Interpretability Information on how to interpret and use the data appropriately is available on the ABS website; see Explanatory Notes in Education and Work, Australia (cat. no. 6227.0). ABS SEIFA indexes are based on data from the Census and measure the socioeconomic status of the area in which a person lives. They do not directly measure the socioeconomic status of individuals or their households. More information on SEIFA can be found on the ABS website: www.abs.gov.au. For tables in this cycle, SEIFA quintiles are derived using the ABS 2006 SEIFA IRSD (at CD level) for data from SEW 2008−11, and ABS 2011 SEIFA IRSD (at SA1 level) for data from SEW 2012−13. Data quality statement — Indicator 5 — Proportion of VET graduates with improved employment status training Outcome Training delivers the skills and capabilities needed for improved economic participation for working age Australians Indicator The proportion of VET graduates with improved employment status after training Measure (computation) Proportion of VET graduates with improved employment status after training The measure is defined as: numerator — VET graduates aged 20−64 with an improved employment status after training denominator — total VET graduates aged 20−64 (less those with all three numerator variables not stated). ‘Graduate’ is defined as a past student who was awarded a qualification from a vocational education and training (VET) provider in Australia. This excludes students who left their training before completing a qualification. ‘Improved employment status’ is defined as any one of the following: employment status changing from not employed before training (both unemployed and not in labour force) to employed after training (both full time and part time employed) employed at a higher skill level (based on ANZSCO) after training (regardless of full time or part time employment status before and after training) received one of the following job related benefits: set up or expanded their own business, got a promotion, increased earnings, or other benefits after completing their training.
Interpretability Detailed information on the terminology, classifications and other technical aspects associated with the Survey of Education and Work can be found in the relevant web pages included with this release. Data quality statement — Student Outcomes Survey Indicator NASWD indicator 5 Measure (computation) Student Outcomes Survey Institutional environment The National Centre for Vocational Education Research (NCVER) is a company owned by the federal, state and territory ministers responsible for training. NCVER is a professional and independent body responsible for collecting, managing, analysing, evaluating and communicating research and statistics about vocational education and training (VET) nationally. It is Australia's principal provider of VET research and statistics. For further information on the NCVER, see
The indicator has acceptable (less than 25 per cent) relative standard errors (RSEs). Coherence This is the fifth time the survey has been conducted in this form. Previous surveys were conducted in 2005, 2007, 2009 and 2011. The majority of data items in the 2013 survey are directly comparable with those of the previous four surveys. Accessibility To aid interpretation of the data, information on the Survey of Employers’ Use and Views of the VET System is available on the NCVER website. The survey uses the Australian and New Zealand Standard Industry Classification (ANZSIC). Interpretability Results of the survey are available free of charge on NCVER’s website at: http://www.ncver.edu.au/statistic/21066.html. Requests for more detailed statistical information or further information about the Survey of Employers’ Use and Views of the VET System can be made to: on (08) 8230 8400 or surveys_req@ncver.edu.au A charge will be generally made by the NCVER for more complex requests for information. See NCVER’s fees and charges policy at http://www.ncver.edu.au/statistic/21075.html Data quality statement — National VET provider collection Indicator NASWD target (b), indicator 6 Measure (computation) National VET Provider collection Institutional environment The National Centre for Vocational Education Research (NCVER) is a company owned by the federal, state and territory ministers responsible for training. NCVER is a professional and independent body responsible for collecting, managing, analysing, evaluating and communicating research and statistics about vocational education and training (VET) nationally. It is Australia's principal provider of VET research and statistics. For further information on the see
(accessed 24 April 2013). —— 2012, Australia’s skills and workforce development needs, discussion paper, (accessed 22 April 2013) Australian Qualifications Framework Council 2013, Australian Qualifications Framework, www.aqf.edu.au (accessed 8 April 2013). Bradley, D., Noonan, P., Nugent, H. and Scales, B. 2008, Review of Australian Higher Education: Final Report, www.voced.edu.au/content/ngv32134 (accessed 22 April 2013). Buchanan, J. 2008, ‘Workforce development and the use of skills’, Seminar paper presented at The Labour Market, Skills Demand and Skills Formation Seminar, Skills Australia and the Academy of the Social Sciences in Australia, (accessed 14 April 2014). Chesters, J, Ryan, C and Shining, M 2013, The returns to literacy skills in Australia, NCVER, Adelaide. COAG (Council of Australian Governments) 2009a, COAG Communiqué 30 April 2009, www.coag.gov.au/node/288 (accessed 22 April 2013) —— 2009b, National Agreement for Skills and Workforce Development, (accessed 22 April 2013). —— 2011a, COAG Communiqué 19 August 2011, www.coag.gov.au/node/76 (accessed 22 April 2013). —— 2011b, COAG Communiqué 13 February 2011, (accessed 22 April 2013). —— 2012a, COAG Communique 13 April 2012, www.coag.gov.au/node/313 (accessed 22 April 2013). —— 2012b, (accessed 29 April 2013). —— 2012c, COAG Communique 13 April 2012, http://www.coag.gov.au/sites/default/files/201213-04.pdf (accessed 29 April 2013). CRC (COAG Reform Council) 2013, Skills in Australia 2012: Five of performance, COAG Reform Council, Sydney. Considine, G., Watson, I. and Hall, R. 2005, Who’s missing out? Access and Equity in Vocational Education and Training, NCVER, Adelaide.