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in tihne t hweo Arkufsotrrcaelian p opulation People with disability enrolled in VET 9% 4% 18% Peop1le7 2w i2th6 d5PisAaRbTilIiCtyIPATION IN PVeEoTp 3lIeN 5 w200it71h9 o3u3t 0diasNnCCdAaaV BcrEeoSbrRu sD r,Tisi sAoelautsiab st2lit l0Vriyta1Eyl9,iT aA s2gt0ue1idn8egn atsn d 51% A4g06e yd1e ua%nrsder 48% Agaen3dd 49 o0v% yeerars A4g06e yd6e ua%nrsder 46% 51% MSaouirnce : t5NCy4Vp%EPRe eTo rt3oacl 4VfeE% Ttn srtuatdaeinngts iVeanna dEgo tc opT furpr sisveUrs5at o2tNu0e41v 9dDtir%adeEinneRinrtsg T( ptAtorhoKpvaiE dt3e Nwr sb e2IyNr8 en 2% ug0mo1v9beerrn omf esntut-dfuenndtse)dAgaen3dd 44 o0v% yeerars 75% at TAFE institutes 18% 12% Top 3 fiel6d7s% ofe4 ne0+r MSod%u1lbluTgtSaNSaejeo8Tdhcucir2htrn scyi%a oeenn1a i:po tt5Nttscui Si%rBCyde4toarAea Votp4lps%EipP igec vnen06Roeiedpni ei sreuye dTun41 oerofeo htd(n og uar yta3 % obaabhtt%nl rch lslp 4sardreVe fnyp eanEleaa%ed aaetTrqc trdi n dtt niuniskv ri c onniaitcrtcaufactyo u oude aagsaig1 elimnnlriulemennote52gealP ttpuu btsmngdhsi%p 1o 1iVreejaiireb k nenenoaun ioCo%aiaifn dc(E 7o nlleltigol itslnt bylcthna iqevn t ospptTrrbee% t1 ftueydiutyre r pchrue eTw nlo saioootssei evne7eUpsAtgnlronsd 5iandf tnA r for Fa2iuVtN2i nrsuklwue0uceEneepi44c1fEv,dsea o9sddc maD t 48Ttiirtt rir %tnr rt+2tticaaadaesoaiao%Eshioe%binclrnneint6eignAcacnmli Rsi etg ngrdnrtleupran 5hePep srg yTnptar1r3deid 4(eo od ostA ipgi1toAm4s %9 vttproeo0brseaa%hiuvRffo% md Kdyel pb vvaeeae eroisTcitaqEr1 idneiteosrnto3elIs8e iuuNnC wrfrr tm%rnsbydoso I e2IePy elNneVusrdrmP48 Anemn n6i2Atee% Tu%so46gsg0t06noaIea5m )oO y1dti6t%ipec tdusv9an%bNnirlt)es9dv oeea e%raIrar anNn yw nton m PoViidft4t eeoEnsha6n o notT% gupntdhiu 3-edlIfioeNtu sa7nedd 5cw 5nwan2 %o0ldibt0i ns t5dem71ihE )1l d9ii oa%tffeVA3oyucgdase3etn3cd d 0df4r4 ueo0revi% uEayseNsnoeCrcCdAnaaasV BcrrmEeoSsbitrRu a sDn r,T isi tsAoe elTautsgiSVab stt2olit ql0Vruiy tca1iEEryoal9c,iTu aeofA Ts:: 2ng ttN01ueih1.Cidn8t8odneVgon Es% yatRs en dbpV nEgRoToe fsrt tm utneohdmeeoaenupst oelfipuosS t^ew*yco A oPtusmhse mrsrroeaodctue peppebt fs:aoiliaj esosN2ranftcsS0aCiftyttoe2i eVldne0erogtE,r ad dosRfu edarfti irqVwapldefauEa fcdai1TsiStri tlencsoe iohqhf3n riuiroru cn anawhr %atatctihdletg eetrimitf hot:ia11ie 8,ns scdna N ia rhs00thrinConeth o7icawV oe%%iwv o4n linE ederfmlem arRp%egc otrmha oTi0mddTpi,oame o trjolr3ontotpioleOh%aofcun l e leehqmb vp 7VtdVoccfiuU ecoE uouppian nTrardo%srroE r 3 Ta2rels t easi0srtehmttu t1pvaeQTuCymtdfSe5osdir7e nio rtiio2nipphedOel uut0utdyasfiosjl71nt los l bt 8677agtbawsMeuodyhlyn 3nse7%%% ytdldsijemurotst ieAu%ebcEuyt 8e o8f2ojtchede irioucdeaoCcdrnSo2aacmrnn%t9fs (tttti%dstpnes 3 n faH ee )lsts a 4.oewI% lhi rnA1t2tntNeehoew20 +Ia0 ertdio5g 1EqSrtMody% n o5u9abp yuna %uM1 lyta M8ubiVllisudhn ds.xoe%n2jsase 8uT0eeadsa eciEnc% I 12tndtyeTdt9cf Dpsayl i% ta.g t Mrndnihretg1foapoohefe-i, turea8eittir2c SimE%rsBedm tCelcsoeeardeao lu03 lasOstiie Niab ecviovnenppio j2ned4Ven niae %itfrrec TrCn4t oelirIf0doit tnDd((neeao1gao Os.yg bag)tt%l-n I h ttsr lVtp1naraNoe%e daiyeWp9 a nIaeodtam aDe hqctc ^rd iettniun-in82k om n onniu1tecrtcoafmyo09 u toeu a %gasigrr l22lsmmnnlr1 ulemfhotaeaeuo0u btemg91dsioupto1rjrrb 1k needeousc ia%cifn c(7c en9lle*illont by iq umt :setrrbe%eyuymre cue saoioqtset nsttglned indf dfuoaiui slutcneepocda insdbma 4rttty r t+i aao iaoyio%lbncln ignscn steg urpr deprear1rdon ogi1tomsvtr ea%ifmd d e escrosntuurrdoseelsm4n6te%6sn5)t%s) Source: NCVER Total VET students and courses 1201M59MiEx%aendqa gfieuePmldeie ptnortyo apgn rdaglm ecr8om mowe%2smuie1trcp%hes d isability 2 Qua3liA8fiCc%aHtIiEoVnE cMoANmEboNponTle r-ItNiEiog nn2ing0 r1laai9tlse ha* nsdp eTaokrrinegs Sbtarcakitg rIsoluanndd er 46 S^w*o A Puh rsroocu ppeb:aoj esNrtcsSCitoe VldnotE, a oRfudaf iqVpldeuEadaTs leso iqhf riru cnaawaatidlettiitf hoii sscdna arstneth icwoew o4 in rfmm arcotmhoi0mpome or3ontpOh%ofcl eeeh v 7tdocciUeo uoinnrrdo%sr T2re as0semtt1peuCmS5osd7 n ti2pphedOu0dail71nt lob 8gbwMeyy se% sjmurtteebEue