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Australian vocational education and training statistics

Total VET students and courses 2016

National Centre for Vocational Education Research

HighlightsThis publication provides an estimate of the nature and extent of the vocational education and training (VET) delivered by Australian training providers in domestic and overseas locations in 2016. This picture of training activity is known as ‘total VET activity’ (TVA), to reflect that the information is collected from all types of training providers.

In 2016: training activity was reported by 4279 training providers, with registered

training organisations accounting for nearly all training activity it is estimated there were 4.2 million students enrolled in VET with an Australian

training provider in 2016, a 4.9% increase from an estimated 4.0 million in 2015 the participation rate of VET students in Australia as a proportion of the

Australian population aged 15—64 years is estimated at 24.2%, an increase from 23.5% in 2015

there were 3.7 million program enrolments, a 3.8% increase from 2015 nationally recognised training accounted for 85.2% of all program enrolments, a

2.3% decrease from 2015 there were 30.1 million subject enrolments, a 1.7% increase from 2015 of all subject enrolments, 47.8% were Commonwealth or state funded, a 2.8%

decrease from 2015 a total 815.9 million VET hours were delivered, a 1.2% decrease from 2015 there were 772 900 preliminary program completions.

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© Commonwealth of Australia, 2017

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This document should be attributed as NCVER 2017, Australian vocational education and training statistics: total VET students and courses 2016, NCVER, Adelaide.

This work has been produced by NCVER on behalf of the Australian Government and state and territory governments, with funding provided

through the Australian Government Department of Education and Training.

The views and opinions expressed in this document are those of NCVER and do not necessarily reflect the views of the Australian

Government or state and territory governments.

ISSN 2206-5156

TD/TNC 129.04

Comments and suggestions regarding this publication are welcomed and should be forwarded to NCVER.

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11

ContentsContents 3Introduction 4Scope 5More information 7Summary 8Tables

12Terms 24Explanatory notes 27

Tables

1 Total VET summary table, 2016 (’000) 122a Estimated VET students in Australia by state or territory of student residence, 2016 (’000) 132b Estimated participation rate of VET students in Australia as a proportion of the Australian population

aged 15—64 years, 2015—16 (%) 133 Estimated total VET students by provider type and location of student residence, 2016 (’000) 134 Estimated total VET students by provider type and the state or territory where the training was

delivered, 2016 (’000) 14

5 Estimated total VET students by state or territory of student residence and state or territory where the training was delivered, 2016 (%) 14

6 Estimated total VET student characteristics, 2015—16 157 Total VET program enrolments by level, field of education and type of accreditation, 2015—16 168a Total VET program enrolments by level, field of education, type of accreditation and selected

demographic characteristics, 2016 178b Total VET program enrolments by level, field of education, type of accreditation and selected

demographic characteristics, 2016 189 Total VET AQF program enrolments and preliminary completions by provider type, 2015—16 1910 Total VET program enrolments in the top 20 parent training packages, 2015—16 2011 Total VET subject enrolments and hours of delivery by provider type and funding source, 2015—16 2112 Total VET subject enrolments by subject result and delivery mode, 2015—16 2213 Total VET hours of delivery by subject result and delivery mode, 2015—16 2214 Load pass rates by funding source and provider type, 2016 (%) 23

Figures

1 Number of training providers by type, 2015—16 (’000) 82 Proportion of total training providers by type, 2016 (%) 83 Proportion of students by training provider type, 2016 (%) 84 Estimated participation rate of VET students in Australia as a proportion of the Australian population by

age, 2015—16 (%)9

5 Selected student characteristics, 2015—16 (’000) 96 Proportion of students by age, 2016 (%) 97 Proportion of program enrolments by AQF and non-AQF level, 2016 (%) 108 Field of education enrolments, 2016 (’000) 119 Subject enrolments by funding source, 2016 (%) 1110 Subject enrolments by mode of delivery, 2016 (%) 11

Total VET students and courses 2016

Introduction In November 2012, the then Council of Australian Governments (COAG) Standing Council on Tertiary Education, Skills and Employment (SCOTESE) agreed to the introduction of mandatory reporting of nationally recognised training activity from 2014 onwards. Under the mandatory reporting requirements, all Australian training providers (excluding those exempted by regulators) delivering nationally recognised training to students, either in domestic or in overseas locations, are obliged to report information about these students and their training. This publication provides an estimate of the extent and nature of vocational education and training (VET) delivered in 2016 by Australian training providers. This picture of training activity is known as ‘total VET activity’, to reflect that the information is collected from all types of training providers, both registered training organisations and non-registered training providers. Registered training organisations (RTOs) accounted for 94.3% of all training providers in 2016. Information is provided on the number of training providers, students, program enrolments, subject enrolments, hours of delivery and program completions.Total VET activity (TVA) data are sourced from both the National VET Provider Collection and National VET in Schools Collection. These collections are compiled under the Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS).

The diagram above illustrates how TVA data are sourced and where duplicate training activity is removed.

Total VET students and courses 2016 5

De-duplication of training activity

Since the introduction of total VET activity (TVA), the National Centre for Vocational Education Research (NCVER) has applied a process to identify and remove duplicate training activity where the same activity is reported for the same training provider in the same collection period via different data submitters.

6 Australian vocational education and training statistics

De-duplication of student counts

Vocational education and training (VET) by nature is diverse, spanning a wide range of learning engagements from full-time programs across multiple years, short ‘skill set’ programs, to single subject enrolments. Student participation can also be wide ranging, with some students receiving training from multiple training organisations within the same year.If a student has enrolled with more than one training provider during a collection period, it is possible for them to be counted more than once. Therefore, estimated total VET student counts (and the participation rate based on these counts) may be inflated, as noted in Total VET students and courses 2015. Until now, the NCVER has had no reliable way to identify and eliminate duplicate student records, as the NCVER does not hold students’ names or addresses. From 1 January 2015, all new and continuing students undertaking nationally recognised VET in Australia are required to have a unique student identifier (USI) in order to receive a qualification or statement of attainment. The USI is a randomly generated alpha-numeric code recorded against any nationally recognised training undertaken and remains with an individual for life. The implementation of the USI provides a mechanism with which to identify and potentially remove duplicate student records. The NCVER has developed a two-step process to de-duplicate student counts in Total VET students and courses 2016, which uses the USI where available and a count of distinct client identifiers within each submission for the residual data.

ScopeThe 2016 data in this publication cover the training delivered by 4279 Australian training providers, including 4036 RTOs and 243 non-registered training providers (that deliver government-funded VET). Total VET activity (TVA) reports on nationally recognised training as well as some non-nationally recognised training (where the training delivered was government-funded). In 2016, nationally recognised training accounted for 85.2% of all program enrolments.Included in this publication is VET training delivered by Australian training providers to students in domestic and overseas locations. In 2016, it is estimated 32 300 students received training from an Australian training provider at an overseas location.It is estimated that of the 4930 RTOs listed on <training.gov.au> in 2016: 82% submitted training activity data 10% had no enrolment activity during 2016 (nil return) or their activity was not within NCVER’s

Total VET students and courses publication scope. 5% were exempt from reporting or closed their operations during 2016 and did not report data 4% did not submit training activity data.


The following table compares reporting activity for training providers from 2014 to 2016.

Training providers reporting training activity in 2014–16

Registered training organisations1 Non-registered training providers2

Total training providers

2014 2015 2016 2014 2015 2016 2014 2015 2016Number % Number % Number % Number Number Number Number Number Number

Submitted3 3815 76 4082 83 4036 82 786 249 243 4601 4331 4279Nil returns (estimated)4 255 5 399 8 475 10 na na na 255 399 475

Exempt or closed and did not submit 565 11 304 6 227 5 na na na 565 304 227

Missing (did not submit) 354 7 145 3 192 4 na na na 354 145 192

Total 4989 100 4930 100 4930 100 786 249 243 5775 5179 5173

1 Listed on <training.gov.au> (TGA) as registered in the respective year.2 Non-registered training providers in 2016 include 158 community education providers, 76 private training providers, 6 schools and 3 enterprise

providers.3 Based on training providers with enrolments in total VET activity scope of reporting. 4 This represents RTOs who had no enrolment activity during the reporting year or their reported training activity was not within NCVER’s Total VET

students and courses publication scope.na = not applicable.

Year-on-year training activity comparisons within this publication are presented for 2015 and 2016 data only. 2014 was both the first and a transition year, whereby a number of training providers were granted exemptions from reporting, while others did not report their training activity. Many training providers also reported data for the first time. Where training activity and student count comparisons are made within this publication between 2015 and 2016, the de-duplication process outlined previously has been applied to both years. For further information on the scope of the data and technical information, please refer to the explanatory notes on pages 27-31.The table below shows the number of training providers in each state and territory, based on the location of the training provider’s head office. Schools were most prevalent in Queensland, with 299 submitting training activity in 2016. Over two thirds of non-registered training providers were located in Victoria, consisting mainly of community education providers. Over a quarter of non-registered training providers were located in South Australia, the majority of which were private training providers.

