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Employed full time
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 part time
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 study in the particular reference period (e.g. survey month, or previous calendar year) at an educational institution (as defined).
Field not determined
Field not determined includes inadequately described responses or where no responses were given.
Field of education
Field of education is defined as the subject matter of an educational activity. It is categorised according to the Australian Standard Classification of Education, 2001 (cat. no. 1272.0) Field of education classification. This publication presents the main field of education studied.
Field of trade
Refers to the occupation of an apprentice and is classified according to the Australian and New Zealand Standard Classification of Occupations (ANZSCO), First Edition, 2006 (cat. no. 1220.0) Unit Group.
Refers to learning which is structured, taught in institutions and organisations and leads to a recognised qualification issued by a relevant body, in recognition that a person has achieved learning outcomes or competencies relevant to identified individual, professional, industry or community needs. A learning activity is formal if it leads to a learning achievement that is possible to position within the Australian Qualification Framework (AQF) and includes workplace training if such training results in a qualification.
Higher education institution
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.
Index of relative socio-economic disadvantage
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 Disadvantage summaries attributes such as income, educational attainment, unemployment and occupation skill levels. The index refers to the area (the Census Collector's District) in which a person lives, not to the socio-economic situation of the particular individual. The index used in this publication were those compiled following the 2006 Census. For further information about the indexes, see Information Paper: An Introduction to Socio-Economic Indexes for Areas (SEIFA), 2006 (cat. no. 2039.0).
Industry data is classified according to the Australian and New Zealand Standard Industrial Classification (ANZSIC), 2006 (cat. no. 1292.0).
Persons who were enrolled in a course of study for a qualification in the previous year, but were not enrolled in any course of study for a qualification at the time of the survey.
Level of education
Level of education is a function of the quality and quantity of learning involved in an educational activity. It is categorised according to the Australian Standard Classification of Education, 2001 (cat. no. 1272.0) Level of education classification.
Level of highest educational attainment
Level of highest educational attainment identifies the highest achievement a person has attained in any area of 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. See paragraphs 20-22 of the Explanatory Notes for how highest level is derived.
Level not determined
Level not determined includes inadequately described responses or where no responses were given.
Marginal attachment to the labour force
People who were not in the labour force in the reference week, wanted to work and:
The criteria for determining those in the labour force are based on activity (i.e. working or looking for work) and availability to start work during the reference week. The criteria associated with marginal attachment to the labour force, in particular the concepts of wanting to work and reasons for not actively looking for work, are more subjective. Hence, the measurement against these criteria is affected by the respondent’s own interpretation of the concepts used. An individual respondent’s interpretation may be affected by their work aspirations, as well as family, economic and other commitments.
Non-formal learning refers to structured taught learning, but differs from formal learning in that it does not lead to a qualification within the AQF. It includes non-accredited workplace training, that is, training that does not lead to a recognised qualification.
Some examples of types of non-formal courses include:
Non-school educational institution
An educational institution, other than a secondary school. This includes higher education establishments, colleges of technical and further education, public and private colleges, etc. Institutions excluded are those whose primary role is not education.
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’ (as defined).
Occupation data is classified according to the Australian Standard Classification of Occupations, First Edition, 2006 (cat. no. 1220.0).
Other educational institution
Includes institutions or establishments that offer educational courses such as industry skills centres, professional or industry associations, equipment/product manufacturers or suppliers, and instances where insufficient information was available to determine the type of educational institution.
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.
An educational institution whose major activity is the provision of formal classes of primary or secondary education, or the provision of primary or secondary distance education.
Persons aged 15-24 years who attended school in the previous year but were not attending school prior to May of the survey year.
Study for a qualification
The reported level of education of any study being undertaken that will lead to formal certification, 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. 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 study for a qualification they were asked the level of the qualification.
A Technical and Further Education institution. In Victoria this may also be interpreted as Training and Further Education.
Persons who were not employed during the reference week, and:
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