Australian Bureau of Statistics
4228.0 - Programme for the International Assessment of Adult Competencies, Australia, 2011-12 Quality Declaration
Latest ISSUE Released at 11:30 AM (CANBERRA TIME) 09/10/2013
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Proportion at each skill level, By highest non-school qualification—2011–12
There is considerable variation in skill levels by the field of study of the highest non-school qualification. A high proportion of people whose qualification was in 'Natural and Physical Sciences', achieved a score at Level 3 or above in literacy (81%) and numeracy (74%), and Level 2 or above in PSTRE (49%). Other groupings have much lower proportions. Of people whose qualification was in 'Architecture and Building', 47% achieved a literacy score and 45% a numeracy score at Level 3 or above and, and 19% a PSTRE score at Level 2 or above. The differences reflect, in part, the level of non-school qualification undertaken. For example, a higher proportion of persons in 'architecture and building' studied in vocational education, whereas most people studying in 'Natural and Physical Sciences' attained a Bachelor degree or higher.
Among the 16.3 million people for whom a skill level was measured, 2.3 million (14%) were studying for a non-school qualifcation. People who were studying for a Bachelor degree or higher were much more likely than people studying for a lower level qualification to have attained a score at Level 3 or above in literacy and numeracy and Level 2 or above in PSTRE. For people studying for a Bachelor degree, 80% had a literacy score at Level 3 or above compared with 54% studying a Certificate III/IV, and 34% doing a Certificate I/II.
Among people studying a Bachelor's degree 66% were assessed for numeracy at Level 3 or above. In comparison 40% of people studying a Certificate III/IV were at Level 3 or above and 28% of people studying for a Certificate I/II.
For PSTRE, 59% of people studying a Bachelor degree were at Level 2 or above, compared to 32% of people studying a Certificate III/IV and 23% studying a Certificate I/II.
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This page last updated 24 March 2014