Training providers by type and state or territory of training provider’s head office, 2016

Provider typeNew

South Wales

Victoria Queensland South Australia

Western Australia

Tasmania

Northern Territory

Australian Capital

TerritoryOther Tota

l

Registered training organisations

1 015 931 1 264 207 444 63 44 104 49 4 036

TAFE 11 13 7 1 7 1 1 1 - 42University 1 6 3 1 2 1 1 - - 15School 15 61 298 4 21 2 3 16 4 419Community education provider

75 113 35 10 14 7 4 10 2 268

Enterprise provider 46 32 37 16 31 8 6 7 3 182

Private training provider

868 706 884 175 369 44 29 70 40 3 111

Non-registered training providers

4 165 7 62 3 1 - 1 - 243

School 1 3 1 - - 1 - - - 6Community education provider

- 158 - - - - - - - 158

Enterprise provider - 2 - 1 - - - - - 3Private training provider

3 2 6 61 3 - - 1 - 76

Total training providers 1 019 1 096 1 271 269 447 64 44 105 49 4 279


The following table shows the distribution of RTO and non-registered training provider subject enrolments for 2015 and 2016. Nearly 100% of all subject enrolments in 2016 were with RTOs, with private providers accounting for 55.9% and TAFEs 28.4% of all subject enrolments with RTOs. The number of subject enrolments at community education providers that were RTOs increased from 3.4% to 5.5% of all subject enrolments in 2016, representing an additional 643 300 subject enrolments.

Registered training organisation and non-registered training provider subject enrolmentsby provider type, 2015–16

Provider type Subject enrolments

2015 2016('000) % ('000) %

Registered training organisations 29 545.3 99.9 30 048.5 99.9

TAFE 8 508.9 28.8 8 533.9 28.4

University 672.7 2.3 640.6 2.1

School 1 567.7 5.3 1 532.3 5.1

Community education provider 1003.6 3.4 1646.9 5.5

Enterprise provider 706.1 2.4 884.0 2.9

Private training provider 17 086.3 57.8 16 810.8 55.9

Non-registered training providers 37.2 0.1 33.5 0.1

School 0.1 0.0 0.1 0.0

Community education provider 23.1 0.1 23.8 0.1

Enterprise provider 0.0 0.0 0.1 0.0

Private training provider 14.0 0.0 9.5 0.0

Total subject enrolments 29 582.4 100.0 30 082.0 100.0

More informationThe data in this publication may be revised for a number of reasons. For consistency of reporting, some previously reported data are rebased using data collected for the current year. For example, if a training provider was reported in the current year with provider type of ‘school’ but in the previous year the same provider was reported as ‘community education provider’, NCVER will adjust the previous provider type to match that of the current year.The de-duplicated estimated student counts presented in this publication for 2015 will be different to the estimated student counts presented in Total VET students and courses 2015. In addition to the above, a small amount of data is submitted to NCVER after the reporting window has closed. These data will not be included in the current publication. However, they will be included in the following year’s publication. For the latest data and further year-on-year and state and territory comparisons using NCVER’s data visualisation tools and other resources visit the NCVER Portal <https://www.ncver.edu.au/data/collection/total-vet-students-and-courses>. Access to these data is governed by the Vocational Education and Training (VET) Data Protocol (updated 22 July 2015) and associated guidance; please refer to <https://education.gov.au/access-and-use-national-vet-provider-collection-data>.


https://education.gov.au/access-and-use-national-vet-provider-collection-data

https://education.gov.au/access-and-use-national-vet-provider-collection-data

SummaryTraining providersIn 2016, training activity was reported by 4279 training providers, including 4036 registered training organisations (RTOs) and 243 non-registered training providers.

In 2016, compared with 2015: the total number of training providers reporting activity decreased from 4331 to 4279, with

declines in all provider types except private providers. The number of universities remained steady.

the proportion of total training providers by type remained steady, with private providers accounting for the majority of total providers (74.5%), followed by community education providers (10.0%) and schools (9.9%).

From 2015 to 2016: the estimated number of students

participating in VET increased by 4.9% to 4.2 million

the estimated number of community education provider students more than doubled1 to 378 900, with the proportion of community education provider students increasing from 4.2% to 9.0%.

1 Note: The increase in the estimated number of students studying with a community education provider is likely to be a combination of better data reporting as well as an increase in training activity in 2016.


Figure 2 Proportion of total training providers by type, 2016 (%) Figure 1 Number of training providers by type, 2015–16 (’000)

Figure 3 Proportion of students by training provider type, 2016 (%) Table 3

Student participation and characteristics

Student participation

In 2016, the participation rate of VET students in Australia as a proportion of the Australian population aged 15 to 64 years is estimated at 24.2%. As in 2015, the participation rate estimate is highest among those aged 15 to 19 years (46.2%).

Student characteristics

The following charts compare selected student characteristics from 2015 to 2016. Table 6


Figure 6 Proportion of students by age, 2016 (%) ((%)

Figure 4 Estimated participation rate of VET students in Australia as a proportion of the Australian population by age, 2015–16 (%)

Figure 5 Selected student characteristics, 2015–16 (’000)

Table 2b

In 2016, compared with 2015: the estimated number of female students increased by 10.5% to 2.0 million, with the

proportion of female students increasing from 44.1% to 46.5% there was a 3.4% decline in estimated students aged 15 to 19 years to 707 500 and a

0.1% decline in those aged 20 to 24 years to 634 200. There were increases in estimated student numbers among all other age groups, with 92.4% of the overall student growth attributed to a 7.2% increase in those aged 25—64 years, from 2.5 million to 2.7 million

indigenous students increased by 20.1% to an estimated 169 500 students, accounting for 4.0% of the total estimated VET student population

students with a disability increased by 1.8% to an estimated 180 400 students, representing 4.3% of total estimated students

the number of apprentice and trainees undertaking off-the-job training decreased 0.3% to an estimated 336 500 students, accounting for 8.0% of total estimated students.

Program enrolments and completions

Australian Qualifications Framework (AQF) programs

In 2016, there were 2.9 million AQF program enrolments, a decrease of 4.2% from 3.0 million in 2015. In contrast, non-AQF program enrolments increased by 51.6% to 768 900, accounting for one in five total program enrolments in 2016 (14.4% in 2015). The increase in non-AQF enrolments was due to a 57.7% increase in other recognised course2 enrolments and a 16.5% increase in non-award course3 enrolments.

Figure 7 Proportion of program enrolments by AQF and non-AQF level, 2016 (%)

In 2016, compared with 2015: program enrolments declined across all certificate levels;

— certificate I enrolments were down 5.5%, to 200 900— certificate II were down 2.0%, to 600 200— certificate III were down 3.2%, to 969 600— certificate IV were down 8.7%, to 494 700.

there were 772 900 preliminary program completions in 2016, with 34.2% at certificate III level.

Type of accreditation

Table 7

Table 9

2 Other recognised courses include secondary education programs (years 10-12), statements of attainment, bridging and enabling courses, and other education not elsewhere classified.

3 Non-award courses are training programs that do not lead to a formal certification (for example, AQF qualification) which denotes that the student has achieved learning outcomes or competencies stipulated in the course rules.


3.7 million program

enrolments625,000

diploma or higher enrolments

Table 7

In 2016, compared with 2015: national training package program enrolments decreased by 4.1% to 2.6 million,

representing 71.5% of all VET program enrolments (77.5% in 2015)

program enrolments in the top 20 training packages decreased by 3.7% to 2.4 million, accounting for 90.6% of total training package program enrolments

Business Services remained the most popular training package despite an 8.8% decrease to 418 500 enrolments, followed by Community Services with 367 400 enrolments

nationally recognised accredited course enrolments increased by 2.8% to 416 600; higher level qualifications declined by 19.3% to 2 600; locally recognised courses increased by 28.4% to 297 800; and skill sets increased by 111.6% to 325 200.

Table 10

Table 10

Table 10

Table 7

Field of education

In 2016, compared with 2015: Management and commerce remains the most popular field of education despite a 5.8%

decline to723 500, representing 19.8% of all program enrolments

Health recorded the largest growth of all fields of education increasing by 30.3%, to 296 200 by contrast, Natural and physical sciences experienced the largest decline in program

enrolments, decreasing by 15.0% to 14 400.Subject enrolmentsIn 2016, the number of subject enrolments increased by 1.7% to 30.1 million.

In 2016, compared with 2015: Commonwealth or state-funded subject enrolments decreased by 2.8% to 14.4 million, Fee-


30.1 million subject enrolments

Figure 8 Field of education program enrolments, 2016 (’000)

for-service (domestic) subject enrolments increased by 5.9% to 13.8 million and Fee-for-service (international) subject enrolments increased by 8.4% to 1.9 million

Community education provider fee-for-service (domestic) subject enrolments increased by 154.6% to 1.1 million, and Private training provider fee-for-service (domestic) subject enrolments increased by 2.8% to 10.3 million

Subject only enrolments increased by 31.2% to 4.3 million, representing 14.5% of all subject enrolments (11.2% in 2015).

