4234.0.30.001 - Microdata: Work Related Training and Adult Learning, April 2013 Quality Declaration 
ARCHIVED ISSUE Released at 11:30 AM (CANBERRA TIME) 28/03/2014  First Issue
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GLOSSARY

Australian Qualifications Framework (AQF)

The Australian Qualifications Framework (AQF) is the national policy for regulated qualifications in Australian education and training. It incorporates the qualifications from each education and training sector into a single comprehensive national qualifications framework. It was first introduced in 1995.

Australian Standard Classification of Education (ASCED)

The ASCED is a national standard classification which includes all sectors of the Australian education system: that is, schools, vocational education and training, and higher education. From 2001, ASCED replaced a number of classifications used in administrative and statistical systems, including the Australian Bureau of Statistics Classification of Qualifications (ABSCQ). The ASCED comprises two classifications: Level of education and Field of education. See Australian Standard Classification of Education (ASCED), 2001 (cat. no. 1272.0).

Australian Statistical Geography Standard (ASGS)

Effective from July 2011, the Australian Statistical Geography Standard (ASGS) developed by the ABS, provides the geographic framework for the collection and dissemination of statistics. See Australian Statistical Geography Standard (ASGS): Volume 1 - Main Structure and Greater Capital City Statistical Areas, July 2011 (cat no. 1270.0.55.001).

Balance of state/territory

Comprises the balance of each State/Territory not included in Greater Capital City Statistical Areas (GCCSA). See Australian Statistical Geography Standard (ASGS): Volume 1 - Main Structure and Greater Capital City Statistical Areas, July 2011 (cat no. 1270.0.55.001).

Capital city

Refers to Greater Capital City Statistical Areas as defined by the ASGS. The GCCSAs represent the socio-economic extent of each of the eight State and Territory capital cities. The whole of the ACT is included in the GCCSA. See Australian Statistical Geography Standard (ASGS): Volume 1 - Main Structure and Greater Capital City Statistical Areas, July 2011 (cat no. 1270.0.55.001)

Certificate not further defined

Survey responses are coded to Certificate not further defined (n.f.d.) when there is not enough information to code them to Certificate I, II, III or IV in the Australian Standard Classification of Education (ASCED), 2001 (cat. no. 1272.0), Level of education classification.

Classroom instruction

Method for delivering work-related training involving a teacher, lecturer or presenter. Includes, but not limited to, seminars, lectures, hands-on work or practical exercises, group exercises and laboratory work.

Completed (school)

For schooling up to and including Year 11, the term 'completed' means attendance of a full year of school enabling the student to progress to the next year of school. For Year 12 'completed' refers to the successful completion of Year 12 and attainment of a Certificate or Statement of results.

Completed (non-school qualification)

For non-school qualifications ‘completed’ refers to successfully passing the required assessment(s) or examination(s) to gain an educational qualification.

Consultant

A consultant refers to a person or organisation hired or contracted by an employer to deliver a work-related training course.

Contact activities

Activities that involve direct contact with a teacher or instructor, for example attending a lecture, seminar or tutorial.

Country of birth

Country of birth has been classified according to the Standard Australian Classification of Countries (SACC), Second Edition (cat. no. 1269.0).

Current main job

The job which a person was employed in during the survey reference week. In cases where the person was employed in more than one job, the current main job refers to the job in which the person worked the most hours.

Deciles (SEIFA data items)

The SEIFA deciles are those as calculated for each Statistical Area Level 1 (SA1) from 2011 Census data and are taken by matching the location of each respondent in the survey with the SA1 they reside in. See Index of relative socio-economic disadvantage and Index of education and occupation.

Employed

Persons who, during the reference week:

  • worked for one hour or more for pay, profit, commission or payment in kind in a job or business, or on a farm (comprising employees, employers and own account workers)
  • worked for one hour or more without pay in a family business or on a farm (i.e. contributing family workers)
  • were employees who had a job but were not at work and were:
      • away from work for less than four weeks up to the end of the reference week
      • away from work for more than four weeks up to the end of the reference week and received pay for some or all of the four week period to the end of the reference week
      • away from work as a standard work or shift arrangement
      • on strike or locked out
      • on workers' compensation and expected to return to their job, or
  • were employers or own account workers who had a job, business or farm, but were not at work.

Employed full-time

Employed persons who usually work 35 hours or more a week (in all jobs) and those who, although usually working less than 35 hours a week, worked 35 hours or more during the reference week.

Employed part-time

Employed persons who usually work less than 35 hours a week (in all jobs) and either did so during the reference week, or were not at work in the reference week.

