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1301.0 - Year Book Australia, 2006  
Previous ISSUE Released at 11:30 AM (CANBERRA TIME) 20/01/2006   
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Contents >> Chapter 10 - Education and training >> Vocational education and training (VET)

VOCATIONAL EDUCATION AND TRAINING

INSTITUTIONS

Most vocational education and training (VET) in Australia is provided in government-administered colleges. In some states and territories these are referred to as technical and further education (TAFE) colleges or institutes. To a lesser extent, VET may also be provided by Institutes of Technology, some higher education institutions, schools and agricultural colleges, adult and community education authorities, private providers of education (such as business colleges) and employers. VET institutions offer programs for a wide range of purposes, ranging from recreation and leisure, through basic employment and educational preparation, to trades training, and para-professional and professional levels.

One of the continuing functions of VET is the establishment of partnerships between student, education institution and employer in relation to apprenticeships. In recent years these partnerships have extended beyond the traditional trades to encompass a much broader range of occupations and employers.

In 2004 there were 78 TAFE and other publicly-funded institutions delivering VET training. A further 518 community education providers and 1,354 other providers (mainly private providers) delivering VET were at least partly publicly funded.

CLIENTS AND COURSES

During 2004 almost 1.6 million clients enrolled in a publicly-funded VET course, comprising 828,900 male clients and 760,700 female clients (table 10.10). Just under 56% of VET clients aged under 30 years were male. Females, however, were in the majority (51%) for VET clients aged 30 years or more.

10.10 VET CLIENTS(a), Vocational and preparatory courses(b) - 2004

Males
Females
Persons(c)
Age group (years)
'000
'000
'000

Under 16
21.5
18.2
39.7
16
32.3
26.6
58.9
17
40.8
32.3
73.3
18
56.4
45.0
101.5
19
53.5
40.6
94.2
20-24
151.0
114.9
266.2
25-29
86.7
74.7
161.7
30-39
152.0
144.4
296.9
40-49
120.4
141.0
261.9
50-59
71.7
76.8
148.9
60-64
14.5
13.5
28.1
65 and over
12.0
13.6
25.7
Not stated
16.0
18.8
38.1
Total clients
828.9
760.7
1,595.2

(a) Includes all VET delivery by TAFE and other government providers, registered community providers and publicly-funded delivery by private providers. Fee-for-service VET delivery by private providers has been excluded. School students undertaking VET in schools have also been excluded. A client is any individual participating in a specific enrolment or training contract with a specific organisation at any time in 2004.
(b) Courses leading to a vocational award.
(c) Includes 'sex not stated'.

Source: National Centre for Vocational Education Research, data available on request, Australian Vocational Education and Training Statistics: Students and Courses.


VET programs are classified to specific fields of education on the basis of similar emphasis or subject matter orientation. Table 10.11 shows the number of course enrolments in 2004 in each of twelve fields of education. Since clients may be enrolled in more than one VET course, the number of course enrolments is greater than the total number of clients - there were 1.9 million course enrolments in 2004 compared with 1.6 million clients.


Some 21% of enrolments in vocational and preparatory courses in 2004 were in the management and commerce field, while 16% were in the engineering and related technologies field, and 10% in the society and culture field. A further 15% of total enrolments were in mixed field programmes (table 10.11).

Males made up a clear majority of enrolments in the education fields of architecture and building (90%); engineering and related technologies (88%); agriculture, environmental and related studies (75%); and information technology (64%). Females were in the majority in the fields of society and culture (72%); management and commerce (64%); creative arts (62%); education (60%); food, hospitality and personal services (58%); and natural and physical sciences (57%) (table 10.11).

10.11 VET COURSE ENROLMENTS(a), Vocational and preparatory courses(b) - 2004

Males
Females
Persons(c)
Field of education
'000
'000
'000

Natural and physical sciences
3.2
4.3
7.5
Information technology
51.1
28.0
79.8
Engineering and related technologies
273.1
35.5
309.5
Architecture and building
105.0
12.1
117.1
Agriculture, environmental and related studies
72.3
24.0
96.4
Health
54.1
52.4
107.2
Education
24.2
36.1
60.5
Management and commerce
143.3
260.7
405.3
Society and culture
55.0
144.0
199.3
Creative arts
21.8
35.7
57.5
Food, hospitality and personal services
77.4
107.1
185.0
Mixed field programmes
129.3
154.1
284.8
Total enrolments(a)
1,009.8
894.0
1,910.0

(a) Includes all VET delivery by TAFE and other government providers, registered community providers, and publicly-funded delivery by private providers. Fee-for-service VET delivery by private providers has been excluded. School students undertaking VET in schools have also been excluded.
(b) Courses leading to a vocational award.
(c) Includes 'sex not stated'.

Source: National Centre for Vocational Education Research, data available on request, Australian Vocational Education and Training Statistics: Students and Courses.


APPRENTICESHIPS AND TRAINEESHIPS

Some 39% of all apprentices and trainees at 31 December 2004 were in the tradespersons and related workers occupational group. In this group, construction and automotive trades accounted for 25% and 17%, respectively, of the group total (table 10.12).

Most (87%) of the apprentices and trainees in the tradespersons and related workers occupational group were male. The only field of trade in this group with a female majority was hairdressers where 92% were females.

10.12 APPRENTICES AND TRAINEES, In training - 31 December 2004

Males
Females
Persons
Total
ASCO major group
'000
'000
'000
%

Managers and administrators
3.0
1.5
4.5
1.2
Professionals
1.2
1.6
2.9
0.7
Associate professionals
12.8
13.7
26.5
6.9
Tradespersons and related workers
Mechanical and fabrication engineering
17.8
0.4
18.2
4.8
Automotive
25.1
0.6
25.6
6.7
Electrical and electronic
20.6
0.3
20.9
5.5
Construction
37.7
0.4
38.1
10.0
Food
14.8
5.0
19.9
5.2
Skilled agricultural and horticultural workers
4.5
0.7
5.2
1.4
Hairdressers
0.9
10.7
11.6
3.0
Tradespersons and related workers n.e.c.
0.4
0.1
0.5
0.1
Other
8.8
1.0
9.9
2.6
Total
130.7
19.2
149.8
39.2
Advanced clerical and service workers
1.7
4.0
5.7
1.5
Intermediate clerical, sales and service workers
28.1
65.7
93.9
24.6
Intermediate production and transport workers
36.7
5.4
42.1
11.0
Elementary clerical, sales and service workers
10.4
14.1
24.5
6.4
Labourers and related workers
22.6
9.8
32.4
8.5
Total
247.4
135.0
382.4
100.0

Source: National Centre for Vocational Education Research, data available on request, Australian Vocational Education and Training Statistics: Students and Courses.


STAFF

Table 10.13 shows the number of teachers working in VET institutions in 2003-04. Of all VET teachers 51% were employed full time. The majority of full-time VET teachers (67%) were male. In contrast, 66% of part-time VET teachers were female.

10.13 VET TEACHING STAFF(a) - 2003-04

Full-time staff(b)
Part-time staff
All teaching staff
'000
'000
'000

Males
10.4
5.0
15.4
Females
5.2
9.8
15.0
Persons
15.5
14.8
30.4

(a) Annual average of quarterly data.
(b) Full-time refers to persons working 35 hours or more in the survey week.

Source: Labour Force, Australia, Detailed - Electronic Delivery, April 2005 (6291.0.55.001).


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