TablesTable 1 Total VET summary table, 2016 (’000)

State or territory where the training was delivered 2015 2016 2015–16

(’000) (’000) % % change

Estimated studentsNew South Wales 1 170.0 1 299.6 30.9 11.1Victoria 995.3 968.2 23.0 -2.7Queensland 938.3 966.1 23.0 3.0South Australia 219.1 236.9 5.6 8.1Western Australia 368.4 373.3 8.9 1.3Tasmania 63.4 63.9 1.5 0.9Northern Territory 47.2 44.0 1.0 -6.7Australian Capital Territory 69.4 74.8 1.8 7.8Overseas 34.3 32.3 0.8 -5.9Other2 107.4 148.7 3.5 38.4

Total 4 012.7 4 207.7 100.0 4.9Subject enrolmentsNew South Wales 8 703.6 9 663.1 32.1 11.0Victoria 7 709.4 7 010.0 23.3 -9.1Queensland 7 252.6 7 352.7 24.4 1.4South Australia 1 439.8 1 441.1 4.8 0.1Western Australia 2 903.6 3 041.7 10.1 4.8Tasmania 410.8 408.8 1.4 -0.5Northern Territory 245.5 278.0 0.9 13.3Australian Capital Territory 469.7 477.5 1.6 1.7Overseas 442.4 397.1 1.3 -10.2Other2 5.1 12.0 0.0 133.7

Total 29 582.4 30 082.0 100.0 1.7Hours of deliveryNew South Wales 212 163.9 232 766.5 28.5 9.7Victoria 256 608.9 227 507.8 27.9 -11.3Queensland 187 741.9 189 342.0 23.2 0.9South Australia 44 325.5 42 818.7 5.2 -3.4Western Australia 81 360.0 80 813.1 9.9 -0.7Tasmania 10 954.2 10 093.2 1.2 -7.9Northern Territory 6 759.6 7 754.2 1.0 14.7Australian Capital Territory 12 710.1 12 332.8 1.5 -3.0Overseas 12 656.5 12 176.5 1.5 -3.8Other2 163.6 262.9 0.0 60.7

Total 825 444.3 815 867.6 100.0 -1.2Program completions1

New South Wales 227.7 215.0 27.8 naVictoria 254.2 198.6 25.7 naQueensland 230.6 215.2 27.8 naSouth Australia 40.1 30.2 3.9 naWestern Australia 97.6 81.7 10.6 naTasmania 11.3 10.4 1.4 naNorthern Territory 6.0 5.7 0.7 na


Australian Capital Territory 18.2 14.0 1.8 na

Total 887.5 772.9 100.0 na

1 Program completions is based on state or territory of the training provider's head office.2 Refers to other Australian territories (for example, Christmas Island) and where the delivery location is ‘not known’. For students,

‘other’ also includes instances where the student received training that was delivered in more than one state or territory.

For notes on the tables, see the explanatory notes on pages 27-31.

Note that the percentages in this publication are rounded to one decimal place. Other numbers have been rounded after aggregationto the nearest hundred. Rounding can lead to situations where the numbers in the body of a given table might not add to the rounded totals.

A dash (-) represents a true zero figure, with no activity reported in these categories.


Table 2a Estimated VET students in Australia by state or territory of student residence, 2016 (’000)

NSW Vic. Qld SA WA Tas. NT ACT Aust.

VET students in Australia

14 years and under 4.2 5.8 9.5 1.0 0.9 0.3 0.5 0.3 23.415 to 19 years 190.5 170.5 167.1 38.4 72.1 12.1 5.3 9.4 685.120 to 24 years 169.8 135.8 130.4 38.2 53.5 11.8 6.9 9.8 580.325 to 44 years 485.9 368.4 377.5 108.8 164.0 31.4 24.9 25.2 1 665.745 to 64 years 277.7 202.7 211.2 67.2 74.1 22.5 11.1 11.4 921.165 years and over 22.8 17.1 12.2 5.2 3.7 1.5 0.5 0.8 67.1Not known 5.1 32.3 4.6 1.0 2.2 0.1 0.2 0.5 96.2Total students 1 156.0 932.5 912.6 259.9 370.6 79.7 49.4 57.3 4 038.9

Australian population

14 years and under 1 441.8 1 118.0 952.5 300.1 503.2 94.1 53.9 75.3 4 539.215 to 19 years 471.8 364.4 311.9 103.5 160.0 33.2 16.2 23.3 1 484.520 to 24 years 531.3 435.2 338.9 114.3 178.5 32.1 18.4 30.1 1 679.125 to 44 years 2 152.6 1 759.8 1 333.5 443.2 781.3 119.3 82.2 125.6 6 798.745 to 64 years 1 899.7 1 475.0 1 193.4 443.1 640.3 142.7 56.8 92.5 5 944.465 years and over 1 229.8 917.1 713.0 304.0 353.8 97.6 17.8 49.5 3 682.9Total population 7 726.9 6 069.6 4 843.3 1 708.1 2 617.1 519.1 245.2 396.3 24 128.9


Note that the percentages in this publication are rounded to one decimal place. Other numbers have been rounded after aggregation tothe nearest hundred. Rounding can lead to situations where the numbers in the body of a given table might not add to the rounded totals.

Table 2b Estimated participation rate of VET students in Australia as a proportion of the Australian population aged 15–64 years, 2015–16 (%)

2015 201615 to 19 years 48.0 46.2

20 to 24 years 35.0 34.6

25 to 44 years 23.4 24.5

45 to 64 years 14.2 15.5

15 to 64 years 23.5 24.2


Note that the percentages are reported to one decimal place. Rounding can lead to situations where the numbers in the body of a given table might not add to the rounded totals.

Table 3 Estimated total VET students by provider type and location of student residence, 2016 (’000)

Provider type NSW Vic. Qld SA WA Tas. NT ACT Other1 Aust. Overseas TotalTAFE 276.8 151.0 100.3 56.3 67.1 20.2 3.4 10.9 8.6 694.5 45.4 739.8University 0.8 34.1 6.7 0.2 0.5 0.3 7.8 0.1 2.0 52.5 7.7 60.2

School 33.9 15.1 33.5 0.8 1.6 1.6 0.5 2.0 2.2 91.1 0.2 91.3

Community education provider

136.3 87.5 45.4 34.6 9.2 12.9 5.4 5.9 39.7 376.9 2.0 378.9

Enterprise provider 21.0 10.5 27.5 5.4 13.8 0.6 1.4 0.4 2.9 83.5 1.5 85.0

Private training providers

578.8 564.9 614.6 133.7 228.4 34.0 24.5 32.1 149.3 2 360.2 110.6 2 470.8

Attending more than one provider type

108.3 69.6 84.5 28.9 50.1 10.0 6.4 6.0 16.3 380.1 1.5 381.6

Total students 1 156.0 932.5 912.6 259.9 370.6 79.7 49.4 57.3 221.0 4 038.9 168.8 4 207.7

1 Refers to other Australian territories (for example, Christmas Island) and where the delivery location is ‘not known’. For students, ‘other’ also includes instances where the student received training that was delivered in more than one state or territory.


Note that the percentages are reported to one decimal place. Rounding can lead to situations where the numbers in the body of a given table might not add to the rounded totals.


Table 4 Estimated total VET students by provider type and the state or territory where the training was delivered, 2016 (’000)

Provider type NSW Vic. Qld SA WA Tas. NT ACT Overseas Other TotalTAFE 321.3 149.8 88.3 56.2 62.8 18.8 2.6 14.1 23.2 2.8 739.8University 0.1 38.7 6.5 0.0 0.4 0.6 10.0 0.0 3.9 0.0 60.2School 35.0 15.7 33.7 0.9 1.6 1.5 0.5 2.3 - 0.0 91.3Community education provider 139.4 91.8 47.7 35.9 39.1 12.9 5.5 6.2 0.1 0.2 378.9Enterprise provider 23.2 9.9 28.2 5.3 14.8 0.5 1.5 0.4 0.1 1.1 85.0Private training providers 687.4 601.9 687.2 115.1 211.3 22.2 19.0 46.9 4.9 75.0 2 470.8Attending more than one provider type

93.2 60.4 74.5 23.5 43.3 7.5 4.9 4.8 0.0 69.5 381.6

Total students 1 299.6 968.2 966.1 236.9 373.3 63.9 44.0 74.8 32.3 148.7 4 207.7


Note that the percentages are reported to one decimal place. Rounding can lead to situations where the numbers in the body of a given table might not add to the rounded totals. A dash (-) represents a true zero figure, with no activity reported in these categories.

