National Youth Commission

June 2019

Select Committee into Jobs for the Future in Regional Areas

Name: National Centre for Vocational Education Research (NCVER)

Contact: Phil Loveder, Manager Stakeholder Engagement or Anna Payton, Policy Analyst

Phone: 08 8230 8665 – 08 8230 8680

Email: philloveder@ncver.edu.au and annapayton@ncver.edu.au

OverviewNCVER’s submission contextualises regional vocational education

and training (VET) by providing information about these students,

their training and their outcomes, and addresses two Terms of

Reference, namely:

(c) Lessons learned from structural adjustments in the

automotive, manufacturing and forestry industries and

energy privatization and their impact on labor markets

and local economies

(e) Measures to guide the transition into new industries and

employment including:

(iv) The role of vocational education providers, including

TAFE, in enabling reskilling and retraining.

NCVER is the official collection agency for national VET statistics. As the trusted custodian, NCVER collects this

information under the authority of ministers responsible for education and training and the registration requirements

legislated for training providers. Many of NCVER’s statistical publications segment VET students as regional/remote

using ARIA+. NCVER also has a range of specific tools which can be used to understand training undertaken by

regional students, including Data Slicers, and a VET Atlas which facilitates exploration of data down to ABS Statistical

Area (SA2) levels1.

In addition, NCVER undertakes a strategic program of research and evaluation through our in-house research program,

and research guided by the Australian and state and territory governments. This work, and statistical releases are

widely published. As it has for nearly 35 years, NCVER provides information to a wide range of stakeholders within both

government and non-government sectors.

Context

1 Statistical Areas Level 2 (SA2s) are designed to reflect functional areas that represent a community that interacts together socially and economically. They consider Suburb and Locality boundaries to improve the geographic coding of data to these areas and in major urban areas SA2s often reflect one or more related suburbs.

NCVER submission: Select Committee into Jobs for the Future in Regional Areas 1

About NCVER

NCVER is an independent, not-for-profit

company owned by the Australian Government

and state and territory government ministers

responsible for vocational education and

training (VET). NCVER collects, manages,

analyses and communicates research and

statistics about VET. NCVER’s vision is to

transform national understanding of VET.

A profile of regional 2018 VET students, their nationally accredited training and their outcomes has been compiled

using 2018 ‘Total VET activity’ data, and outcomes from the 2018 National Student Outcomes survey of 2017

graduates (Refer Attachment A for source data). The scope of Total VET activity is all nationally accredited training.

The 8.1 million Australians residing outside Australia’s major cities2 are not a homogenous population. For data on

specific regions, NCVER has available a data visualization tool called the ‘VET Atlas of Total VET’, which can be

accessed at: https://www.ncver.edu.au/research-and-statistics/visualisation-gallery/atlas-of-total-vet. This useful

mapping resource provides information on students and their training, by geographic region down to Statistical Area 2

level. Attachment A, Figures 2 and 3 provides example outputs of training in the Daintree region from this free, easy to

use data visualization tool.

Characteristics of 2018 Regional/remote VET students Attachment A, table 2 contains information about 2018 VET students by ARIA+ remoteness. In 2018, there were just

over a million (1.18M) students from regional/remote3 areas studying nationally accredited VET, accounting for 29.2%

of all VET students (NCVER, 2019a). This represents a slightly under-representation of VET participation, because a

third of all Australians live outside major cities (ABS, 2018).

While VET students, irrespective of where they live tend to be aged 25-44 year and studying part-time, regional/remote

VET students have some defining characteristics that distinguish them from their city counterparts; they are more likely

to be male, older (45-64 in age), which suggests re-training and upskilling. They are also more likely to be Indigenous

or from an English-speaking background, and more likely to be employed than their city counterparts (NCVER, 2019a).

Private VET providers are the dominant training provider irrespective of location, however students residing in

regional/remote areas are slightly more likely to use the public (TAFE) provider than their city counterparts (NCVER,

2019a).

Training profile of 2018 Regional/remote VET studentsAttachment A, tables 3, 4 and 5 contain information about program (qualification) enrolments by ARIA+ remoteness.

For all students, irrespective of location, most nationally accredited training is undertaken in training package

qualifications, including training package skill sets. Courses tailored to meet established industry, enterprise,

educational, legislative or community needs (accredited qualifications and courses) are more likely to be delivered to

students residing in metropolitan areas, perhaps indicative of resources required to develop these accredited

qualifications and courses (NCVER, 2019b).

Regional/remote students tend to favour lower level qualifications, mostly undertaking Certificate level II or III

qualifications. In comparison, students living in major cities are more likely to undertake higher level qualifications at

Certificate IV level or higher than their regional/remote counterparts. In general, the more remote the location, the

greater the tendency for lower level qualifications.

The top three training packages for regional/remote students were: (i) Community Services, (ii) Business Services, and

(iii) Tourism, hospitality and events. While the top two were the same for VET students studying in major cities, training

in Construction, plumbing and service integrated frameworks was the third most popular training package for program

enrolments for their city counterparts (NCVER, 2019a).