jcedeocecdnSmnt(tttsps )ls a.ewIlttNhoea do5qt abp uyaM8us ds2s 0aae%I 1d9fDpl t.tiheaef-r8iLRNir2 s tcsru0o3easoabij24en w%tmctri0itn(a1os g) e totnso%e mto th^iee ntcopt a i2l loho0ouer1sy c9coem:omditnte do to mby alli sctud enstst atus 11802 Sourocef: tNhCoVEsRe V nEoTo fst t utehdmeonpst oeluo teycomsemadpet sila so2f0fyt2iee0erdd t rwaafi1ittneh3ir n %tthgera11e8,n i h00rnoo7a%%ivnldle%eg rad,a tjliolen qmb fu upparorlteirhtvayeir oriol uysf s t77tsuhl%%ytdeo yt o82th rda2aa9f ti%dt3 neto%hirnw2 etgryna % t lidhonuesinyet g drtoeuc eCe OtiovVe CIdDO-V19ID-19 People with disability in the Australian population 18% in the workforce 9% ABS Disability, Ageing and Carers, Australia 2018 enrolled in VET 4% NCVER Total VET students and courses 2019 PARTICIPATION IN VET IN 2019 People with disability People without disability 172 265 3 507 330 51% 48% 46% 51% 61% 39% 66% 34% Aged under Aged 40 years Aged under Aged 40 years 40 years and over 40 years and over Percentage of students that were government-funded 54% 28% Source: NCVER Total VET students and courses 2019 VET UNDERTAKEN IN 2019 Main type of training provider (top 3 by number of students) 54% 75% at private training providers 34% 18% at TAFE institutes 12% 11% at community education providers Type of training (by number of students) 67% 46% enrolled in qualifications 4% 4% enrolled in training package skill sets and accredited courses 40% 65% enrolled in subject bundles + + Subjects not delivered as part of a nationally recognised training program Top 3 fields of education (by number of program enrolments) Student equity in VET: participation, achievement and outcomes NCVER 2 Based on the equity group of interest 21% 17% Society and culture 18% 21% Management and commerce 15% 8% Mixed field programmes Source: NCVER Total VET students and courses 2019 ACHIEVEMENT IN 2019 Qualification completion rate* 38% 41% Subject load pass rate^ 77% 83% * Proportion of qualifications commenced in 2015 that were completed by 2019. ^ A subject load pass rate is the ratio of hours studied by students who passed their subject(s) to the total hours committed to by all students who passed, failed or withdrew from the corresponding subject(s). Source: NCVER VET qualification completion rates 2018 OUTCOMES IN MID-2020 Students who completed a qualification in 2019: 37% 58% had an improved employment status after training 40% 32% enrolled in further study after training 87% 89% satisfied with the overall quality of the training they received 1100%% 77%% of those employed after training, temporarily stood down due to COVID-19 13% 22% of those not employed after training, had a job previously that they lost due to COVID-19 Source: NCVER VET student outcomes 2020 People with disability in the Australian population 18% in the workforce 9% ABS Disability, Ageing and Carers, Australia 2018 enrolled in VET 4% NCVER Total VET students and courses 2019 PARTICIPATION IN VET IN 2019 People with disability People without disability 172 265 3 507 330 51% 48% 46% 51% 61% 39% 66% 34% Aged under Aged 40 years Aged under Aged 40 years 40 years and over 40 years and over Percentage of students that were government-funded 54% 28% Source: NCVER Total VET students and courses 2019 VET UNDERTAKEN IN 2019 Main type of training provider (top 3 by number of students) 54% 75% at private training providers 34% 18% at TAFE institutes 12% 11% at community education providers People with disability Type of training (by number of students) in the Australian population 18% 67% 46% enrolled in qualifications in the workforce 9% 4% 4% ABS Disability, Ageing and Carers, Australia 2018 enrolled in VET 4% NCVER Total VET students enrolled in training package skill sets and accredited courseasnd courses 2019 PARTICIPATION IN VET IN 2019 40% 65% enrolled in subject bundles + People with disability People without disability + Subjects not delivered as part of a nationally recognised training program 172 265 3 507 330 Top 3 fields of education (by number of