Table 5 Estimated total VET students by state or territory of student residence and state or territory where the training was delivered, 2016 (%)

State or territory of student residence

State or territory where the training was deliveredNSW Vic. Qld SA WA Tas. NT ACT Overseas Other Total

New South Wales 78.2 2.7 5.1 1.2 2.6 0.4 0.9 22.4 0.4 22.9 27.5Victoria 4.0 84.4 2.8 1.1 1.2 0.5 0.6 5.8 0.4 16.3 22.2Queensland 4.5 1.6 82.2 0.9 1.7 0.5 2.7 6.1 0.5 19.9 21.7South Australia 1.1 0.8 1.2 89.8 0.5 0.3 0.4 0.8 0.0 7.3 6.2Western Australia 2.1 1.0 2.3 0.5 77.2 0.2 1.2 1.3 0.1 13.3 8.8Tasmania 0.3 0.4 0.4 0.1 0.3 96.8 0.1 0.3 0.1 2.7 1.9Northern Territory 0.2 0.1 0.4 0.1 0.2 0.1 83.2 0.2 0.0 2.4 1.2Australian Capital Territory 0.5 0.2 0.2 0.1 0.6 0.0 0.0 53.8 0.2 2.5 1.4Overseas 3.6 4.4 2.6 1.8 4.2 0.4 0.8 1.4 95.5 0.9 4.0Other 5.4 4.3 2.7 4.4 11.5 0.8 10.0 8.0 2.8 11.8 5.3

Total students 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0


Note that the percentages are reported to one decimal place. Rounding can lead to situations where the numbers in the body of a given table might not add to the rounded totals. A dash (-) represents a true zero figure, with no activity reported in these categories.


Table 6 Estimated total VET student characteristics, 2015–16

Student characteristics 2015 2016 2015–16

(’000) (’000) % % change

SexMales 2 085.6 2 096.9 49.8 0.5

Females 1 771.0 1 957.0 46.5 10.5

Not known 156.2 153.8 3.7 -1.5

Age14 years and under 22.7 23.5 0.6 3.5

15 to 19 years 732.7 707.5 16.8 -3.4

20 to 24 years 635.1 634.2 15.1 -0.1

25 to 44 years 1 658.7 1 750.5 41.6 5.5

45 to 64 years 839.6 927.9 22.1 10.5

65 years and over 59.8 67.3 1.6 12.5

Not known 64.0 96.7 2.3 51.0

Student remoteness (ARIA+) regionMajor cities 2 364.6 2 466.5 58.6 4.3

Inner regional 791.2 810.7 19.3 2.5

Outer regional 408.5 404.4 9.6 -1.0

Remote 74.8 72.4 1.7 -3.2

Very remote 44.6 42.8 1.0 -4.2

Overseas 165.3 168.8 4.0 2.1

Not known 163.7 242.1 5.8 47.9

Indigenous statusIndigenous 141.1 169.5 4.0 20.1

Non-Indigenous 3 273.7 3 469.6 82.5 6.0

Not known 597.9 568.7 13.5 -4.9

Disability (including impairment or long-term condition)With a disability 177.2 180.4 4.3 1.8

Without a disability 3 188.2 3 363.0 79.9 5.5

Not known 647.3 664.3 15.8 2.6

School statusAt school 379.9 370.8 8.8 -2.4

Not at school 3 051.1 3 238.1 77.0 6.1

Not known 581.8 598.8 14.2 2.9

Apprentice/trainee statusApprentices and trainees undertaking off-the-job training 337.7 336.5 8.0 -0.3

Not apprentices and trainees 3 675.1 3 871.2 92.0 5.3

SEIFA (IRSD)Quintile 1 – Most disadvantaged 776.2 777.5 18.5 0.2

Quintile 2 785.7 801.3 19.0 2.0

Quintile 3 753.4 776.3 18.4 3.0

Quintile 4 746.6 766.5 18.2 2.7

Quintile 5 – Least disadvantaged 588.5 625.8 14.9 6.3

Not known 362.3 460.4 10.9 27.1

Student status (based on funding source)International students 155.6 167.9 4.0 7.9

Domestic students 3 857.1 4 039.8 96.0 4.7

Total students 4 012.7 4 207.7 100.0 4.9


Note that the percentages in this publication are rounded to one decimal place. Other numbers have been rounded after aggregationto the nearest hundred. Rounding can lead to situations where the numbers in the body of a given table might not add to the rounded totals.


Table 7 Total VET program enrolments by level, field of education and type of accreditation, 2015–16

2015 2016 2015–16

('000) ('000) % % change

AQF level

Diploma or higher 649.0 625.0 17.1 -3.7

Graduate diploma 2.5 3.8 0.1 51.3

Graduate certificate 3.8 4.1 0.1 8.4

Bachelor degree (honours and pass) 2.4 1.8 0.0 -26.4

Advanced diploma 71.0 66.5 1.8 -6.4

Associate degree 0.8 0.8 0.0 4.0

Diploma 568.5 548.0 15.0 -3.6

Certificate IV 541.9 494.7 13.5 -8.7

Certificate III 1 001.2 969.6 26.5 -3.2

Certificate II 612.7 600.2 16.4 -2.0

Certificate I 212.6 200.9 5.5 -5.5

AQF sub-total 3 017.2 2 890.4 79.0 -4.2

Non-AQF level

Other recognised courses 432.6 682.1 18.6 57.7

Non-award courses 74.6 86.9 2.4 16.5

Non-AQF sub-total 507.2 768.9 21.0 51.6

Field of education

Natural and physical sciences 17.0 14.4 0.4 -15.0

Information technology 94.0 85.8 2.3 -8.7

Engineering and related technologies 508.1 474.2 13.0 -6.7

Architecture and building 269.9 257.2 7.0 -4.7

Agriculture, environmental and related studies 90.6 89.9 2.5 -0.8

Health 227.3 296.2 8.1 30.3

Education 204.8 206.4 5.6 0.8

Management and commerce 768.4 723.5 19.8 -5.8

Society and culture 501.5 484.6 13.2 -3.4

Creative arts 87.1 85.4 2.3 -2.0

Food, hospitality and personal services 274.5 281.3 7.7 2.5

Mixed field programmes 327.5 335.1 9.2 2.3

No field of education 153.7 325.3 8.9 111.6


National training package qualifications 2 730.1 2 617.1 71.5 -4.1

Nationally recognised accredited courses 405.3 416.6 11.4 2.8

Higher-level qualifications 3.3 2.6 0.1 -19.3

Locally recognised courses 232.0 297.8 8.1 28.4

Skill sets – nationally and locally recognised 153.7 325.2 8.9 111.6

Total program enrolments 3 524.4 3 659.3 100.0 3.8


Note that the percentages in this publication are rounded to one decimal place. Other numbers have been rounded after aggregation to the nearest hundred. Rounding can lead to situations where the numbers in the body of a given table mightnot add to the rounded totals. A dash (-) represents a true zero figure, with no activity reported in these categories.


Table 8a Total VET program enrolments by level, field of education, type of accreditation and selected demographic characteristics, 2016

Total Male Female Aged 24 years and

under

Aged 25 to 44 years

Aged 45 to 64 years

Indigenous

(’000) % % % % % %

AQF level

Diploma or higher 625.0 12.2 22.7 13.4 22.1 15.3 14.1

Graduate diploma 3.8 0.1 0.2 0.0 0.2 0.2 0.0

Graduate certificate 4.1 0.0 0.2 0.1 0.1 0.2 0.0

Bachelor degree (honours and pass) 1.8 0.0 0.1 0.1 0.0 0.0 0.0

Advanced diploma 66.5 1.7 1.9 1.5 2.5 1.2 0.4

Associate degree 0.8 0.0 0.0 0.0 0.0 0.0 0.0

Diploma 548.0 10.2 20.4 11.7 19.2 13.7 13.6

Certificate IV 494.7 12.0 14.7 8.1 17.7 16.5 8.2

Certificate III 969.6 28.2 24.8 31.1 24.2 21.9 24.6

Certificate II 600.2 18.8 13.9 27.1 8.7 8.8 23.7

Certificate I 200.9 6.7 4.2 7.1 4.0 4.9 12.5

AQF sub-total 2 890.4 77.9 80.2 86.7 76.8 67.4 83.1

Non-AQF level

Other recognised courses 682.1 19.7 17.5 11.1 20.8 29.7 15.4

Non-award courses 86.9 2.4 2.4 2.2 2.4 2.8 1.5

Non-AQF sub-total 768.9 22.1 19.8 13.3 23.2 32.6 16.9

Field of education

Natural and physical sciences 14.4 0.3 0.5 0.4 0.4 0.4 0.2

Information technology 85.8 3.3 1.3 3.7 1.6 1.0 2.3

Engineering and related technologies 474.2 22.3 2.5 12.8 13.1 13.5 12.0

Architecture and building 257.2 12.1 1.4 9.0 6.2 4.5 5.7

Agriculture, environmental and related studies 89.9 3.5 1.3 2.9 2.0 2.5 4.9

Health 296.2 5.1 11.5 5.3 9.3 11.5 5.0

Education 206.4 3.3 8.3 3.4 7.4 7.1 4.9

Management and commerce 723.5 15.5 24.5 18.9 22.2 17.1 18.4

Society and culture 484.6 9.1 17.9 13.3 13.3 13.8 14.7

Creative arts 85.4 1.9 2.9 4.1 1.1 0.9 2.5

Food, hospitality and personal services 281.3 5.2 10.1 12.0 4.9 3.1 7.9

Mixed field programmes 335.1 8.5 10.1 8.8 8.8 10.4 12.0

No field of education 325.3 9.7 7.9 5.4 9.9 14.4 9.4


National training package qualifications 2 617.1 70.9 72.1 78.8 69.6 60.4 73.8

Nationally recognised accredited courses 416.6 10.4 12.7 10.2 11.3 13.1 12.5

Higher-level qualifications 2.6 0.1 0.1 0.1 0.1 0.0 0.0

Locally recognised courses 297.8 9.0 7.2 5.5 9.1 12.1 4.2

Skill sets – nationally and locally recognised 325.2 9.7 7.9 5.4 9.9 14.4 9.4

Total (%) na 100.0 100.0 100.0 100.0 100.0 100.0Total program enrolments ('000) 3 659.3 1 911.7 1 704.7 1 534.8 1 447.5 622.3 179.7


Note that the percentages in this publication are rounded to one decimal place. Other numbers have been rounded after aggregation to the nearest hundred. Rounding can lead to situations where the numbers in the body of a given table might not add to the rounded totals. A dash (-) represents a true zero figure, with no activity reported in these categories.


