 78.5 76.7
Food, hospitality and personal services 40.3 42.7 43.4 39.8 81.4 79.0 78.1 80.0
Mixed field programs 30.1 39.5 37.8 23.1 64.4 67.2 66.6 64.1
Source: NCVER, VET Provider Collection, 2007â2012
241 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Appendix E: Memberships
(as at December 2012) Standing Council on Tertiary Education, Skills and Employment
Australian Government
Senator the Hon Chris Evans
Minister for Tertiary Education, Skills, Jobs & Workplace Relations
New South Wales
The Hon Adrian Piccoli MP
Minister for Education
Victoria
The Hon Peter Hall MLC
Minister for Higher Education and Skills
Queensland
The Hon John-Paul Langbroek MP
Minister for Education, Training and Employment
South Australia
The Hon Tom Kenyon MP
Minister for Employment, Higher Education and Skills
Western Australia
The Hon Peter Collier MLC
Minister for Education
The Hon Murray Cowper MLA
Minister for Training & Workforce Development
Tasmania
The Hon Nick McKim MP
Minister for Education and Skills
Australian Capital Territory
Ms Joy Burch MLA
Minister for Education and Training
Northern Territory
Hon Peter Chandler MLA
Minister for Business and Employment
National Senior Officials Committee
Mr Robert Griew
Associate Secretary
Tertiary, Skills and International
Department of Industry, Innovation, Skills, Research and Tertiary Education
Australian Capital Territory
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 242
Dr Michele Bruniges
Director General
Department of Education and Communities
New South Wales
Mr Richard Bolt
Secretary
Department of Education and Early Childhood Development
Victoria
Ms Julie Grantham
Director General
Department of Education and Training
Queensland
Mr Raymond Garrand
Chief Executive
Department of Further Education, Employment, Science and Technology
South Australia
Dr Ruth Shean
Director General
Department of Training and Workforce Development
Western Australia
Mr Richard Strickland
Chief Executive Officer
Department of Education Services
Western Australia
Mr Colin Pettit
Secretary
Department of Education
Tasmania
Mr Kim Jenkinson
Executive Director Employment & Training
Department of Business & Employment
Northern Territory
Ms Diane Joseph
A/g Director-General
Education & Training Directorate
Australian Capital Territory
243 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
Appendix F: Acronyms AAC Aboriginal Access Centre
ABS Australian Bureau of Statistics
ACE Adult Community Education
ACT Australian Capital Territory
AICTEC Australian Information and Communications Technology Education Committee
ALLD Australian Longitudinal Learning Database
AMES Adult Multicultural Education Services
ANR Annual National Report
ANZSCO Australian New Zealand Standard Classification of Occupations
ANZSIC Australian New Zealand Standard Industrial Classification
APY Anangu Pitjantjatjara Yankunytjatjara
AQF Australian Qualification Framework
AQTF Australian Quality Training Framework
ARIA Accessibility/Remoteness Index of Australia
ASBT Aboriginal School Based Training
ASQA Australian Skills Quality Authority
ATE Aboriginal Training and Employment
AUSLAN Australian Sign Language
AVETMISS Australian Vocational Education and Training Management Information Statistical Standard
AWDC Aboriginal Workforce Development Centres
CALD Culturally and Linguistically Diverse
CIT Canberra Institute of Technology
COAG Council of Australian Governments
CSIF Critical Skills Investment Fund
DEECD Department of Education and Early Childhood Development
DEEWR Department of Education, Employment and Workplace Relations
DFAT Department of Foreign Affairs and Trade
DFEEST Department of Further Education, Employment, Science and Technology
DIISRTE Department of Industry, Innovation, Science, Research and Tertiary Education
DVD Digital Versatile Disc
Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 244
EAS East Asia Summit
EDI Equity Development Innovation
ETSA Electricity Trust of South Australia
FLAG Flexible Learning Advisory Group
FYTE Full Year Training Equivalent
GDP Gross Domestic Product
GSA Green Skills Agreement
GSAIG Green Skills Agreement Implementation Group
HSTAC Human Services Training Advisory Council
IBSA Innovation and Business Skills Australia
IPROWD Indigenous Police Recruitment Our Way Delivery
IRSD Index of Relative Socio-economic Disadvantage
ISC Industry Skills Council
ITS Indigenous Training Support
JCHE Joint Committee on Higher Education
JCIE Joint Committee on International Education
LINC Learning and Information Network Centres
LOTE Language Other Than English
LSS Learner Support Services
MCTEE Ministerial Council for Tertiary Education and Employment
NASWD National Agreement for Skills and Workforce Development
NATESE National Advisory for Tertiary Education, Skills and Employment
NBN National Broadband Network
NCVER National Centre for Vocational Education and Research
NIRA National Indigenous Reform Agreement
NLC Northern Land Council
NP National Partnership
NPMC Navigation Projects Management Committee
NSOC National Senior Officials Committee
NSSC National Skills Standard Council
NSW New South Wales
NT Northern Territory
245 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3 Annual National Report of the Australian Vocational Education and Training System 2012 Section 3
NVEAC National VET Equity Advisory Council
OECD Organisation for Economic Co-operation and Development
PPP Productivity Places Program
QAF Quality Assurance Framework
QE Qualification Equivalent
RBA Reserve Bank of Australia
RPL Recognition of Prior Learning
RTO Registered Training Organisation
SA South Australia
SACE South Australian Certificate of Education
SCC Skills for the Carbon Challenge
SCOTESE Standing Council on Tertiary Education, Skills and Employment
SCSDC Strategic Cross Sectoral Data Committee
SEIFA Socio-Economic Indexes for Areas
SIHIP Strategic Indigenous Housing and Infrastructure Program
SIPRY Social Inclusion Pathways for Refugee Youth
SLA Statistical Local Area
TAC Training Accreditation Council
TAFE Technical and Further Education
TEQSA Tertiary Education Quality Standards Agency
TGA Training.Gov.Au
TVET Technical and Vocational Education and Training
USI Unique Student Identifier
VET Vocational Education and Training
VETiS Vocational Education and Training in Schools
WA Western Australia
