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Employed persons who usually worked 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 persons who usually worked 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.
Refers to persons registered for a course of formal study in the particular reference period (e.g. survey month, or previous calendar year).
Field not determined
Field not determined includes inadequately described responses or where no responses were given.
Field of trade
Refers to the occupation of an apprentice or trainee and is classified according to the Australian and New Zealand Standard Classification of Occupations (ANZSCO), First Edition, Revision 1 (cat. no. 1220.0) Unit Group.
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 formal study they were asked the level of the qualification.
Higher education institution or organisation
An Australian institution providing higher education courses, e.g. universities; colleges of advanced education; institutes of advanced education; institutes of higher education; institutes of tertiary education; agricultural colleges; and some institutes of technology, and the equivalent institutions overseas.
Industry data is classified according to the Australian and New Zealand Standard Industrial Classification (ANZSIC), 2006 (cat. no. 1292.0).
Level of highest educational attainment
Level of highest educational attainment identifies the highest achievement a person has attained in any area of formal study. It is not a measurement of the relative importance of different fields of study, but a ranking of qualifications and other educational attainments regardless of the particular area of study or the type of institution in which the study was undertaken. For more information regarding how Level of highest educational attainment is derived see Decision Table: Level of highest educational attainment. It is categorised according to the Australian Standard Classification of Education (ASCED), 2001 (cat. no. 1272.0) Level of education classification.
Level of highest educational attainment (non-school priority)
A person's level of highest educational attainment (non-school priority) is their highest non-school qualification where they have completed one. For persons who have not completed a non-school qualification their level of highest educational attainment (non-school priority) is the highest year of school they have completed. It is categorised according to the Australian Standard Classification of Education (ASCED), 2001 (cat. no. 1272.0) Level of education classification.
Level of highest non-school qualification
A person's level of highest non-school qualification is the highest qualification a person has attained in any area of formal study other than school study. 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 field of education
The main subject matter of the study undertaken by a person in completing an educational activity. It is categorised according to the Australian Standard Classification of Education (ASCED), 2001 (cat. no. 1272.0) Field of education classification.
Non-school qualifications are awarded for educational attainments other than those of pre-primary, primary or secondary education. They include qualifications at the Postgraduate Degree level, Master Degree level, Graduate Diploma and Graduate Certificate level, Bachelor Degree level, Advanced Diploma and Diploma level, and Certificates I, II, III and IV levels. Non-school qualifications may be attained concurrently with school qualifications.
Not in labour force
Persons who were not in the categories ‘employed’ or ‘unemployed’.
Occupation data is classified according to the ANZSCO - Australian and New Zealand Standard Classification of Occupations, First Edition, Revision 1 (cat. no. 1220.0).
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. Statements of attainment awarded for partial completion of a course of study at a particular level are excluded.
The week preceding the week in which the interview was conducted.
School-based apprenticeship or traineeship
School-based apprenticeships or traineeships are undertaken part-time while at school and combine paid employment as an apprentice or trainee, vocational training and senior secondary school studies. This is a different population to those people who are undertaking apprenticeships or traineeships through the Australian Apprenticeships scheme which are considered separately.
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.
Persons aged 15-24 years who attended school in the previous year, but were not attending school in May of the survey year. Note that these persons may be studying a school year level at a non-school institution (e.g. studying Year 12 at TAFE).
Socio-Economic Status (SEIFA-IRSD)
This is one of four Socio-Economic Indexes for Areas (SEIFAs) compiled by the ABS following each Census of Population and Housing, from various characteristics of persons resident in particular areas. 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) 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 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 indexes used in this publication were those compiled following the 2011 Census. For further information about the indexes, see Census of Population and Housing: Socio-Economic Indexes for Areas (SEIFA), Australia, 2011 (cat. no. 2033.0.55.001).
Student visa status
Whether the respondent holds a Student visa or Other type of visa at the time of interview, that allowed them to stay in Australia. Categories for Student visa status are:
A Technical and Further Education institution. In Victoria this may also be interpreted as Training and Further Education.
A trainee is a person who has entered into a legal contract (called a training agreement or contract of training) with an employer, to serve a period of training in a vocational area (e.g. office administration, information technology, hospitality). In this survey, persons who are apprentices and trainees are identified by their answer to a question specifically pertaining to a contract under the Australian Apprenticeships scheme.
Persons who were not employed during the reference week, and:
Vocational Education and Training (VET)
VET relates to education and training that aims to equip people with knowledge, skills and/or competences required in particular occupations or, more broadly, on the labour market. VET is a component of apprenticeships or traineeships, including those that are school-based. However, VET can be undertaken without also undertaking an apprenticeship or traineeship.
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