Work-Related Training and Adult Learning methodology

Survey estimates of counts of persons are obtained by summing the weights of persons with the characteristic of interest.

Weighting is the process of adjusting results from a sample survey to infer results for the total 'in-scope' population. To do this, a 'weight' is allocated to each enumerated person. The weight is a value which indicates the number of persons in the population represented by the sample person.

The first step in calculating weights for each unit is to assign an initial weight, which is the inverse of the probability of being selected in the survey. For example, if the probability of a person being selected in the survey was 1 in 600, then the person would have an initial weight of 600 (that is, they represent 600 people).

The initial weights were calibrated to align with independent estimates of the population of interest, referred to as 'benchmarks'. Weights calibrated against population benchmarks ensure that the survey estimates conform to the independently estimated distribution of the population rather than the distribution within the sample itself. Calibration to population benchmarks helps to compensate for over- or under-enumeration of particular categories of persons or households which may occur due to either the random nature of sampling or non-response.

The survey was benchmarked to the Estimated Resident Population (ERP) aged 15–74 years living in private dwellings in each state and territory at December 2024. People living in very remote areas of Australia or Indigenous communities were excluded. These benchmarks are based on the 2021 Census.

While LFS benchmarks are revised every 5 years, to take into account the outcome of the 5-yearly rebasing of the ERP following the latest Census, the supplementary surveys and MPHS (from which the statistics in this publication are taken) are not. Small differences will therefore exist between the civilian population aged 15–74 years reflected in the LFS and other labour household surveys estimates, as well as over time. If comparisons are being made over time then proportions should be used rather than estimates of persons.

The estimates in this publication are based on information obtained from a sample survey. Any data collection may encounter factors, known as non-sampling error, which can impact on the reliability of the resulting statistics. In addition, the reliability of estimates based on sample surveys are also subject to sampling variability. That is, the estimates may differ from those that would have been produced had all persons in the population been included in the survey. This is known as sampling error.

Non-sampling error is caused by factors other than those related to sample selection. It is any factor that results in the data values not accurately reflecting the true value of the population.

It can occur at any stage throughout the survey process. Examples include:

• selected people that do not respond (such as refusals or non-contact)
• questions being misunderstood
• responses being incorrectly recorded
• errors in coding or processing the survey data.

Sampling error is the expected difference that can occur between the published estimates and the value that would have been produced if the whole population had been surveyed. Sampling error is the result of random variation and can be estimated using measures of variance in the data.

One measure of sampling error is the standard error (SE). There are about two chances in three that an estimate will differ by less than one SE from the figure that would have been obtained if the whole population had been included. There are about 19 chances in 20 that an estimate will differ by less than two SEs.

This publication reports the relative standard error (RSE) for estimates of counts ('000) and the margin of error (MOE) for estimates of proportions (%).

The AQF is the national policy for regulated qualifications in Australian education and training. It incorporates the qualifications from each education and training sector into a single comprehensive national qualifications framework. The AQF was first introduced in 1995 to underpin the national system of qualifications in Australia encompassing higher education, vocational education and training and schools.

Education data are coded to the Australian Standard Classification of Education, 2001. The ASCED is a national standard classification which can be applied to all sectors of the Australian education system, including schools, vocational education and training, and higher education. It includes 'Level of education' and 'Field of education'. 

A person having 'completed' a qualification means they have successfully passed all of the requirements for the qualification and excludes people who have stopped studying without gaining the qualification.  

Contact activities include direct contact with a teacher, lecturer or presenter.

Country of birth has been classified according to the Standard Australian Classification of Countries (SACC), 2016. 'Born in Australia' refers to all persons born in Australia or any of its external territories. 'Born overseas' refers to all persons not 'born in Australia', including those born at sea and persons whose country of birth is unknown.

The job which a person was employed in during the survey reference week. In cases where the person was employed in more than one job, the current main job refers to the job in which the person usually works the most hours. However, a person may have undertaken their most recent work-related training in a previous job. Therefore several tables presented in this release relating to work-related training are presented only for people who have undertaken training as part of their current main job.

All people aged 15 years and over who met one of the following criteria during the reference week:

• Worked for one hour or more for pay, profit, commission or payment in kind, in a job or business or on a farm (employees and owner managers of incorporated or unincorporated enterprises).
• Worked for one hour or more without pay in a family business or on a farm (contributing family workers).
• Were employees who had a job but were not at work and were:
  • away from work for less than four weeks up to the end of the reference week
  • away from work for more than four weeks up to the end of the reference week and received pay for some or all of the four week period to the end of the reference week
  • away from work as a standard work or shift arrangement
  • on strike or locked out
  • on workers' compensation and expected to return to their job.
• Were owner managers who had a job, business or farm, but were not at work.