2 Defined by ABS a Greater Capital Cities3 Regional/remote is defined from ARIA+ by combining students who live in inner regional, outer regional, remote or very

remote areasNCVER submission: Select Committee into Jobs for the Future in Regional Areas 2

Other noticeable differences between regional/remote and city student’s program enrolments were that in

regional/remote areas, there were more enrolments in training related to mining (Resources & infrastructure, Metal and

engineering industry training packages), and agriculture (Agriculture, horticulture and conservation and land

management and Forest and Wood products training packages). Conversely, in the major cities there were noticeably

more program enrolments in Construction, plumbing & services integrated framework, Property services, Financial

services, Creative arts, and Public sector training packages (NCVER, 2019a).

Outcomes for 2017 Regional/remote VET studentsIn terms of student outcomes (refer Attachment A, table 6), the 2018 National Student Outcomes Survey indicates that

students who completed their training in 2017 who lived outside major cities when undertaking their study had better

outcomes from training than their city counterparts. For those who complete a full qualification (termed graduates),

more regional/remote students were employed after training, had improved employment status after training, were

employed or in further study after training, achieved their main reason for training and were more satisfied with the

overall quality of training than their city counterparts (NCVER, 2018).

Responses to Select Committee matters:

c) Lessons learned from structural adjustments in the automotive, manufacturing and forestry industries and energy privatization and their impact on labor markets and local economies

Transformation is an enduring feature of economies, including Australia’s. Over last 100 years or so, Australia’s largest

employers were agriculture before the mechanisation of manufacturing and mass production took over. Over the past

two decades significant change has occurred with the move away from manufacturing towards a service economy

(Cassells et al. 2018, Snell, Gekara & Gatt 2016). Today, more Australians service people than make things (Cassells

et al. 2018), with almost 80 per cent of the Australian labour force employed in the services industry (Lowe 2017).

In view of these changes, NCVER has commissioned and published work exploring the nexus of structural adjustment

and skills transfer, reskilling and training in support of workers gaining new jobs. The following is based on six case

studies in five separate regions: in the Hunter region of New South Wales; the Geelong region (two case studies) and in

the Latrobe Valley in Victoria; the outer metropolitan area of Adelaide in South Australia; and, various locations in

Tasmania (Callan & Bowman 2015, Snell, Gekara & Gatt 2016).

Displaced workers

The case studies show that while displacement impacts on all affected workers, some workers face considerable

challenges attaining new jobs, particularly older workers from industries where larger proportions of the workforce have

lower skills, few formal qualifications and poorer literacy and numeracy skills face (Callan & Bowman 2015).

Compounding this challenge is that some displaced workers have a poor understanding of their skills and their value,

leading to the general assumption that their skills are not transferable to other occupations, and they have a lack of

basic job navigation skills (Snell, Gekara & Gatt 2016). Transferable skills are those that can be adapted to different

jobs, occupations or industry settings (Snell, Gekara & Gatt 2016). To help these workers, Snell, Gekara and Gatt

(2016) recommend transition programs and Jobactive providers play a more active role.

Displaced worker transition programs and services

Examination of four case study sites (Hunter region, Geelong region, outer-metro Adelaide region and Tasmania)

highlighted three distinct types of programs and services were made available to displaced employees:NCVER submission: Select Committee into Jobs for the Future in Regional Areas 3

Transition programs for large firm and associated supplier workers

General open access transition programs for any displaced worker

Customised initiatives for older (usually male) displaced workers (Callan & Bowman 2015).

Workers displaced from large enterprises and their suppliers were recipients of special intervention programs, which

were funded by the enterprises themselves and governments (Callan & Bowman 2015). In comparison, the range of

open access programs were available to any displaced worker and were particularly important for employees in small to

medium-sized enterprises facing restructure, downsizing or closure (Callan & Bowman 2015). Customised initiatives

were developed specifically for older displaced workers to supplement general initiatives available under the

aforementioned programs; in the case studies, these employees tended to be lower-skilled males (Callan & Bowman

2015). Each of these programs and services typically included various initiatives, as summarised in table 1.

Table 1: Displaced worker transition programs by case region and type

Region Large firm and supplier programs Open access programs for any displaced worker

Customised initiatives for older displaced workers

Hunter NSW BHP Steelworks early intervention

Pathways Program

The Mine Hunter Program

Pathways Employment Services Rapid

Response Teams

Jobs in the Hunter website

Jobs Network

Regional strategic procurement

New industry taster programs

Life skills courses

Geelong Ford and suppliers Worker

Transition Program

Geelong Workforce Development

Centre

Geelong Careers website

Regional databases

Jobs Network

Job-creation projects

Growth industries

Specific industry taster

courses

Jobs clubs

Volunteering

Adelaide Mitsubishi, Bridgestone and Clipsal

General Motors Holden and

Suppliers’ Automotive Workers in

Transition Program

The Jobs Network

Our Jobs Plan

DOME: Don’t Overlook

Mature-Aged Employees

Tasmania ForestWorks Workers Assistance

Service

ACL Bearings

Rapid response skills initiatives Rural

Alive and Well (RAW)

The Jobs Network

West Coast East Working Group for

new jobs creation

Words @ Work

Ready set go

Sourced from Callan and Bowman 2015, p. 21

Each of the programs and services examined included pre-training, training and post-training steps and practices;

further information and details about the steps and process is available from Callan and Bowman’s report Industry

restructuring and job loss: helping older workers get back into employment.

It is important to note that industry restructures also tend to impact on many parties – workers facing displacement and

those who remain with the employer, enterprises, communities and regions. As such, it becomes apparent that a simple

fix or one program or initiative cannot mediate the outcomes from structural change (Jobs Queensland 2018).