Employee

A person who works for a public or private employer and receives pay for the reference period in the form of wages or salaries, a commission while also receiving a retainer, tips, piece rates or payment in kind. Persons who operated their own incorporated business with or without hiring employees are also included as employees.

External training provider

An external training provider is defined as a person (or organisation) who delivers work-related training and is not classified as either an existing staff member or a consultant hired by the organisation to deliver the training.

Field not determined

Field not determined includes inadequately described responses or where no responses were given.

Field of education

Field of education is defined as the subject matter of an educational activity. It is categorised according to the Australian Standard Classification of Education (ASCED), 2001 (cat. no. 1272.0) Field of education classification.

Formal learning

Refers to any study being undertaken that will lead to a recognised qualification, issued by a relevant approved body, in recognition that a person has achieved learning outcomes or competencies relevant to identified individual, professional, industry or community needs. This includes study for a school qualification. In this survey, if the respondent was still attending school their level of study was recorded as their current year of schooling. If the respondent had left school and was enrolled in study for a qualification they were asked the level of the qualification.

Highest year of school completed

The highest level of primary or secondary education that a person has completed, irrespective of the type of institution or location where that education was undertaken.

Incorporated business

An incorporated business is a company that has a registered business name with the Australian Securities and Investment Commission (ASIC) and a legal status which is separate to that of the individual owners of the business. In this survey individuals who own their own business are asked if that business is incorporated.

Index of relative socio-economic disadvantage

This is one of four Socio-economic Indexes for Areas (SEIFAs) compiled by the ABS following each Census of Population and Housing. The Index of Relative Socio-economic Disadvantage summarises attributes such as income, educational attainment, unemployment and occupation skill levels. The index refers to the area (the Statistical Area Level 1 (SA1)) in which a person lives, not to the socio-economic situation of the particular individual. The index ranks areas on a continuum from most disadvantaged to least disadvantaged. A low score on the index (i.e. lowest quintile or decile) indicates a high proportion of relatively disadvantaged people in an area. Such areas include many households with low income, people with no qualifications and many people in low skill occupations. It should be noted that it cannot be concluded that an area with a very high index score has a large proportion of relatively advantaged ('well off') people, as there are no variables in the index to indicate this. It can only be concluded that such an area has a relatively low incidence of disadvantage. The SEIFA deciles used in this publication were those compiled following the 2011 Census and are based on SA1 rankings across the whole of Australia. For further information about the indexes, see Census of Population and Housing: Socio-Economic Indexes for Areas (SEIFA), 2011 (cat. no. 2033.0.55.001).

Index of education and occupation

This is one of four Socio-economic Indexes for Areas (SEIFAs) compiled by the ABS following each Census of Population and Housing. The Index of Education and Occupation is designed to reflect the educational and occupational level of communities. The education variables in this index show either the level of qualification achieved or whether further education is being undertaken. The occupation variables classify the workforce into the major groups and skill levels of the Australian and New Zealand Standard Classification of Occupations (ANZSCO) and the unemployed. A low index score indicates relatively lower education and occupation levels in the area. For example, an area will have a low score if there are many people without qualifications, or many people in low skilled occupations or many unemployed people. A high score indicates relatively higher education and occupation status of the people living in the area. The SEIFA deciles used in this publication were those compiled following the 2011 Census and are based on SA1 rankings across the whole of Australia. For further information about the indexes, see Census of Population and Housing: Socio-Economic Indexes for Areas (SEIFA), 2011 (cat. no. 2033.0.55.001).

Industry

Industry data is classified according to the Australian and New Zealand Standard Industrial Classification (ANZSIC), 2006 (Revision 1.0) (cat. no. 1292.0).

Level of education

Level of education is a function of the quality and quantity of learning involved in an educational activity. It is categorised according to the Australian Standard Classification of Education (ASCED), 2001 (cat. no. 1272.0) Level of education classification.

Level not determined

Level not determined includes inadequately described responses or where no responses were given.

Main Job

See Current main job.

Multiple job holder

Multiple job holders worked in more than one job during the survey's reference week, or held a second (or more) job(s) from which they were absent.

Non-contact activities

Activities that do not involve contact with a teacher or instructor, for example undertaking research or completing assignments.

Non-formal learning

Non-formal learning activities are structured training courses that do not form part of a formal qualification (e.g. Degree or Certificate) recognised by the Australian Qualifications Framework (AQF).