program enrolments) Based on the equity group of interest 21% 17% Society and culture 51% 48% 46% 51% 18% 21% Management and commerce 61% 39% 66% 34% Aged under Aged 40 years Aged under Aged 40 years 40 years 15an%d over 408 ye%ars and over Mixed field programmes Source: NCVER Total VET students and courses 2019 ACHIEVEMENT IN 2019 Percentage of students that were government-funded 54% 28% Qualification completion rate* Source: NCVER Total VET students and courses 2019 38% 41% VET UNDERTAKEN IN 2019 Main type of traininSgu bpjreocvt ildoeard ( tpoaps 3s brayt en^umber of students) 77% 83% 54% 75% at private training providers * Proportion of qualifications commenced in 2015 that were completed by 2019. ^ A subject load pass rate is the ratio of hours studied by students who passed their subject(s) to the total hours committed to by all students who passed, failed or withdrew from the corresponding subject(s). Source: NCVER VET qualificatio3n 4co%mpletion rates 2018 18% OUTCOat MTAEFES i nIsNtit uMteIsD-2020 Students who c12o%mpleted a qu1a1l%ification in 2019: at community education providers 37% 58% Type of training (by number of students) had an improved employment status after training 67% 46% 40% 32% enrolled in qualifications enrolled in further study after training 4% 4% enrolled in train8ing7 p%ackage skill sets a8n9d a%ccredited courses satisfied with the overall quality of the training they received 40% 65% enrolled in subject bundles + 1100%% 77%% + Subjects not delivered as part of a nationally recognised training program of those employed after training, temporarily stood down due to COVID-19 Top 3 fields of education (by number of program enrolments) 13% 22% Based on the equity group of interest of those not employed after training, had a job previously that they lost due to COVID-19 21% 17% Source: NCVER VET student outcomes 2020 Society and culture 18% 21% Management and commerce 15% 8% Mixed field programmes Student equity in VET: participation, achievement and outcomes NCVER 3 Source: NCVER Total VET students and courses 2019 ACHIEVEMENT IN 2019 Qualification completion rate* 38% 41% Subject load pass rate^ 77% 83% * Proportion of qualifications commenced in 2015 that were completed by 2019. ^ A subject load pass rate is the ratio of hours studied by students who passed their subject(s) to the total hours committed to by all students who passed, failed or withdrew from the corresponding subject(s). Source: NCVER VET qualification completion rates 2018 OUTCOMES IN MID-2020 Students who completed a qualification in 2019: 37% 58% had an improved employment status after training 40% 32% enrolled in further study after training 87% 89% satisfied with the overall quality of the training they received 1100%% 77%% of those employed after training, temporarily stood down due to COVID-19 13% 22% of those not employed after training, had a job previously that they lost due to COVID-19 Source: NCVER VET student outcomes 2020 Aboriginal and Torres Strait Islander in the Australian poTyppeu sloamteithoinng 3% in the workforce 2% ABS Census of Population and Housing 2016 enrolled in VET 4% NCVER Total VET students and courses 2019 PARTICIPATION IN VET IN 2019 Indigenous non-Indigenous 148 570 3 605 750 49% 50% 47% 51% 75% 25% 66% 34% Aged under Aged 40 years Aged under Aged 40 years 40 years and over 40 years and over Percentage of students that were government-funded 54% 31% Source: NCVER Total VET students and courses 2019 VET UNDERTAKEN IN 2019 Main type of training provider (top 3 by number of students) 59% 72% at private training providers 32% 19% at TAFE institutes 10% 12% at community education providers Type of training (by number of students) 66% 48% enrolled in qualifications 4% 4% enrolled in training package skill sets and accredited courses 47% 63% enrolled in subject bundles + + Subjects not delivered as part of a nationally recognised training program Top 3 fields of education (by number of program enrolments) Student equity in