Table 8b Total VET program enrolments by level, field of education, type of accreditation and selected demographic characteristics, 2016

Total From rural/

remote localities

With a disability

At school Full-time Part-time Apprentices & trainees

(off-the-job)

(’000) % % % % % %AQF levelDiploma or higher 625.0 10.7 15.3 1.9 29.2 14.3 4.7

Graduate diploma 3.8 0.1 0.0 0.0 0.1 0.1 0.0

Graduate certificate 4.1 0.1 0.0 0.0 0.1 0.1 -

Bachelor degree (honours and pass) 1.8 0.0 0.1 0.0 0.1 0.0 -

Advanced diploma 66.5 0.5 1.0 0.2 3.7 1.4 0.3

Associate degree 0.8 0.0 0.0 0.0 0.0 0.0 -

Diploma 548.0 10.0 14.1 1.6 25.3 12.6 4.5

Certificate IV 494.7 10.3 10.8 1.8 18.2 12.4 8.3

Certificate III 969.6 28.2 25.3 24.8 28.1 26.1 78.6

Certificate II 600.2 20.0 18.2 54.6 10.5 17.7 7.5

Certificate I 200.9 6.9 10.9 12.4 3.8 5.9 0.9

AQF sub-total 2 890.4 76.0 80.6 95.5 89.9 76.5 100.0

Non-AQF levelOther recognised courses 682.1 22.4 17.5 3.7 8.9 20.9 -

Non-award courses 86.9 1.6 1.9 0.8 1.1 2.7 -

Non-AQF sub-total 768.9 24.0 19.4 4.5 10.1 23.5 -

Field of educationNatural and physical sciences 14.4 0.2 0.4 0.4 0.7 0.3 0.3

Information technology 85.8 2.1 3.9 5.6 4.2 1.9 0.6

Engineering and related technologies 474.2 18.2 9.2 11.5 10.3 13.6 32.2

Architecture and building 257.2 5.6 3.9 9.5 6.1 7.2 15.5

Agriculture, environmental and related studies

89.9 6.2 3.1 3.6 3.0 2.3 3.3

Health 296.2 8.7 5.6 3.4 5.6 8.7 1.8

Education 206.4 5.7 4.5 0.9 7.8 5.2 2.4

Management and commerce 723.5 14.9 18.0 17.8 17.8 20.2 22.5

Society and culture 484.6 11.7 15.0 14.1 19.7 11.8 7.1

Creative arts 85.4 1.3 3.1 6.8 3.7 2.0 0.4

Food, hospitality and personal services 281.3 6.7 6.7 16.1 7.0 7.8 13.1

Mixed field programmes 335.1 7.3 17.0 8.6 9.8 9.0 0.6

No field of education 325.3 11.3 9.7 1.8 4.4 9.9 -

Type of accreditationNational training package qualifications 2 617.1 71.0 68.8 85.3 80.9 69.4 99.4

Nationally recognised accredited courses 416.6 9.3 15.8 10.8 11.4 11.4 0.6

Higher-level qualifications 2.6 0.0 0.1 0.0 0.1 0.1 -

Locally recognised courses 297.8 8.5 5.6 2.1 3.3 9.3 -

Skill sets – nationally and locally recognised

325.2 11.3 9.7 1.8 4.4 9.9 -

Total (%) na 100.0 100.0 100.0 100.0 100.0 100.0Total program enrolments ('000) 3 659.3 483.6 220.3 577.6 680.8 2 978.6 356.8




Table 9 Total VET AQF program enrolments and preliminary completions by provider type, 2015–16

Provider type Program enrolments Program completionsAQF program 2015 2016 2015–16 2015 Prelim. 2016

(’000) (’000) % % change (’000) (’000) %TAFEDiploma or higher 204.4 198.2 6.9 -3.0 50.6 41.7 5.4

Certificate IV 157.1 142.8 4.9 -9.1 51.0 38.7 5.0

Certificate III 332.4 324.4 11.2 -2.4 98.9 80.2 10.4

Certificate II 189.7 176.3 6.1 -7.1 49.3 43.1 5.6

Certificate I 61.4 60.4 2.1 -1.6 13.8 11.1 1.4

Total TAFE 945.1 902.1 31.2 -4.5 263.8 214.8 27.8UniversityDiploma or higher 20.1 20.1 0.7 -0.1 7.1 7.0 0.9

Certificate IV 13.1 11.5 0.4 -12.2 5.1 4.5 0.6

Certificate III 23.5 21.7 0.7 -7.9 5.6 4.5 0.6

Certificate II 12.6 11.4 0.4 -9.2 3.0 2.6 0.3

Certificate I 3.9 4.2 0.1 9.2 0.6 0.7 0.1

Total university 73.2 68.9 2.4 -5.8 21.4 19.3 2.5SchoolDiploma or higher 0.5 0.5 0.0 6.5 0.2 0.2 0.0

Certificate IV 2.3 2.5 0.1 7.9 1.0 0.8 0.1

Certificate III 25.6 25.2 0.9 -1.5 4.2 3.9 0.5

Certificate II 144.6 147.5 5.1 2.0 35.9 34.8 4.5

Certificate I 50.1 43.9 1.5 -12.4 20.5 16.8 2.2

Total school 223.1 219.6 7.6 -1.6 61.8 56.5 7.3Community education providerDiploma or higher 9.2 8.8 0.3 -4.6 2.4 3.0 0.4

Certificate IV 12.9 11.5 0.4 -10.7 6.0 4.7 0.6

Certificate III 41.7 34.7 1.2 -16.9 11.6 10.7 1.4

Certificate II 22.5 20.1 0.7 -10.7 6.9 6.2 0.8

Certificate I 12.4 12.6 0.4 1.5 2.9 3.3 0.4

Total community education provider 98.8 87.7 3.0 -11.2 29.8 28.0 3.6Enterprise providerDiploma or higher 4.2 5.4 0.2 29.3 1.2 1.3 0.2

Certificate IV 8.1 7.9 0.3 -1.4 3.5 3.4 0.4

Certificate III 29.9 34.7 1.2 16.1 9.8 10.8 1.4

Certificate II 20.3 28.0 1.0 37.8 6.9 8.7 1.1

Certificate I 13.0 14.5 0.5 12.0 1.1 1.1 0.1

Total enterprise provider 75.4 90.6 3.1 20.1 22.4 25.4 3.3Private training providersDiploma or higher 410.5 391.9 13.6 -4.5 82.3 87.0 11.3

Certificate IV 348.4 318.4 11.0 -8.6 118.8 100.6 13.0

Certificate III 548.1 529.0 18.3 -3.5 179.2 154.4 20.0

Certificate II 222.9 216.8 7.5 -2.7 89.6 72.4 9.4

Certificate I 71.8 65.3 2.3 -9.1 18.4 14.5 1.9

Total private training providers 1 601.7 1 521.4 52.6 -5.0 488.3 428.9 55.5TotalDiploma or higher 649.0 625.0 21.6 -3.7 143.9 140.2 18.1

Certificate IV 541.9 494.7 17.1 -8.7 185.5 152.8 19.8

Certificate III 1 001.2 969.6 33.5 -3.2 309.2 264.5 34.2

Certificate II 612.7 600.2 20.8 -2.0 191.6 167.9 21.7

Certificate I 212.6 200.9 7.0 -5.5 57.3 47.6 6.2

Total 3 017.2 2 890.4 100.0 -4.2 887.5 772.9 100.0


Notes: The percentages in this publication are rounded to one decimal place. Other numbers have been rounded after aggregation tothe nearest hundred. Rounding can lead to situations where the numbers in the body of a given table might not add to the rounded totals. A dash (-) represents a true zero figure, with no activity reported in these categories.

Program completion rates cannot be derived from the program enrolments and completions reported in the table above.