Non-school qualification

Non-school qualifications are classified according to ASCED 2001 and only include:
  • Bachelor degrees or higher comprising bachelor degrees (including honours), graduate diplomas and graduate certificates, masters degrees and doctorates.
  • Advanced diplomas and diplomas which include advanced diplomas, associate degrees and diplomas.
  • Certificates I–IV including certificates not further defined.
Non-school qualifications may be attained concurrently with school qualifications.

Not in labour force

Persons who were not in the categories employed or unemployed, as defined.

Occupation

Occupation data is classified according to the Australia and New Zealand Standard Classifications of Occupations (ANZSCO), First Edition, Revision 1 (cat. no. 1220.0).

On-line instruction

Method for delivering work-related training. Includes but not limited to self paced learning and training undertaken via the Internet and lectures delivered by a teacher/instructor over the Internet.

Organised learning

Organised learning includes both formal and non-formal learning activities.

Own account worker

A person who operates his or her own unincorporated economic enterprise or engages independently in a profession or trade, and hires no employees. Also includes contributing family workers.

Own business

A person who operates their own unincorporated economic enterprise or engages independently in a profession or trade, with or without employees. Own business also includes people who operate their own incorporated business with or without employees.

Participation

Participation relates to formal, work-related training and personal interest learning undertaken in last the 12 months.

Personal costs

Includes any cost related to the course which were paid for by the participant and not reimbursed by a third party, for example course fees or costs for study materials.

Personal interest learning

Structured non-formal learning courses that do not lead to a qualification, undertaken for reasons not related to work.

Qualification

Formal certification, issued by a relevant approved body, in recognition that a person has achieved an appropriate level of learning outcomes or competencies relevant to identified individual, professional, industry or community needs. Includes school study. Statements of attainment awarded for partial completion of a course of study at a particular level are excluded.

Reference week

The week preceding the day the interview was conducted.

Relative standard error

The standard error expressed as a percentage of the estimate for which it was calculated. It is a measure which is independent of both the size of the sample, and the unit of measurement and as a result, can be used to compare the reliability of different estimates. The smaller an estimate's RSE, the more likely it is that the estimate is a good proxy for that which would have been obtained if the whole population had been surveyed.

Remoteness area

The Australian Standard Geographical Standard (ASGS): Volume 5 - Remoteness Structure, July 2011 (cat. no.1270.0.55.005) is used by the ABS for the dissemination of a broad range of social and demographic statistics. The classification divides Australia into six broad regions (called Remoteness areas), on the basis of their relative access to services.

Statistical Area Level 1 (SA1)

The Statistical Area Level 1 (SA1) is the second smallest geographic area defined in the Australian Statistical Geography Standard (ASGS). SA1s serve as the basic building block in the ASGS and are used for the aggregation of statistics to larger geographic areas.

Section of state

Section of State categories comprise Major Urban (population clusters of 100,000 or more), Other Urban (population clusters of 1,000 to 99,999), Bounded Locality (200 to 999) and Rural Balance (remainder of state/territory) and, in aggregate, cover the whole of Australia. For more information, refer to Australian Statistical Geography Standard (ASGS): Volume 1 - Main Structure and Greater Capital City Statistical Areas, July 2011 (cat no. 1270.0.55.001).

School study

School study is participation in primary or secondary level education, regardless of the institution or location where the study is, or was, undertaken. It therefore includes such study undertaken in a Technical and Further Education (TAFE) or other institution. For the purpose of this publication school study is classified as participation in formal learning.

SEIFA

See Index of relative socio-economic disadvantage and Index of education and occupation

Size of business

A measure of the size of the business a person works in, in terms of the number of employees within that business.

Standard error

A measure of the likely difference between estimates obtained in a sample survey and estimates which would have been obtained if the whole population had been surveyed. The magnitude of the standard error associated with any survey is a function of sample design, sample size and population variability.

Working hours

Refers to the usual hours that a person works.

Work-related training

Non-formal learning undertaken to obtain, maintain or improve employment related skills and/or to improve employment opportunities (i.e. seeking employment, promotion or starting own business). Work-related training courses have a structured format but do not lead to a qualification.

Unemployed

Persons who were not employed during the reference week, and:
  • had actively looked for full-time or part-time work at any time in the four weeks up to the end of the reference week and were available for work in the reference week, or
  • were waiting to start a new job within four weeks from the end of the reference week and could have started in the reference week if the job had been available then.

Unincorporated business

A business in which the owner(s) and the business are the same legal entity, so that the owner(s) are personally liable for any business debts that are incurred.

Year of arrival in Australia

The year a person (born outside Australia) first arrived in Australia from another country, with the intention of staying in Australia for one year or more.