VET: participation, achievement and outcomes NCVER 4 Based on the equity group of interest 20% 17% Society and culture 17% 21% Management and commerce 14% 15% Engineering and related technologies Source: NCVER Total VET students and courses 2019 ACHIEVEMENT IN 2019 Qualification completion rate* 31% 42% Subject load pass rate^ 76% 83% * Proportion of qualifications commenced in 2015 that were completed by 2019. ^ A subject load pass rate is the ratio of hours studied by students who passed their subject(s) to the total hours committed to by all students who passed, failed or withdrew from the corresponding subject(s). Source: NCVER VET qualification completion rates 2018 OUTCOMES IN MID-2020 Students who completed a qualification in 2019: 51% 56% had an improved employment status after training 36% 33% enrolled in further study after training 91% 88% satisfied with the overall quality of the training they received 6% 7% of those employed after training, temporarily stood down due to COVID-19 18% 21% of those not employed after training, had a job previously that they lost due to COVID-19 Source: NCVER VET student outcomes 2020 Aboriginal and Torres Strait Islander in the Australian poTyppeu sloamteithoinng 3% in the workforce 2% ABS Census of Population and Housing 2016 enrolled in VET 4% NCVER Total VET students and courses 2019 PARTICIPATION IN VET IN 2019 Indigenous non-Indigenous 148 570 3 605 750 49% 50% 47% 51% 75% 25% 66% 34% Aged under Aged 40 years Aged under Aged 40 years 40 years and over 40 years and over Percentage of students that were government-funded 54% 31% Source: NCVER Total VET students and courses 2019 VET UNDERTAKEN IN 2019 Main type of training provider (top 3 by number of students) 59% 72% at private training providers 32% 19% at TAFE institutes 10% 12% at community education providers Aboriginal and Torres Strait Islander Type of training (by number of students) in the Australian poTyppeu sloamteithoinng 3% 66% 48% enrolled in qualifications in the workforce 2% 4% 4% ABS Census of Population and Housing 2016 enrolled in VET 4% NCVER Total VET students enrolled in training package skill sets and accredited courseasnd courses 2019 47% PARTICIPATION IN VET IN 2019 63% enrolled in subject bundles + Indigenous non-Indigenous + Subjects not delivered as part of a nationally recognised training program 148 570 3 605 750 Top 3 fields of education (by number of program enrolments) Based on the equity group of interest 20% 17% Society and culture 49% 50% 47% 51% 17% 21% 75% Ma2na5g%ement and co6m6m%erce 34% Aged under Aged 40 years Aged under Aged 40 years 40 years 14an%d over 401 ye5ars% and over Engineering and related technologies Source: NCVER Total VET students and courses 2019 ACHIEVEMENT IN 2019 Percentage of students that were government-funded 54% 31% Qualification completion rate* Source: NCVER Total VET students and courses 2019 31% 42% VET UNDERTAKEN IN 2019 Main type of traininSgu bpjreocvt ildoeard ( tpoaps 3s brayt en^umber of students) 76% 83% 59% 72% at private training providers * Proportion of qualifications commenced in 2015 that were completed by 2019. ^ A subject load pass rate is the ratio of hours studied by students who passed their subject(s) to the total hours committed to by all students who passed, failed or withdrew from the corresponding subject(s). Source: NCVER VET qualificatio3n c2om%pletion rates 2018 19% OUTCOat MTAEFES i nIsNti tuMteIsD-2020 Students who c1o0m%pleted a qu1a2l%ification in 2019: at community education providers 51% 56% Type of training (by number of students) had an improved employment status after training 66% 48% 36% 33% enrolled in qualifications enrolled in further study after training 4% 4% enrolled in train9ing1 p%ackage skill sets a8n8d a%ccredited courses satisfied with the overall quality of the training they received 47% 63% enrolled in subject bundles + 6% 7% + Subjects not delivered as part of a nationally recognised training program of those employed after training, temporarily