1377.0 - Measures of a knowledge-based economy and society, Australia, 2003
ARCHIVED ISSUE Released at 11:30 AM (CANBERRA TIME) 22/12/2004 Ceased
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CHARACTERISTIC: FLOW OF SKILLED PEOPLE
LABOUR FORCE STATUS OF RECENT UNIVERSITY GRADUATES
Data are from the Graduate Destination Survey conducted by the Graduate Careers Council of Australia (GCCA), which is a census collecting data on people who graduated from university in the previous calendar year. The survey is conducted throughout the year and sent to graduates approximately four months after the completion of their qualification. 'University graduate' refers to all those who graduated from a university in the previous year. 'Bachelor graduate' refers to those individuals who completed a Bachelor degree (Pass, Honours or Graduate) or three-year Diploma; 'Postgraduate' refers to those individuals who completed a Doctorate, Masters (by coursework or research), Graduate or Postgraduate diploma, or Graduate certificate. It should be noted that the Graduate Destination Survey consistently obtains response rates of only around 50% which has implications on overall data quality.
SELECTED OECD COUNTRIES, UNEMPLOYMENT RATE BY LEVEL OF EDUCATIONAL ATTAINMENT, 25–64 YEARS, 2002
International Standard Classification of Education
The International Standard Classification of Education (ISCED) was developed by the United Nations Educational Scientific and Cultural Organisation (UNESCO) to facilitate comparisons of education statistics and indicators within and between countries. It was originally endorsed at the General Conference of UNESCO in 1978. The current version (ISCED 1997) was officially adopted in November 1997.
The 1997 International Standard Classification of Education ( ISCED-97) introduced a mult-dimensional classification framework, allowing for the alignment of the educational content of programmes from different countries using multiple classification criteria. These dimensions include the type of subsequent education or destination to which the programme leads, the programme orientation (whether it be general or pre-vocational education, or vocational education) and the programme duration. For detailed notes see the OECD publication Classifying Educational Programmes, Manual for ISCED 97 Implementation in OECD countries, Edition 1999.
The ABS has designed ASCED to be as consistent with ISCED as possible. However, the needs of users and producers of statistics on education in Australia, and other factors unique to the Australian education system, have meant that total consistency has not been possible. Like ASCED, ISCED has separate dimensions of Level of Education and Field of Education. Correspondence tables providing comprehensive information on the relationship between ASCED and ISCED 1997 are available on the ABS Website; ABS Australian Standard Classification of Education (cat. no. 1272.0).