Table 10 Total VET program enrolments in the top 20 parent training packages, 2015–16

Parent training package 2015 2016 2015-16

(’000) (’000) % % change

Business Services (BSA, BSB) 458.9 418.5 16.0 -8.8

Community Services (CHC) 362.7 367.4 14.0 1.3

Tourism, Travel and Hospitality (SIT, THH, THT) 233.7 242.9 9.3 3.9

Construction, Plumbing & Services Integrated Framework (BCF, BCG, BCP, CPC) 205.9 197.2 7.5 -4.2

Sport, Fitness and Recreation (SIS, SRC, SRF, SRO, SRS) 128.6 120.8 4.6 -6.0

Financial Services (FNA, FNB, FNS) 106.8 103.4 4.0 -3.1

Health (HLT) 108.5 102.5 3.9 -5.6

Information and Communications Technology (ICA, ICT) 99.4 99.2 3.8 -0.1

Transport and Logistics (TDT, TLI) 118.5 99.1 3.8 -16.4

Resources and Infrastructure (BCC, DRT, MNC, MNM, MNQ, RII) 106.3 92.2 3.5 -13.2

Property Services (CPP, PRD, PRM, PRS) 83.0 74.2 2.8 -10.5

Agriculture, Horticulture and Conservation and Land Management (AHC, RTD, RTE, RTF, RUA, RUH, AGF, AGR)

72.5 73.5 2.8 1.4

Electrotechnology (UEE, UTE, UTL) 59.4 58.8 2.2 -1.0

Metal and Engineering (MEM) 60.0 55.9 2.1 -6.9

Automotive Industry Retail, Service and Repair (AUR) 57.7 55.0 2.1 -4.7

Retail Services (SIR, WRP, WRR, WRW) 51.4 54.4 2.1 5.8

Training and Education (BSZ, TAA, TAE) 61.9 49.1 1.9 -20.7

Creative Arts and Culture (CUA, CUE, CUV) 42.7 43.7 1.7 2.4

Hairdressing and Beauty Services (SHB, SIH, WRH) 22.2 32.7 1.2 47.3

Foundation Skills (FSK) 20.6 29.8 1.1 44.6

Program enrolments in top 20 training packages in 2016 2 460.7 2 370.6 90.6 -3.7

Other training packages 269.4 246.5 9.4 -8.5

Total program enrolments in training packages 2 730.1 2 617.1 100.0 -4.1

Total program enrolments in non-training packages 794.3 1 042.2 na 31.2

Total program enrolments 3 524.4 3 659.3 na 3.8


Note that the percentages in this publication are rounded to one decimal place. Other numbers have been rounded after aggregation to the nearest hundred. Rounding can lead to situations where the numbers in the body of a given table might not add to the rounded totals.


Table 11 Total VET subject enrolments and hours of delivery by provider type and funding source, 2015-16

Provider type Subject enrolments Hours of delivery

Funding source 2015 2016 2015–16 2015 2016 2015–16

(’000) (’000) % % change (’000) (’000) % % change

TAFECommonwealth/state funding 5 816.3 6 155.8 20.5 5.8 192 269.1 196 343.1 24.1 2.1

Fee-for-service – domestic 1 982.3 1 717.9 5.7 -13.3 56 386.3 52 163.8 6.4 -7.5

Fee-for-service – international 710.2 660.2 2.2 -7.0 26 075.6 24 906.8 3.1 -4.5

Total TAFE 8 508.9 8 533.9 28.4 0.3 274 731.0 273 413.6 33.5 -0.5

UniversityCommonwealth/state funding 492.6 494.6 1.6 0.4 19 722.6 20 195.9 2.5 2.4

Fee-for-service – domestic 137.6 102.0 0.3 -25.9 5 190.5 3 878.3 0.5 -25.3

Fee-for-service – international 42.5 44.0 0.1 3.6 2 318.1 2 534.1 0.3 9.3

Total university 672.7 640.6 2.1 -4.8 27 231.1 26 608.4 3.3 -2.3

SchoolCommonwealth/state funding 1 504.6 1 454.6 4.8 -3.3 30 658.2 27 807.8 3.4 -9.3

Fee-for-service – domestic 62.6 76.9 0.3 22.8 1 869.9 2 024.9 0.2 8.3

Fee-for-service – international 0.6 0.9 0.0 62.9 16.7 45.3 0.0 170.5

Total school 1 567.8 1 532.4 5.1 -2.3 32 544.8 29 878.1 3.7 -8.2

Community education providerCommonwealth/state funding 594.4 599.3 2.0 0.8 21 702.5 21 797.6 2.7 0.4

Fee-for-service – domestic 413.6 1 052.9 3.5 154.6 8 976.7 8 715.8 1.1 -2.9

Fee-for-service – international 18.6 18.5 0.1 -0.6 974.9 980.1 0.1 0.5

Total community education provider

1 026.7 1 670.7 5.6 62.7 31 654.1 31 493.5 3.9 -0.5

Enterprise providerCommonwealth/state funding 266.3 312.7 1.0 17.4 6 344.4 7 540.0 0.9 18.8

Fee-for-service – domestic 432.2 560.8 1.9 29.7 8 474.0 10 568.2 1.3 24.7

Fee-for-service – international 7.6 10.7 0.0 39.6 393.0 458.6 0.1 16.7

Total enterprise provider 706.1 884.1 2.9 25.2 15 211.4 18 566.8 2.3 22.1

Private training providersCommonwealth/state funding 6 106.9 5 349.7 17.8 -12.4 184 611.2 161 719.6 19.8 -12.4

Fee-for-service – domestic 9 993.6 10 276.8 34.2 2.8 224 497.7 233 097.4 28.6 3.8

Fee-for-service – international 999.9 1 193.8 4.0 19.4 34 963.1 41 090.3 5.0 17.5

Total private training providers 17 100.3 16 820.3 55.9 -1.6 444 071.9 435 907.3 53.4 -1.8

TotalCommonwealth/state funding 14 781.1 14 366.7 47.8 -2.8 455 307.9 435 404.1 53.4 -4.4

Fee-for-service – domestic 13 022.0 13 787.2 45.8 5.9 305 395.1 310 448.4 38.1 1.7

Fee-for-service – international 1 779.4 1 928.1 6.4 8.4 64 741.4 70 015.2 8.6 8.1

Total 29 582.4 30 082.0 100.0 1.7 825 444.3 815 867.6 100.0

-1.2




Table 12 Total VET subject enrolments by subject result and delivery mode, 2015–16

2015 2016 2015–16

(’000) (’000) % % change

Subject result

Competency achieved/passed 18 433.3 19 115.7 63.5 3.7

Recognition of prior learning – granted 1 261.0 1 108.3 3.7 -12.1

Recognition of prior learning – not granted 5.8 4.5 0.0 -23.2

Competency not achieved/failed 1 350.3 1 268.2 4.2 -6.1

Withdrawn/discontinued 2 470.7 2 550.4 8.5 3.2

Continuing enrolment 5 687.8 5 647.4 18.8 -0.7

Non-assessable enrolment – satisfactorily completed 339.8 349.5 1.2 2.9

Non-assessable enrolment – withdrawn or not satisfactorily completed 33.7 38.1 0.1 13.0

Delivery mode

Classroom-based 18 202.3 18 711.1 62.2 2.8

Electronic-based 4 650.6 4 707.7 15.6 1.2

Employment-based 3 103.8 2 966.7 9.9 -4.4

Other 2 276.4 2 531.8 8.4 11.2

Not applicable – recognition of prior learning 1 349.3 1 164.7 3.9 -13.7

Subject only enrolments 3 314.0 4 349.4 14.5 31.2

Total subject enrolments 29 582.4 30 082.0 100.0 1.7




Table 13 Total VET hours of delivery by subject result and delivery mode, 2015-16

2015 2016 2015–16

(’000) (’000) % % change

Subject result

Competency achieved/passed 614 157.3 607 468.1 74.5 -1.1

Recognition of prior learning – granted 48 932.4 44 017.5 5.4 -10.0

Recognition of prior learning – not granted 211.0 233.6 0.0 10.7

Competency not achieved/failed 49 732.8 45 237.1 5.5 -9.0

Withdrawn/discontinued 102 184.1 106 479.5 13.1 4.2

Continuing enrolment - - - -

Non-assessable enrolment – satisfactorily completed 8 919.1 10 948.9 1.3 22.8

Non-assessable enrolment – withdrawn or not satisfactorily completed 1 307.6 1 482.9 0.2 13.4

Delivery mode

Classroom-based 534 782.7 527 926.8 64.7 -1.3

Electronic-based 101 438.5 103 281.0 12.7 1.8

Employment-based 82 890.2 78 602.6 9.6 -5.2

Other 57 189.5 61 806.0 7.6 8.1

Not applicable – recognition of prior learning 49 143.4 44 251.2 5.4 -10.0

Total hours of delivery 825 444.3 815 867.6 100.0 -1.2


Note that the percentages in this publication are rounded to one decimal place. Other numbers have been rounded after aggregation tothe nearest hundred. Rounding can lead to situations where the numbers in the body of a given table might not add to the rounded totals.