Employed people 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 people 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. 

An employee works for a public or private employer and receives remuneration in wages, salary, on a commission basis (with or without a retainer), tips, piece-rates, or payment in kind. 

The term engagement is used when assessing a persons level of participation in employment and education. People can be 'Fully engaged', 'Partially engaged', or 'Not engaged'. 

For the purpose of this survey an external training provider is defined as a person or organisation who delivers work-related training and is not classified as either an existing staff member or a consultant hired by the organisation to deliver the training.

Training delivered by the instructor in person to an individual or part of a group.

Refers to the subject matter of an educational activity. Fields of education are related to each other through the similarity of subject matter, through the broad purpose for which the education is undertaken, and through the theoretical content which underpins the subject matter. There are 12 broad fields, 71 narrow fields and 356 detailed fields of education. Where a qualification covered multiple fields (for example, a double degree) the 'Main Field of Education ' is the field considered the most important for the survey respondent.

The subject matter of the educational activity for the highest achievement a person has attained in any area of formal study. Where a qualification covered multiple fields (for example, a double degree) the 'main field of highest educational attainment' is the field considered the most important for the survey respondent. 

Formal study activities lead to a qualification recognised by the Australian Qualifications Framework (AQF) such as a Degree, Diploma or Certificate and also includes study at school. Formal study is provided in the systems of schools, colleges, universities and other institutions or organisations and is usually associated with a providing body responsible for determining the teaching method and/or curriculum, admission requirements. In this survey, if the respondent was still attending school their level of study was recorded as their current year of schooling.

Refers to Greater Capital City Statistical Areas (GCCSA) as defined by the Australian Statistical Geography Standard (ASGS). The GCCSAs represent the socio-economic extent of each of the eight State and Territory capital cities. The whole of the Australian Capital Territory is included in the GCCSA. Refer to Australian Statistical Geography Standard (ASGS): Volume 1 - Main Structure and Greater Capital City Statistical Areas, July 2016.

Any respondent who reported that they have a limitation, restriction or impairment, which has lasted, or is likely to last, for at least six months and restricts everyday activities. 

Income consists of all current receipts, that are received by the household or by individual members of the household, and which are available for, or intended to support, current consumption.

Income includes receipts from:

• wages and salaries and other receipts from employment (whether from an employer or own incorporated enterprise), including income provided as part of salary sacrificed and/or salary package arrangements
• profit/loss from own unincorporated business (including partnerships)
• net investment income (interest, rent, dividends, royalties)
• government pensions and allowances
• private transfers (for example, superannuation, workers' compensation, income from annuities, child support, and financial support received from family members not living in the same household).

Gross income is the sum of the income from all these sources before income tax, the Medicare levy and the Medicare levy surcharge are deducted. 

Industry data is classified according to the Australian and New Zealand Standard Industrial Classification (ANZSIC), 2006. 

Refers to learning that occurs away from a structured, formal classroom environment. It comes in many forms, including viewing videos, self-study, reading articles, participating in forums and chat rooms, performance support, coaching sessions and games. Informal learning is a style of learning in which the learner sets their own goals and objectives. This type of learning is not in scope of this survey.

The 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. In 2011, the second major revision of this classification was officially adopted by the UNESCO General Conference and takes into account significant changes in education systems worldwide since the previous ISCED revision in 1997. Education data were categorised from ASCED 2001 to ISCED 2011 using a concordance method. For more information, refer to 'International Standard Classification of Education 2011 (ISCED) 2011 to Australian Standard Classification of Education (ASCED) Concordance (tcisupport.gov.au)', Tertiary Collection of Student Information.

A function of the quality and quantity of learning involved in an educational activity. There are nine broad levels, 15 narrow levels and 64 detailed levels of education.

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. The derivation process determines which of the 'school' or 'non-school' attainments will be regarded as the highest. Usually the higher ranking attainment is self-evident, but in some cases some secondary education is regarded, for the purposes of obtaining a single measure, as higher than some certificate level attainments. 

There are two types of measures used to determine level of highest educational attainment: 'Non-School Priority' and 'Standard Education Priority'. 

• 'Non-School Priority' is where all non-school qualifications are considered of higher ranking than secondary education. For example, a person whose highest year of school completed was Year 12, and whose level of highest non-school qualification was a Certificate I, would have their level of highest education attainment output as Certificate I.
• 'Standard Education Priority' is where some school qualifications are ranked higher than some non-school qualifications. For example, years 10, 11 and 12 are ranked higher than Certificates I, II and n.f.d. The Standard Education Priority was designed for the purpose of obtaining a single value for level of highest educational attainment and is not intended to convey any other hierarchy.

