1362.6 - Regional Statistics, Tasmania, 2007  
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Contents >> Education and training >> Transition from education to work

At May 2002, some 46.9% of people in Tasmania's labour force had non-school qualifications. In the Mersey-Lyell Region, 48.4% of the labour force held a non-school qualification, compared with 47.1% in the Greater Hobart-Southern Region and 45.3% in the Northern Region.

People with a non-school qualification were less likely to be unemployed than those without a non-school qualification:

  • 24.4% of Tasmania's unemployed persons had non-school qualifications.
  • 23.7% of the Greater Hobart-Southern Region's unemployed persons had non-school qualifications.

EDUCATION TO WORK, Tasmanian regions - May 2002
Employed
Unemployed
Labour force
Not in the
labor force
Total

no.

no.

no.

no.

no.

GREATER HOBART-SOUTHERN
With non-school qualifications
44,811
*2,117
46,929
11,038
57,966
Without non-school qualifications(a)
43,527
6,125
49,652
28,170
77,822
Total(b)
90,818
8,924
99,742
44,465
144,207

NORTHERN
With non-school qualifications
27,231
**1,138
28,369
6,591
34,960
Without non-school qualifications(a)
29,715
*2,684
32,399
14,164
46,562
Total(b)
58,380
*4,217
62,597
24,448
87,046

MERSEY-LYELL
With non-school qualifications(b)
23,436
**868
24,304
*4,980
29,283
Without non-school qualifications(a)
22,019
*2,398
24,417
12,579
36,996
Total(b)
46,461
*3,783
50,244
20,591
70,835

TASMANIA
With non-school qualifications(b)
95,479
*4,122
99,601
22,608
122,209
Without non-school qualifications(a)
95,261
11,207
106,468
54,913
161,380
Total(b)
195,659
16,924
212,583
89,504
302,087

* estimate has a relative standard error of between 25% and 50% and should be used with caution. Data is subject to sampling variability too high for most practical purposes.
** estimate has a relative standard error greater than 50% and is considered too unreliable for general use.
(a) Excludes persons attending school.
(b) Includes persons attending school.

Source: ABS data available on request, Education and Work Survey.


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