NCVER submission: Select Committee into Jobs for the Future in Regional Areas 4

Lessons learnt from displaced worker transition programs and services

Overall, the research highlights the early engagement of workers with support and training services and a coordinated

approach to these activities is crucial (Callan & Bowman 2015). Several other lessons were learnt from the examination

of the four case studies and are summarised below under the three distinct types of program/service.

Large firm and associated supplier worker transition programs A major key to the success of these programs is their holistic nature; they offer a wide-range of service,

including ‘career guidance, skills transfer, reskilling and training activities, job resumé and job interview

assistance, access to work experience, job search assistance, wage subsidies, provision of access to a range

of personal support services, and access to public employment/public works programs and new private sector

job-creation programs’ (Callan & Bowman 2015, p. 32)

The use of highly experienced coordinators who relate well to workers, particularly mature-aged employees

The use of hands on, one-on-one, flexible ongoing support to displaced workers

The use of partnerships supported by strong relationships between enterprises (HR teams, management), the

unions and various external agencies (Callan & Bowman 2015).

Callan and Bowman (2015) note that, while there is clear evidence that good practices from one program were

incorporated into the design of new programs, many of the large transition programs were not fully evaluated.

General open access transition programs The success of these initiatives is their holistic nature and ease of access for displaced workers, including

those who work in small to medium-sized firms

The interconnectedness of initiatives and job-creation activities leads to positive outcomes with workers

securing jobs after displacement

A few concerns were raised; older workers tend to be unaware of the levels and types of Australian

qualifications available to them, and some reported that could not afford to pay for training when they were

found to ineligible for subsidised training (Callan & Bowman 2015). Displaced workers in small to medium-

sized enterprises can face greater challenges than for workers in large firms because the latter are more likely

to be recognised and supported by government interventions (Callan & Bowman 2015).

Customised initiatives A key success of the more customised initiatives is their adaptiveness to be tailored to the specific needs of

lower-skilled displaced workers. As such, they provide activities that build or maintain workers’ self-esteem and

self-confidence that aid resilience when managing the frustrations and stress of job applications (particularly

applications that do not lead to a job)

The ability of these initiatives to enhance activities usually included in large firm transition programs and

general open access transition programs (Callan & Bowman 2015).

A valuable aspect of Callan and Bowman’s report (2015) is the inclusion of advice from displaced workers to workers

facing potential job loss. Their advice includes start considering options early, use but don’t rely on provided services,

qualifications do matter (this is supported by other research; see Snell, Gekara and Gatt 2016) and undertake additional

training if needed, and talk with peers. The workers’ list of key messages is on page 43 of Industry restructuring and job

loss: helping older workers get back into employment.

Lastly, effective transition programs are underpinned by accurate and up-to-date local labour and occupational market

analyses, an activity both Callan and Bowman (2015) and Snell, Gekara and Gatt (2016) point out can be improved. NCVER submission: Select Committee into Jobs for the Future in Regional Areas 5

Australian regions tend to be unique, or ‘highly cellular’, with different patterns of occupational growth and decline

(Snell, Gekara & Gatt 2016). As such, local labour market analyses or skills need analyses enable agencies helping

displaced workers decide in which areas to train (Callan & Bowman 2015). Further, regular regional labour market

assessments highlight where occupations and skills are growing. In terms of helping displaced workers, this information

can:

identify more effectively viable job and career opportunities

support more informed decision-making about how best to approach recognition of prior learning

identify areas in which to retrain or upskill to attain the best job outcomes (Snell, Gekara & Gatt 2016).

e. Measures to guide the transition into new industries and employment including: iv. The role of vocational education providers, including TAFE, in enabling reskilling and

retraining

VET providers, including TAFE, are integral to reskilling and training efforts that increase people’s likelihood of a

successful transition, including for displaced workers, and heighten their opportunities to gain employment. However, as

Callan and Bowman (2015) found, skills transfer, reskilling and training initiative are more likely to be effective when

training providers and support agencies work together in partnership.

As such, Callan and Bowman (2015) developed a framework for the provision of training activities and support services

that combines good practices identified in their research and from their examination of the four case studies previously

mentioned. The framework is based on five working principles; the determination of these is founded upon key

characteristics of the workers facing displacement, which need to be considered when designing transition programs.

These are:

1. Engage affected workers early, before they are displaced – this is crucial, as it takes time to make and

implement plans, particularly for older workers

2. Develop effective partnerships with key agencies to provide a holistic response – this is also crucial, and the

best approach is to have a worker transition coordinator or agency to case-manage the entire process. Callan

and Bowman (2015) identified five elements of effective partnerships (see following)

3. Engage advisors who can connect with/respect workers – consider workers’ age and experience

4. Be aware of low levels of literacy, including computer/digital literacy, and numeracy skills

5. Recognise the stress and health risks linked with job displacement (Callan & Bowman 2015).

The five elements of effective partnerships identified by Callan and Bowman (2015) are:

‘a common agenda - a shared vision and understanding of the key challenges and agreed actions

shared measurement systems - with transparent key performance indicators and accessible data to track

progress

mutually reinforcing activities – including space for different activities coordinated through a shared action plan

continuous communication – which aspires to being consistent, open communication and builds trust between

organisations and with the displaced workers

governance structures – to include an independent entity with staff possessing the appropriate skills to

coordinate the participating organisations and to support implementation of actions to assist displaced workers’

(Callan & Bowman 2015, p. 47).