stood down due to COVID-19 Top 3 fields of education (by number of program enrolments) 18% 21% Based on the equity group of interest of those not employed after training, had a job previously that they lost due to COVID-19 20% 17% Source: NCVER VET student outcomes 2020 Society and culture 17% 21% Management and commerce 14% 15% Engineering and related technologies Student equity in VET: participation, achievement and outcomes NCVER 5 Source: NCVER Total VET students and courses 2019 ACHIEVEMENT IN 2019 Qualification completion rate* 31% 42% Subject load pass rate^ 76% 83% * Proportion of qualifications commenced in 2015 that were completed by 2019. ^ A subject load pass rate is the ratio of hours studied by students who passed their subject(s) to the total hours committed to by all students who passed, failed or withdrew from the corresponding subject(s). Source: NCVER VET qualification completion rates 2018 OUTCOMES IN MID-2020 Students who completed a qualification in 2019: 51% 56% had an improved employment status after training 36% 33% enrolled in further study after training 91% 88% satisfied with the overall quality of the training they received 6% 7% of those employed after training, temporarily stood down due to COVID-19 18% 21% of those not employed after training, had a job previously that they lost due to COVID-19 Source: NCVER VET student outcomes 2020 Non-English speaking background in the Australian population 27% in the workforce 22% ABS Census of Population and Housing 2016 enrolled in VET 14% NCVER Total VET students and courses 2019 PARTICIPATION IN VET IN 2019 Non-English speaking English speaking background background 587 290 2 789 860 51% 48% 46% 53% 73% 27% 65% 35% Aged under Aged 40 years Aged under Aged 40 years 40 years and over 40 years and over Percentage of students that were government-funded 34% 33% Source: NCVER Total VET students and courses 2019 VET UNDERTAKEN IN 2019 Main type of training provider (top 3 by number of students) 69% 70% at private training providers 23% 21% at TAFE institutes 8% 13% at community education providers Type of training (by number of students) 65% 46% enrolled in qualifications 6% 4% enrolled in training package skill sets and accredited courses 41% 66% enrolled in subject bundles + + Subjects not delivered as part of a nationally recognised training program Top 3 fields of education (by number of program enrolments) Student equity in VET: participation, achievement and outcomes NCVER 6 Based on the equity group of interest 28% 17% Management and commerce 18% 6% Mixed field programmes 17% 17% Society and culture Source: NCVER Total VET students and courses 2019 ACHIEVEMENT IN 2019 Qualification completion rate* 41% 41% Subject load pass rate^ 82% 84% * Proportion of qualifications commenced in 2015 that were completed by 2019. ^ A subject load pass rate is the ratio of hours studied by students who passed their subject(s) to the total hours committed to by all students who passed, failed or withdrew from the corresponding subject(s). Source: NCVER VET qualification completion rates 2018 OUTCOMES IN MID-2020 Students who completed a qualification in 2019: 49% 58% had an improved employment status after training 33% 32% enrolled in further study after training 91% 88% satisfied with the overall quality of the training they received 9% 7% of those employed after training, temporarily stood down due to COVID-19 23% 20% of those not employed after training, had a job previously that they lost due to COVID-19 Source: NCVER VET student outcomes 2020 Non-English speaking background in the Australian population 27% in the workforce 22% ABS Census of Population and Housing 2016 enrolled in VET 14% NCVER Total VET students and courses 2019 PARTICIPATION IN VET IN 2019 Non-English speaking English speaking background background 587 290 2 789 860 51% 48% 46% 53% 73% 27% 65% 35% Aged under Aged 40 years Aged under Aged 40 years 40 years and over 40 years and over Percentage of students that