Table 14 Load pass rates by funding source and provider type, 2016 (%)

Funding source TAFE University School Community education

provider

Enterprise provider

Private training

providers

Total

Commonwealth/state funding 79.2 75.8 78.7 81.4 88.4 87.9 82.5

Fee-for-service – domestic 78.4 78.4 85.6 89.1 85.2 77.7 78.4

Fee-for-service – international 90.1 84.4 66.1 95.3 94.8 80.4 84.2

Overall load pass rate 80.0 77.0 79.1 84.1 86.8 81.7 81.1




TermsThe information included in this publication is, unless stated otherwise, derived from the National VET Provider Collection and the National VET in Schools Collection. These collections are compiled under the Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS). For other terms and definitions, refer to the terms and definitions paper at <http://www.ncver.edu.au/publications/publications/all-publications/total-vet-students-and-courses-2016>.Age of the student as at 30 June of the collection year. It is generally reported in age ranges.Apprentice/trainee status indicates whether a student is undertaking some training under an Apprenticeship/Traineeship Training Contract.AQF (Australian Qualifications Framework) is a nationally consistent framework of credentials offered in post-compulsory education and training. It covers qualifications from certificate I through to a doctoral degree. For more details of the AQF, go to <http://www.aqf.edu.au>.Community education providers have a primary focus on education and training for personal and community development.Delivery mode is the predominant style or mode of delivery for a subject enrolment. Recognised modes of delivery include classroom–based (college or campus), electronic-based (online or remote access), employment-based (as delivered by enterprise providers), other (for example, correspondence) or not applicable (for example, recognition of prior learning).Disability refers to whether the student self-identifies as having a disability, impairment or long term condition.Domestic students (based on funding source) are students whose citizenship status is Australian, New Zealand or permanent resident for the purpose of undertaking education and training.Enrolment (module/unit/subject) is the registration of a student at a training delivery location for the purpose of undertaking a module, unit of competency or subject.Enterprise providers are registered training organisations whose primary business is not the delivery of training and development. Fee-for-service funding — domestic is the revenue provided by a student whose citizenship status is Australian, New Zealand or permanent resident for the purpose of undertaking education and training.Fee-for-service funding — international is the revenue provided by a student who holds a student visa or a temporary residency permit or who resides in an overseas country for the purpose of undertaking education and training.Field of education describes the broad area of study related to a qualification or subject in which a student is enrolled.Full-time students are those students whose program of study constitutes at least 75% of the normal full-time study load. The previous Australian Department of Education, Employment and Workplace Relations (DEEWR) defined a full-time study load as 720 contact hours in a year. Therefore, any student undertaking 540 hours or more is regarded as a full-time student.Funding source refers to the predominant source of the funding for a subject enrolment.Higher level qualifications are not a training package qualification or nationally recognised accredited course. They are accredited by higher education institutions with self-accrediting authority or state or territory accreditation authorities.Hours of delivery are based on the agreed nominal hour values for each subject.


Indigenous status indicates whether a student self-identifies as being of Aboriginal or Torres Strait Islander descent.International students (based on funding source) are students who hold a student visa or a temporary residency permit or who reside in an overseas country for the purpose of undertaking education and training.Load pass rate is the ratio of hours attributed to students who gained competencies/passed assessment (including through recognition of prior learning) in an assessable module or unit of competency to the hours attributed to all students who were assessed and either passed, failed or withdrew.Locally recognised courses includes local courses and skill sets developed by training providers, industry, enterprise, community education or professional bodies to meet an identified training need.Nationally recognised training is a program of training leading to vocational qualifications and credentials that are recognised across Australia delivered by registered training organisations (RTOs).Non-nationally recognised training includes locally recognised courses, higher level qualifications and locally recognised skill sets.Off-the-job training for apprentices and trainees refers to training that takes place away from a person’s job, usually off the premises (for example, at TAFE) but may also be on the premises (for example, in a special training area).Other government providers include government departments and training providers such as agricultural colleges.Other recognised courses includes junior secondary education (year 10), senior secondary education (years 11 and 12), statements of attainment, bridging and enabling courses, and other education not elsewhere classified. ‘Other’ state of delivery includes other Australian territories (for example, Christmas Island) and ‘not known’. For students, ‘other’ also includes a mixed category (where the student is associated with more than one state or territory of training delivery location).Overseas (training delivery) includes training delivered by Australian providers to students who are located in another country and who are not normally based in Australia. In this publication, overseas (training delivery) is identified by ‘overseas’ training delivery locations.Overseas (residence) includes students who have provided an overseas address location as their usual place of residence. In this publication, overseas (residence) is identified by ‘overseas’ in state or territory of student residence.Private training providers include education/training businesses or centres, professional associations, industry associations, equipment/product manufacturers and suppliers, and other private training providers not elsewhere classified. Program includes a qualification, course or skill set.Program completion indicates that a student has completed a structured and integrated program of education or training.Provider type refers to the type of institution or organisation providing the training.Recognition of prior learning is status or credit obtained for courses or subjects on the basis of recognised competencies gained previously through informal/formal training, experience in the workplace, voluntary work, social or domestic activity. Registered training organisations (RTOs) are training providers registered by the Australian Skills Quality Authority (ASQA) or, in some cases, a state or territory registering and accrediting body, to deliver training and/or conduct assessment and issue nationally recognised qualifications in accordance with the Australian Quality Training Framework or the VET Quality Framework.Reporting hours count the hours of delivery on the finalisation of an enrolment. Consequently, the hours for an enrolment associated with ‘continuing studies’ are shown only for the year in which the final outcome is reported.30 Australian vocational education and training statistics

School status indicates whether a student is still at school or not.Skill sets are groupings of units of competency that have been combined to provide a clearly defined statement of the skills and knowledge required by an individual to meet industry needs or a licensing or regulatory requirement. They may be either a nationally recognised skill set that has been endorsed in a national training package or a locally recognised skill set.SEIFA Index of Relative Disadvantage (IRSD) is a general socio-economic index that summarises information about the economic and social resources of people and households within an area. This index focuses on disadvantage. A high score (or quintile) reflects a relative lack of disadvantage rather than relative advantage.State or territory of student residence is the state or territory in which the student usually resides.State or territory of training provider’s head office is the state or territory in which the training provider’s head office is located. State or territory where the training was delivered is the state or territory relating to the specific training location where the activity was delivered. State or territory where the training was delivered — other refers to other Australian territories (for example, Christmas Island) and where the delivery location is ‘not known’. For students, ‘other’ also includes instances where the student received training that was delivered in more than one state or territory. State or territory where the training was delivered — overseas refers to training that was delivered by Australian providers to students who are located in another country and who are not normally based in Australia. Students are individuals who were enrolled in a subject or completed a program during the reporting period.Student remoteness (ARIA+) region is the degree of remoteness of a location in terms of the ease or difficulty people face in accessing services in non-metropolitan Australia. The Australian Standard Geographical Classification (ASGC) divides Australia into six Remoteness Areas and is used for collection and dissemination of geographically classified statistics.Technical and further education (TAFE) institutes are government training providers that provide a range of technical and VET courses and other programs (for example, entry and bridging courses, language and literacy courses, adult basic education courses, senior secondary certificate of education courses, personal enrichment courses, and small business courses).Total VET activity (TVA) from 1 January 2014, all registered training organisations, including private providers, unless granted an exemption, are required to collect and report full AVETMISS data on all nationally recognised training, in accordance with the National VET Provider Collection Data Requirements Policy.Training packages comprise a set of nationally endorsed standards, guidelines and qualifications for training and for recognising and assessing skills. They are developed by industry with the aim of meeting the needs of an industry or group of industries. For further information refer to <http://www.training.gov.au>.Training providers are organisations that deliver VET programs. Training providers include private training providers, schools, community education providers, enterprise providers, TAFE institutes and universities.Unique Student Identifier (USI) uniquely identifies an individual who accesses vocational education and training over his or her lifetime.Universities include Australia’s universities, which have been established or recognised under state or territory legislation, except the Australian National University, which is constituted under an Act of the Australian Parliament.


Vocational education and training (VET) is post-compulsory education and training that provides people with occupational or work-related knowledge and skills. VET also includes programs that provide the basis for subsequent vocational programs.


Explanatory notes

Data treatment1 Note that the percentages presented in this publication are reported to one decimal place. Other

numbers have been rounded after aggregation to the nearest hundred. Rounding can lead to situations where the numbers in the body of a given table might not add to the rounded totals.

2 A dash (-) represents a true zero figure, with no activity reported in these categories.

Data sources3 In November 2012, the then COAG Standing Council on Tertiary Education Skills and

Employment (SCOTESE) agreed to the introduction of mandatory reporting of nationally recognised training activity from 2014 onwards. This is referred to as ‘total VET activity’ to reflect that the information is collected from all types of providers.

4 The information contained in this publication is, unless otherwise stated, derived from the National VET Provider Collection and the National VET in Schools Collection, with duplicated activity removed. For the National VET Provider Collection, data can be reported to NCVER directly by the training providers or via state training authorities. For the National VET in Schools Collection, data are reported directly by the boards of studies and via the state training authorities to NCVER. These collections are compiled under the Australian Vocational Education and Training Management Information Statistical Standard, Release 7.0. For further information on AVETMISS go to <http://www.ncver.edu.au/avetmiss/21055.html>.

De-duplication of training activity and student counts5 Since the introduction of total VET activity (TVA), NCVER has applied a process to identify and

remove duplicate training activity where the same activity is reported for the same training provider in the same collection period via different data submitters.