NCVER submission: Select Committee into Jobs for the Future in Regional Areas 6

Indeed, the importance of building strong, effective relationships is highlighted in Lamb et al (2018), which examined

the strategies high performing regions use to engage and support disadvantaged learners. Regions and communities

are best served when this critical activity is adequately resourced (Lamb et al 2018).

Callan and Bowman’s framework (2015) also includes key practices (tasks that can be implement depending on

specific aspects of the assistance required) and mechanisms for achieving these practices. NCVER has distilled this

information into a one-page infographic for employers’ use.

Looking specifically at reskilling as a means of transitioning workers from declining to growing industries, there are a

couple of approaches that can be undertaken. One is recognition of prior learning (RPL), in which displaced workers

receive accreditation for their current skills (Wibrow & Circelli 2016). However, this approach may not always appeal to

workers, because they may perceive skills for which they receive RPL as being obsolete or they find the process

daunting or complex (Wibrow & Circelli 2016).

The other approach is to focus on skills transferability. Snell, Gekara and Gatt (2016) analysed the skills shared across

units of competency in declining and growing occupations to test their transferability. They found that many skills, even

those that are meant to be more generic, such as employability skills embedded into training packages delivered by

VET providers, were developed in an occupation-specific way that limits their transferability (Wibrow & Circelli 2016). To

overcome this, Snell, Gekara and Gatt (2016) suggest that training packages used by VET providers could be

reconfigured into clusters based on an occupational cluster framework (Jobs Queensland 2018). This will enable

greater sharing of units of competencies (embedded within training packages) across qualifications, which will

encourage more transferability in the labour market (Jobs Queensland 2018).

The above research focus on efforts, strategies and tactics to mitigate the impact of job loss in the lead-up to and

following disruptive economic events, such industrial structural adjustment and firm restructures, but VET providers also

have a role in helping disadvantaged learners, including unemployed people. In their study, Lamb et al. (2018) identified

effective policies and practices employed by registered training organisations (TAFE, private and community providers)

in regions with high participation and completion rates in VET.

Based on the findings from their research and a previous study (Davies, Lamb and Doecke, 2011), the authors

developed the following good practice intervention framework for VET provision. The effective policies and programs

adopted more often by training providers in high-performing regions are listed under each category (Lamb et al. 2018).

The framework, policies and practices may provide a valuable reference for VET providers in regions seeking to

increase disadvantaged learners’ engagement and participation in VET.

NCVER submission: Select Committee into Jobs for the Future in Regional Areas 7

Figure 1: Good practice interventions framework for VET provision

Outreach using community member programs and engaging in community partnerships

establishing a close connection with the community

co-locating education and training with other community services

valuing partnerships with other providers.

Wellbeing providing learning-related and auxiliary supports

ensuring supports are available when and where learners need them.

Pedagogy delivering programs in community settings

matching experienced staff with high-need learners

tailoring delivery to learner needs and context; adopting a learner-centred approach to provision.

Pathways building relationships with local employers to help learners gain work experience.

Curriculum providing intensive course and career guidance

tailoring programs specifically for learners with low skills.

The authors note though that participation and completion do not automatically translate into enhanced and relevant

work opportunities and thinking of the benefits of VET exclusively in terms of employment narrows its value (Lamb et al.

2018). As well as helping people transition into work, VET can have a transformative effect at the personal level.

Through students’ participation in VET, learners can build positive dispositions, attitudes and skills that can result in

improved participation in employment and society (Lamb et al. 2018).

NCVER submission: Select Committee into Jobs for the Future in Regional Areas 8

WellbeingOutreach

Pathways

Pedagogy

Effective strategies for

engaging disadvantaged learners in VETCurriculum

References

Callan, V & Bowman, K 2015, Industry restructuring and job loss: helping older workers get back into employment, NCVER, Adelaide, viewed Aug 2019, https://www.ncver.edu.au/publications/publications/all-publications/lessons-from-vet-providers-delivering-degrees

Australian Bureau of Statistics 2019, Regional Population Growth, Australia, 2017-18, Cat: 3218.0, Canberra, Australia, viewed Aug 2019 at: https://www.abs.gov.au/AUSSTATS/abs@.nsf/mf/3218.0 .

Jobs Queensland 2018, Supporting workforces during industry transition: Key elements for success – Literature review, Jobs Queensland, Brisbane, viewed Aug 2019, https://jobsqueensland.qld.gov.au/wp-content/uploads/2018/11/supporting-workforces-transition-literature-review.pdf.

Lamb, S, Maire, Q, Walstab, A, Newman, G, Doecke, E & Davies, M, 2018, Improving participation and success in VET for disadvantaged learners, NCVER, Adelaide, viewed Aug 2019, https://www.ncver.edu.au/research-and-statistics/publications/all-publications/improving-participation-and-success-in-vet-for-disadvantaged-learners.

NCVER 2019a, Australian vocational education and training statistics: Total VET students and courses 2018 - data slicer, NCVER, Adelaide, viewed Aug 2019, https://www.ncver.edu.au/research-and-statistics/data/all-data/total-vet-students-and-courses-2018-data-slicer.