The following decision table shows which responses to 'highest year of school completed' and 'level of highest non-school qualification' are regarded as the highest. For example, a person's level of highest educational attainment if they completed Year 12 and a Certificate III would be 'Certificate III'. However, if the same person answered 'certificate' to the highest non-school qualification question, their level of highest educational attainment would be output as 'Level not determined'. In addition, for persons who never attended school and do not have a non-school qualification the output is 'No educational attainment'.       

For ease of interpretability, the layout of this table has been modified from Education Variables, June 2014, however the ranking of different levels of attainment has not changed.

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 Level of education classification.  

Activities that do not involve contact with a teacher or instructor, for example undertaking research or completing assignments.

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. School level qualifications obtained through institutions other than primary and secondary schools (such as TAFE) are not included. Non-school qualifications may be attained concurrently with school study.

People who were not in the categories ‘employed’ or ‘unemployed’ during the reference week.

An occupation is a collection of jobs that are sufficiently similar in their title and tasks, skill level and skill specialisation. Occupation data is classified according to the Australian and New Zealand Standard Classification of Occupations (ANZSCO), 2013, Version 1.2.

Method for delivering work-related training, including:

• training delivered or accessed remotely (for example, via the internet or intranet)
• live or recorded lectures, webinars, YouTube or LinkedIn videos
• virtual classrooms, e-learning modules or interactive quizzes.

Refers to people who work in their own incorporated or unincorporated business with or without employees. Own business also includes contractors and subcontractors, and people contributing to a family business. 

Refers to study load that is not considered full-time by the institution.

Includes any cost related to the course which were paid for by the participant and not reimbursed by a third party, for example course fees or costs for study materials.

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.

The Australian Statistical Geography Standard (ASGS) was used to define remoteness. The Remoteness Structure is described in detail in the publication Australian Statistical Geography Standard (ASGS): Volume 5 - Remoteness Structure, July 2016. 

Comprises the remainder of each state/territory not included in a Capital City. Refer to Australian Statistical Geography Standard (ASGS): Volume 1 - Main Structure and Greater Capital City Statistical Areas, July 2016.

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. For the purpose of this release school study is classified as participation in formal study.

A function of the range and complexity of the set of tasks involved in an occupation. The greater the range and complexity of the set of tasks, the greater the skill level of the occupation. For more information, refer to the Occupation Standard, 2018.

Socio-Economic Indexes for Areas (SEIFA) is an ABS product that ranks areas in Australia according to relative socio-economic advantage and disadvantage. The indexes are based on information from the five-yearly Census of Population and Housing.  The SEIFA indexes used in this publication were created from Census 2016 data. Each index is a summary of a different subset of Census variables and focuses on a different aspect of socio-economic advantage and disadvantage. Each index ranks geographic areas across Australia in terms of their relative socio-economic advantage and disadvantage. It is therefore likely that the same area will have a different ranking on each index.

The four indexes in SEIFA 2016 are: 

• Index of Education and Occupation (IEO)
• Index of Relative Socio-economic Advantage and Disadvantage (IRSAD)
• Index of Economic Resources (IER)
• Index of Relative Socio-economic Disadvantage (IRSD)

For more information, refer to Census of Population and Housing: Socio-Economic Indexes for Areas (SEIFA), Australia, 2016. 

Employed people aged 15 years and over who want, and are available for, more hours of work than they currently have. They comprise:

• people employed part-time who want to work more hours and are available to start work with more hours, either in the reference week or in the four weeks subsequent to the survey
• people employed full-time who worked part-time hours in the reference week for economic reasons (such as being stood down or insufficient work being available). It is assumed that these people wanted to work full-time in the reference week and would have been available to do so.

People aged 15 years and over who were not employed during the reference week, and:

• had actively looked for full-time or part-time work at any time in the four weeks up to the end of the reference week and were available for work in the reference week
• were waiting to start a new job within four weeks from the end of the reference week and could have started in the reference week if the job had been available then.

'Year 12 or equivalent' includes overseas qualifications comparable to the Australian Year 12 level of schooling as well as other terms used to describe the final year of schooling in Australia, for example, 'Year 13', '6th Form', 'high school certificate' and 'matriculation'.

Refers to the time when a person would usually be working.

Non-formal learning undertaken to obtain, maintain or improve employment related skills and/or to improve employment opportunities. Work-related training courses have a structured format but do not lead to a qualification.