6 When duplicate training activity is identified, the following hierarchy is applied, whereby only the training activity at the highest hierarchy level is reported: data submitted by a State Training Authority data submitted by a Board of Study (or State Training Authority on behalf of a Board of

Study) data submitted directly to the NCVER by a registered training organisation.

7 If a student has enrolled with more than one training provider during a collection period, it is possible for them to be counted more than once. Therefore, estimated total VET student counts (and the participation rate based on these counts) may be inflated, as noted in Total VET students and courses 2015. Until now, the National Centre for Vocational Education Research (NCVER) has had no reliable way to identify and eliminate duplicate student records, as the NCVER does not hold students’ names or addresses.

8 From 1 January 2015, all new and continuing students undertaking nationally recognised VET in Australia are required to have a unique student identifier (USI) in order to receive a qualification or statement of attainment. The USI is a randomly generated alpha-numeric code recorded against any nationally recognised training undertaken and remains with an individual for life. The implementation of the USI provides a mechanism with which to identify and potentially remove duplicate student records. The NCVER has developed a two-step process to de-duplicate student counts in Total VET students and courses 2016, which uses the USI where available and a count of distinct client identifiers within each submission for the residual data.


Scope9 Data in this publication cover the training reported by 4279 Australian training providers,

including registered training organisations and non-registered training providers (includes a number of schools, community education providers, enterprise providers and private training providers).

10 Activity covered in this publication includes VET delivered by: TAFE institutes universities community education providers enterprise providers private training providers schools Australian VET institutions delivering VET at overseas campuses.

11 This publication does not cover the following types of training: recreation, leisure and personal enrichment credit transfer any activity where revenue was earned from another training providers in terms of sub-

contracted, auspicing, partnership or similar arrangements superseded training reported with national outcome identifier '61 - superseded training'.

Missing training activity12 Registered training organisations who delivered nationally recognised training in 2016 but

were not expected to submit data, include those training organisations who: were granted full exemptions from reporting requirements as the training was part of a vital

community service or the training could not be reported as it would conflict with defence and national security legislation and/or could jeopardise the personal safety of border protection, customs, and national security or police personnel

were not operating at the time of data submission. 13 The current collection coverage issues are outlined below:

It is estimated 192 registered training organisations did not report data on 2016 training activity.

Of the 4279 training providers who reported data on 2016 training activity, it is not known whether they reported all of their training activity. For example, some training providers may have only reported their Commonwealth or state-funded activity and not their fee-for-service activity. Furthermore, some data on training activity delivered in overseas locations are likely to be missing. NCVER is unable to estimate the completeness of the data reported or estimate the size of the missing activity.

Not known information14 Caution should be taken when using data with a large number of ‘not known’ responses. Data

are reported as ‘not known’ for the following reasons: information was not collected partial reporting exemptions4 are present that allow training providers to submit ‘not known’

student demographic data a student has not responded to a question on the enrolment form a student has asked for their information not to be disclosed and used for reporting

purposes invalid information was supplied

4 Enterprise providers and other training providers who deliver selected short units or subjects are eligible for partial reporting exemptions. Training providers delivering vital community services may also choose to submit student data with reduced demographic information.34 Australian vocational education and training statistics

where duplicate student records have conflicting demographic information, for example where the same student is reported as both Indigenous and non-Indigenous.


The extent of the ‘not known’ data for selected student characteristics is illustrated in the following table.

Proportion of estimated students with ‘not known’ data, 2015-16 (%)

2015 2016

Sex 3.9 3.7

Age 1.6 2.3

Indigenous status 14.9 13.5

Disability status 16.1 15.8

Student remoteness 4.1 5.8

SEIFA 9.0 10.9

At school status 14.5 14.2

SEIFA = Socio-Economic Indexes For Areas. For further information refer to <http://www.abs.gov.au/websitedbs/censushome.nsf/home/seifa>.

Training providers counts15 The number of training providers is a distinct count of training providers who submitted data

within each state or territory and training provider category. Some training providers deliver VET in more than one state or territory and/or report data under more than one training provider type. Therefore, the training providers are counted in each state/territory category and provider type category, but are only counted once in the total.

16 Provider type in this publication is based on the self-reported training provider type data element. This data element may be different from that reported in Government-funded students and courses. Provider type used in the government-funded series is based on a field derived by NCVER, whereby each training provider within a data submission is classified to a provider type according to their funding source. For further information refer to <https://www.ncver.edu.au/data/collection/government-funded-students-and-courses>.

Apprentices and trainees17The number of apprentices and trainees undertaking off-the-job training in 2016 in this

publication(336 500) exceeds the number of apprentices and trainees in-training as at 31 December 2016, derived from the National Apprentice and Trainee Collection. The key reasons for differences between the collections include: The data in this publication are based on an estimated count of students enrolled in the VET

system at any time during the 2016 calendar year. This figure can include apprentices and trainees who later cancelled or withdrew from their training contract. ‘In-training’ data derived from the National Apprentice and Trainee Collection refer to apprentices and trainees who are actively training under the terms of their training contract at a point in time (such as 31 December 2016). For example, there were 287 200 apprentices and trainees in-training in the National Apprentice and Trainee Collection at 31 March 2016. However, the number had declined to 265 000 by 31 December 2016 due to the cancellation/withdrawal, expiry and completion of contracts.

The data in this publication comprise apprentices and trainees undertaking nationally recognised training at a training provider in 2015 and 2016, whereas data derived from the National Apprentice and Trainee Collection comprise all apprentices and trainees, including those without any off-the-job training in the reporting period.


http://www.abs.gov.au/websitedbs/censushome.nsf/home/seifa

State and territory information18 State and territory information in this publication is reported on three different bases.

Predominantly, the information presented relates to the state or territory where the training was delivered. This is the state or territory in which the training was actually delivered. The category of ‘other’ includes other Australian territories (for example, Christmas Island) and ‘not known’. For students, ‘other’ also includes a mixed category (where the student is associated with more than one state or territory of training delivery location).

State or territory of training provider’s head office is only presented for program completions (since training delivery location is not collected and is not easily derivable) and is the state or territory in which the training provider’s head office is located. The category of ‘other’ includes other Australian territories and ‘not known’.

In relation to student and program completions, it is also possible to present the state or territory of a student’s residence. This is the state or territory in which the student usually resides. The category of ‘other’ includes other Australian territories and ‘not known’.

These definitions of state or territory are different from those reported in Government-funded students and courses, where state or territory is based on the state or territory that funds the training.

Training packages19 The coverage of training packages is constantly changing as new training packages are

developed and existing training packages are reviewed to meet emerging requirements across industries. For further information refer to <https://training.gov.au/.

Programs completed20 Data for programs completed in 2016 are based on preliminary data submissions to the 2016

National VET Provider Collection and the VET in Schools Collection. Preliminary program completions for 2016 will be revised upwards in the 2017 collections to accommodate further notification of programs completed.

Australian Bureau of Statistics data21 Participation rates are derived by calculating the number of VET students in Australia as a

percentage of the estimated Australian residential population in the corresponding age groups. The figures for all years are based on ABS population figures (cat.no.3101.0).

22 Socio-Economic Indexes for Areas (SEIFA) is an ABS-developed product that ranks areas in Australia according to relative socioeconomic advantage and disadvantage. The Index of Relative Socio-Economic Disadvantage (IRSD) is one of four indexes in the SEIFA suite. Further information on SEIFA can be found at <http://www.abs.gov.au/websitedbs/censushome.nsf/home/seifa>.

23 Student remoteness is based on the Access/Remoteness Index of Australia (ARIA+), which was developed by the National Centre for Social Applications of Geographic Information Systems (GISCA). ARIA+ is now the standard ABS-endorsed measure of remoteness. Student remoteness (ARIA+) is determined from ARIA+ remoteness regions and ABS SA2 regions. For more details of ARIA+ refer to <http://www.adelaide.edu.au/apmrc/research/projects/category/about_aria.html>.

24 Rural/remote localities comprise the 'outer regional', 'remote' and 'very remote' categories of the ARIA+ classification.


https://training.gov.au/

VET FEE-HELP25 As of 1 January 2017, the VET FEE-HELP scheme has been replaced with the VET Student Loans

scheme, introducing some changes to student and course eligibility. The VET FEE-HELP scheme was in place throughout 2016 and was an income-contingent loan scheme that assisted eligible students undertaking certain VET courses (diploma, advanced diploma, graduate certificate and graduate diploma) with an approved provider by paying for all or part of their tuition costs. It is not possible to identify students assisted by VET FEE-HELP in the National VET Provider Collection. It is also not possible to make any association between the AVETMISS data element Funding source — national codes used for the collection of data in the National VET Provider Collection and VET FEE-HELP, as VET FEE-HELP loans can be used to pay for the full tuition costs of fee-for-service as well as instances where tuition costs are partly funded by state/territory government-subsidised training.

26 Where data are presented by funding source, such as the number of subjects or hours of delivery, activity undertaken with VET FEE-HELP assistance may appear as either Commonwealth/state funding or fee-for-service (domestic). It is not possible to identify VET FEE-HELP-assisted activity by funding source.


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