NCVER 2019b, Australian vocational education and training statistics: Total VET students and courses 2018 - VOCSTATS,

NCVER, Adelaide, viewed Aug 2019, https://www.ncver.edu.au/research-and-statistics/vocstats.

NCVER, 2018, Australian vocational education and training statistics: VET student outcomes 2018, NCVER, Adelaide, viewed Aug 2019, https://www.ncver.edu.au/__data/assets/pdf_file/0037/4284649/VET-student-outcomes-2018.pdf.

Snell, D, Gekara, V & Gatt, K 2016, Cross-occupational skill transferability: challenges and opportunities in a changing economy, NCVER, Adelaide, viewed Aug 2019, https://www.ncver.edu.au/research-and-statistics/publications/all-publications/cross-occupational-skill-transferability-challenges-and-opportunities-in-a-changing-economy.

NCVER submission: Select Committee into Jobs for the Future in Regional Areas 9

Attachment A - Additional statistical tables and chartsTable 2: Australian VET students (Total VET Activity), 2018 by Remoteness (ARIA+)

Student remoteness regionMajor cities

Inner regional

Outer regional

Remote Very remote

Overseas Not known

Regional & remote Total

% Regional & remote

% Major cities

Age group 14 years and under 10 820 3 470 1 535 350 230 120 990 5 585 17 515 0.5% 0.5%

15 to 19 years 390 415 135 980 61 810 9 180 4 745 20 065 37 340 211 715 659 535 17.9% 16.2%

20 to 24 years 363 945 96 275 45 635 7 190 4 710 55 420 35 565 153 810 608 740 13.0% 15.1%

25 to 44 years 1 036 585 271 450 142 230 26 525 17 830 114 920 115 095 458 035 1 724 635 38.7% 43.1%

45 to 64 years 535 740 195 575 100 475 16 440 10 495 18 335 62 120 322 985 939 180 27.3% 22.3%

65 years and over 37 660 14 490 7 530 1 150 610 1 255 4 855 23 780 67 550 2.0% 1.6%

Not known 27 500 7 210 1 170 65 230 635 7 935 8 675 44 745 0.7% 1.1%

Apprentice/trainee statusApprentices & trainees 190 200 72 745 31 740 5 605 3 040 430 7 390 113 130 311 150 9.6% 7.9%

Not apprentices & trainees 2 212 465 651 705 328 650 55 295 35 810 210 310 256 500 1 071 460 3 750 735 90.4% 92.1%

English (main language spoken at home) Non-English 376 540 23 790 14 915 2 995 4 310 121 225 28 265 46 010 572 040 3.9% 15.7%

English 1 576 180 578 765 286 935 48 695 29 285 23 655 139 220 943 680 2 682 735 79.7% 65.6%

Not known 449 945 121 900 58 540 9 215 5 255 65 865 96 405 194 910 807 125 16.5% 18.7%

Full time status Full-time student 257 855 63 505 28 350 4 535 2 460 59 875 23 340 98 850 439 920 8.3% 10.7%

Part-time student 2 144 810 660 945 332 040 56 365 36 390 150 870 240 550 1 085 740 3 621 970 91.7% 89.3%

Gender Males 1 218 255 375 810 195 995 34 190 22 180 103 280 111 870 628 175 2 061 580 53.0% 50.7%

Females 1 101 060 330 150 156 420 25 755 15 595 94 495 107 705 527 920 1 831 180 44.6% 45.8%

Not known 83 345 18 490 7 970 955 1 075 12 965 44 320 28 490 169 120 2.4% 3.5%

Indigenous status Indigenous 49 565 32 265 28 555 7 780 12 120 570 7 400 80 720 138 255 6.8% 2.1%

Non-Indigenous 2 088 750 626 400 298 600 46 755 21 490 172 385 192 085 993 245 3 446 465 83.8% 86.9%

Not known 264 350 65 780 33 230 6 365 5 245 37 790 64 405 110 620 477 165 9.3% 11.0%

Labour force status Employed 1 430 095 444 965 223 960 41 970 26 620 56 805 134 750 737 515 2 359 165 62.3% 59.5%

Unemployed 311 565 85 475 44 965 6 235 3 920 17 785 17 420 140 595 487 365 11.9% 13.0%

Not in Labour Force 155 990 42 155 18 960 2 655 2 105 23 800 8 390 65 875 254 055 5.6% 6.5%

Not known 505 010 151 860 72 500 10 040 6 205 112 355 103 335 240 605 961 305 20.3% 21.0%

Prior education Prior education 1 246 630 372 250 185 465 31 780 18 860 57 335 119 865 608 355 2 032 185 51.4% 51.9%

No prior education 823 380 261 825 134 485 22 705 14 000 126 710 92 485 433 015 1 475 590 36.6% 34.3%

Not known 332 655 90 375 40 440 6 415 5 990 26 695 51 545 143 220 554 115 12.1% 13.8%

Provider type TAFE institutes 342 505 124 215 56 965 9 955 5 955 30 630 5 385 197 090 575 610 16.6% 14.3%

Universities 28 100 9 020 4 900 1 835 1 490 2 025 1 540 17 245 48 910 1.5% 1.2%

Schools 40 305 15 035 7 790 900 475 160 2 265 24 200 66 930 2.0% 1.7%

Community education 192 505 62 180 27 275 3 625 1 950 2 735 55 715 95 030 345 985 8.0% 8.0%

Enterprise providers 36 710 11 985 8 765 1 385 1 550 1 075 9 025 23 685 70 495 2.0% 1.5%

Private training providers 1 519 150 412 955 205 455 33 470 21 295 171 745 152 990 673 175 2 517 060 56.8% 63.2%

NCVER submission: Select Committee into Jobs for the Future in Regional Areas 10

Student remoteness regionMajor cities

Inner regional

Outer regional

Remote Very remote

Overseas Not known

Regional & remote Total

% Regional & remote

% Major cities

>1 training provider type 243 390 89 055 49 245 9 730 6 130 2 380 36 965 154 160 436 895 13.0% 10.1%

Total 2 402 665 724 450 360 390 60 900 38 850 210 745 263 890 460 140 4 061 890 100.0% 100.0%

Note: Regional & remote defined as Sum (Inner regional + outer regional + remote + very remote)Source: NCVER 2019, Australian vocational education and training statistics: Total VET students and courses 2018 - data slicer, NCVER, Adelaide

Table 3: Types of program enrolments by remoteness (ARIA+), Total VET activity, 2018

Program enrolmentsMajor cities

Inner regional

Outer regional Remote

Very remote

Outside Australia Not known Total

Regional & remote

% Regional & remote

% Major cities

Training package qualifications 1,234,237 415,027 203,233 33,479 21,789 218,017 89,264 2,215,046 673,528 85.6% 82.8%

Accredited qualifications 134,533 27,261 9,612 1,551 2,071 24,454 4,910 204,392 40,495 5.1% 9.0%

Training package skills sets 47,409 25,533 15,520 2,347 1,752 492 3,102 96,155 45,152 5.7% 3.2%

Accredited courses 74,136 15,037 9,299 2,180 1,488 564 4,223 106,927 28,004 3.6% 5.0%

Total 1,490,315 482,858 237,664 39,557 27,100 243,527 101,499 2,622,520 787,179 100.0% 100.0%Note: Regional & remote defined as Sum (Inner regional + outer regional + remote + very remote)Source: NCVER 2019, Australian vocational education and training statistics: Total VET students and courses 2018 - VOCSTATS, NCVER, Adelaide

Table 4: Australian VET students (Total VET Activity) by Level of Education, 2018 by Remoteness (ARIA+)

Level of Education Major cities

Inner regional

Outer regional Remote Very

remoteOutside Australi

aNot

known TotalRegional & remote

% Regional & remote

% Major cities

     

Diploma or higher 216,849 47,038 20,182 3,203 1,600 126,902 4,054 419,824 72,023 9.1% 14.6%

Certificate IV 258,868 73,752 32,545 5,561 2,931 57,258 7,178 438,098 114,789 14.6% 17.4%

Certificate III 542,044 200,199 96,605 15,358 7,944 46,434 21,491 930,078 320,106 40.7% 36.4%

Certificate II 256,353 93,818 50,941 8,469 7,860 9,382 54,636 481,449 161,08820.5% 17.2%

Certificate I 94,649 27,477 12,577 2,440 3,522 2,498 6,824 149,992 46,016 5.8% 6.4%Statement of attainment 121,546 40,573 24,817 4,525 3,239 1,052 7,327 203,080 73,154 9.3% 8.2%

Total 1,490,314 482,859 237,662 39,558 27,103 243,528 101,498 2,622,52

3 787,176 100% 100%Note: Regional & remote defined as Sum (Inner regional + outer regional + remote + very remote)Source: NCVER 2019, Australian vocational education and training statistics: Total VET students and courses 2018 - VOCSTATS, NCVER, Adelaide

NCVER submission: Select Committee into Jobs for the Future in Regional Areas 11

Table 5: Training package program enrolments by remoteness (ARIA+), Total VET activity, 2018

Training package qualifications Major citiesInner regional

Outer regional Remote

Very remote

Outside Australia

Not known Total

Regional & remote

% Regional & remote

% Major cities

CHC - Community Services 202,939 70,790 31,874 4,841 2,676 14,229 5,544 332,893 110,181 16.4% 16.4%BSB - Business Services (includes BSA) 155,836 47,214 25,681 4,270 2,236 93,169 14,633 343,039 79,401 11.8% 12.6%CPC - Construction, Plumbing & Services Integrated Framework (includes BCF, BCG, BCP) 112,251 30,349 11,149 1,654 1,572 4,366 3,311 164,652 44,724 6.6% 9.1%SIT - Tourism, Hospitality and Events (includes THH, THT) 86,881 29,567 14,368 1,765 1,092 44,463 10,191 188,327 46,792 6.9% 7.0%

SIS - Sport, Fitness and Recreation (includes SRC, SRF, SRO, SRS) 59,135 17,702 7,534 1,079 673 4,304 12,216 102,643 26,988 4.0% 4.8%

HLT - Health 55,423 17,664 7,829 1,218 723 6,459 1,872 91,188 27,434 4.1% 4.5%TLI - Transport and Logistics (includes TDT) 52,245 17,959 7,779 1,031 356 713 1,048 81,131 27,125 4.0% 4.2%CPP - Property Services (includes PRD, PRM PRS) 50,682 10,577 4,722 601 516 934 1,795 69,827 16,416 2.4% 4.1%FNS - Financial Services (includes FNA, FNB) 46,061 9,934 4,257 833 321 11,715 2,169 75,290 15,345 2.3% 3.7%UEE - Electrotechnology Industry (includes UTE, UTL) 40,631 10,736 5,395 1,026 448 934 1,128 60,298 17,605 2.6% 3.3%CUA - Creative Arts and Culture (includes CUE, CUV) 39,189 9,924 2,866 378 429 1,960 8,428 63,174 13,597 2.0% 3.2%

ICT - Integrated Telecommunications 33,654 10,310 4,419 653 215 12,156 3,713 65,120 15,597 2.3% 2.7%

FSK - Foundation Skills 33,257 11,158 7,895 967 1,060 184 3,353 57,874 21,080 3.1% 2.7%SIR - Retail Services (includes WRP, WRR, WRW) 28,905 11,734 5,179 610 413 470 1,239 48,550 17,936 2.7% 2.3%SHB - Hairdressing and Beauty Services (includes SIB, SIH, WRB, WRH) 28,005 10,188 3,692 513 192 791 1,230 44,611 14,585 2.2% 2.3%RII - Resources and Infrastructure (includes BCC, DRT, MNC, MNM, MNQ) 26,837 18,053 12,830 3,787 3,280 843 2,832 68,462 37,950 5.6% 2.2%AUR - Automotive Industry Retail, Service and Repair 26,411 13,564 7,557 1,452 882 7,882 2,562 60,310 23,455 3.5% 2.1%TAE - Training and Education (includes BSZ, TAA) 25,820 8,466 4,592 622 452 631 670 41,253 14,132 2.1% 2.1%

MEM - Metal and Engineering Industry 20,537 11,176 7,406 1,467 864 2,602 3,641 47,693 20,913 3.1% 1.7%AHC - Agriculture, Horticulture and Conservation and Land Management (includes RTD, RTE, RTF, RUA, RUH) 20,048 14,676 10,469 2,275 2,145 671 3,196 53,480 29,565 4.4% 1.6%ACM - Animal Care and Management (includes RUV) 13,653 5,917 2,180 263 67 483 743 23,306 8,427 1.3% 1.1%

MSF - Furnishing (includes LMF) 11,702 3,685 1,523 244 23 715 581 18,473 5,475 0.8% 0.9%

PSP - Public Sector 9,393 982 667 120 57 3,579 491 15,289 1,826 0.3% 0.8%FBP - Food, Beverage and Pharmaceutical (includes FDF) 9,353 3,181 1,268 120 53 336 179 14,490 4,622 0.7% 0.8%

NCVER submission: Select Committee into Jobs for the Future in Regional Areas 12

Training package qualifications Major citiesInner regional

Outer regional Remote

Very remote

Outside Australia

Not known Total

Regional & remote

% Regional & remote

% Major cities

MSM - Manufacturing 4,917 1,454 539 100 23 8 102 7,143 2,116 0.3% 0.4%

MSS - Sustainability 4,860 1,304 307 30 30 227 22 6,780 1,671 0.2% 0.4%

PUA - Public Safety (Confidential) 4,276 1,713 944 135 123 68 149 7,408 2,915 0.4% 0.3%MSL - Laboratory Operations (includes PML) 4,006 702 278 58 25 340 367 5,776 1,063 0.2% 0.3%MST - Textiles, Clothing and Footwear (includes LMT) 3,629 745 301 25 2 170 208 5,080 1,073 0.2% 0.3%

CSC - Correctional Services 3,520 1,871 812 69 32 21 620 6,945 2,784 0.4% 0.3%

AVI - Aviation (includes TDA) 3,174 781 251 51 39 1,136 117 5,549 1,122 0.2% 0.3%AMP - Australian Meat Processing (includes MTM) 2,789 3,905 1,443 151 112 23 59 8,482 5,611 0.8% 0.2%

MAR - Maritime (includes TDM) 2,761 1,152 1,083 457 300 89 326 6,168 2,992 0.4% 0.2%

SFL - Floristry (includes WRF) 1,909 328 65 7 2 20 13 2,344 402 0.1% 0.2%UET - Transmission, Distribution and Rail (includes UTT) 1,409 819 1,141 114 35 1,114 83 4,715 2,109 0.3% 0.1%PMA - Chemical, Hydrocarbons and Oil Refining 1,349 618 194 55 27 34 67 2,344 894 0.1% 0.1%

UEG - Gas Industry (includes UTG) 1,007 258 33 5 1 2 6 1,312 297 0.0% 0.1%

ICP - Printing and Graphic Arts 916 270 80 2 - 76 7 1,351 352 0.1% 0.1%

MEA - Aeroskills 834 337 188 28 7 36 22 1,452 560 0.1% 0.1%

NWP - National Water (includes UTW) 711 551 416 101 35 34 32 1,880 1,103 0.2% 0.1%

RGR - Racing Industry 540 675 149 14 2 8 27 1,415 840 0.1% 0.0%

LGA - Local Government 504 240 140 46 91 1 20 1,042 517 0.1% 0.0%FWP - Forest and Wood Products (includes FPI) 429 949 678 86 42 1 61 2,246 1,755 0.3% 0.0%PMB - Plastics, Rubber and Cablemaking 401 135 79 11 8 1 8 643 233 0.0% 0.0%

MSA - Manufacturing (includes MCM) 373 94 9 1 - 3 3 483 104 0.0% 0.0%AUM - Automotive Industry Manufacturing 320 100 34 2 - - 4 460 136 0.0% 0.0%

UEP - Electricity Supply Industry - Generation Sector (includes UTP) 202 105 73 10 1 1 46 438 189 0.0% 0.0%

POL - Police 186 17 373 14 - - 6 596 404 0.1% 0.0%

DEF - Defence 139 87 91 - - - 9 326 178 0.0% 0.0%

SFI - Seafood Industry 126 264 385 116 91 8 82 1,072 856 0.1% 0.0%

CUF - Screen and Media 49 6 1 2 14 7 28 107 23 0.0% 0.0%

SIF - Funeral Services (includes WFS) 36 17 6 - 2 - 1 62 25 0.0% 0.0%

PMC - Manufactured Mineral Products 13 5 9 - - - - 27 14 0.0% 0.0%

NCVER submission: Select Committee into Jobs for the Future in Regional Areas 13

Training package qualifications Major citiesInner regional

Outer regional Remote

Very remote

Outside Australia

Not known Total

Regional & remote

% Regional & remote

% Major cities

CUL - Library, Information and Cultural Services 2 - - - - - - 2 0 0.0% 0.0%

CUS - Music 2 19 - - - - 4 25 19 0.0% 0.0%PPM - Pulp & Paper Manufacturing Industry (includes FPP) - - - - - - - - 0 0.0% 0.0%

Total 1,234,237 415,027 203,233 33,479 21,789 218,017 89,264 2,215,046 673,528 100.0% 100.0%Note: Regional & remote defined as Sum (Inner regional + outer regional + remote + very remote)Source: NCVER 2019, Australian vocational education and training statistics: Total VET students and courses 2018 - VOCSTATS, NCVER, Adelaide

NCVER submission: Select Committee into Jobs for the Future in Regional Areas 14

Table 6: Outcomes and satisfaction for graduates, by student characteristics, 2018 (%)

Employed after

training

Improved employment status after

training

Employed or in further

study

Achieved their main reason for doing the

training

Satisfied with the overall quality of training

SexMales 80.1 61.3 87.3 84.8 87.6Females 74.6 56.9 83.5 83.6 86.0

Age group18 to 19 years 68.4 54.7 83.6 83.5 87.720 to 24 years 74.7 61.8 85.6 85.5 86.325 to 44 years 79.4 60.3 85.9 84.7 86.745 to 64 years 79.3 56.0 85.5 82.1 86.965 years and over 57.3 41.6 67.7 85.5 89.8

Student remoteness (ARIA+) regionMajor cities 75.6 58.1 84.1 83.7 86.6Inner and outer regional 80.4 60.9 87.7 84.9 87.1Remote and very remote 87.2 65.1 91.2 89.3 89.3

Indigenous statusIndigenous 73.2 58.5 82.7 84.4 90.4Non-Indigenous 77.4 59.1 85.4 84.2 86.7

Disability status (including impairment or long-term condition)With a disability 53.5 41.8 72.4 74.4 85.5Without a disability 79.1 60.5 86.4 85.0 86.9

Speak a language other than English at homeOther language 65.3 53.6 76.1 83.9 89.2English 80.6 60.6 87.9 84.3 86.1

SEIFA (IRSD)Quintile 1 – most disadvantaged 71.1 55.6 81.2 82.6 87.9Quintile 2 76.9 59.2 85.3 84.1 87.7Quintile 3 77.9 59.2 85.6 84.5 86.8Quintile 4 79.7 60.6 87.2 84.6 85.8Quintile 5 – least disadvantaged 81.0 61.1 87.9 85.2 85.6

Employment status before trainingEmployed 89.5 64.0 93.0 87.4 86.9Not employed 48.4 48.4 67.3 77.6 87.0

All graduates 77.3 59.0 85.4 84.2 86.8

All graduates in 2017 77.7 56.8 86.1 84.2 87.3

NCVER submission: Select Committee into Jobs for the Future in Regional Areas 15

NCVER, 2018, Australian vocational education and training statistics: VET student outcomes 2018, NCVER, Adelaide, Table 7, viewed Aug 2019, <https://www.ncver.edu.au/__data/assets/pdf_file/0037/4284649/VET-student-outcomes-2018.pdf>

Figure 2: Example of Atlas of Total VET – Profile of 2018 total VET students who train in Daintree region (Statistical Area 2)

NCVER submission: Select Committee into Jobs for the Future in Regional Areas 16

Source: NCVER 2019, Australian vocational education and training statistics: Atlas of total VET 2018 – data visualization, NCVER, Adelaide, accessed Aug 2019 at: https://www.ncver.edu.au/research-and-statistics/visualisation-gallery/atlas-of-total-vet

Figure 3: Example of Atlas of Total VET - Training profile of 2018 VET students undertaking training Daintree region (Statistical Area 2), by Training Package studiedNCVER submission: Select Committee into Jobs for the Future in Regional Areas 17

Source: NCVER 2019, Australian vocational education and training statistics: Atlas of total VET 2018 – data visualization, NCVER, Adelaide, accessed Aug 2019 at: https://www.ncver.edu.au/research-and-statistics/visualisation-gallery/atlas-of-total-vet

NCVER submission: Select Committee into Jobs for the Future in Regional Areas 18