were government-funded 34% 33% Source: NCVER Total VET students and courses 2019 VET UNDERTAKEN IN 2019 Main type of training provider (top 3 by number of students) 69% 70% at private training providers 23% 21% at TAFE institutes 8% 13% at community education providers Non-English speaking background Type of training (by number of students) in the Australian population 27% 65% 46% enrolled in qualifications in the workforce 22% 6% 4% ABS Census of Population and Housing 2016 enrolled in VET 14% NCVER Total VET students enrolled in training package skill sets and accredited courseasnd courses 2019 41%PARTICIPATION IN VET IN 2019 66% Non-English speakiennrgol led in subject bundleEs +nglish speaking backg+r Soubujecnts dnot delivered as part of a nationally recognised trainbinag pcrokgragmround 587 290 2 789 860 Top 3 fields of education (by number of program enrolments) Based on the equity group of interest 28% 17% Management and commerce 51% 48% 46% 53% 18% 6% 73% M2i7xe%d field progra6m5m%es 35% Aged under Aged 40 years Aged under Aged 40 years 40 years 17an%d over 401 ye7ar%s and over Society and culture Source: NCVER Total VET students and courses 2019 ACHIEVEMENT IN 2019 Percentage of students that were government-funded 34% 33% Qualification completion rate* Source: NCVER Total VET students and courses 2019 41% 41% VET UNDERTAKEN IN 2019 Main type of traininSgu bpjreocvt ildoeard ( tpoaps 3s brayt en^umber of students) 82% 84% 69% 70% at private training providers * Proportion of qualifications commenced in 2015 that were completed by 2019. ^ A subject load pass rate is the ratio of hours studied by students who passed their subject(s) to the total hours committed to by all students who passed, failed or withdrew from the corresponding subject(s). Source: NCVER VET qualification comp2let3io%n rates 2018 21% OUTCOat MTAEFES i nIsNti tuMteIsD-2020 Students who c8o%mpleted a qu1a3l%ification in 2019: at community education providers 49% 58% Type of training (by number of students) had an improved employment status after training 65% 46% 33% 32% enrolled in qualifications enrolled in further study after training 6% 4% enrolled in train9ing1 p%ackage skill sets a8n8d a%ccredited courses satisfied with the overall quality of the training they received 41% 66% enrolled in subject bundles + 9% 7% + Subjects not delivered as part of a nationally recognised training program of those employed after training, temporarily stood down due to COVID-19 Top 3 fields of education (by number of program enrolments) 23% 20% Based on the equity group of interest of those not employed after training, had a job previously that they lost due to COVID-19 28% 17% Source: NCVER VET student outcomes 2020 Management and commerce 18% 6% Mixed field programmes 17% 17% Society and culture Student equity in VET: participation, achievement and outcomes NCVER 7 Source: NCVER Total VET students and courses 2019 ACHIEVEMENT IN 2019 Qualification completion rate* 41% 41% Subject load pass rate^ 82% 84% * Proportion of qualifications commenced in 2015 that were completed by 2019. ^ A subject load pass rate is the ratio of hours studied by students who passed their subject(s) to the total hours committed to by all students who passed, failed or withdrew from the corresponding subject(s). Source: NCVER VET qualification completion rates 2018 OUTCOMES IN MID-2020 Students who completed a qualification in 2019: 49% 58% had an improved employment status after training 33% 32% enrolled in further study after training 91% 88% satisfied with the overall quality of the training they received 9% 7% of those employed after training, temporarily stood down due to COVID-19 23% 20% of those not employed after training, had a job previously that they lost due to COVID-19 Source: NCVER VET student outcomes 2020 Low socioeconomic status in the Australian Tpypoep soumleathtinigon 18% in the workforce 25% ABS Census of Population and Housing 2016 enrolled in VET 17% NCVER Total VET students and courses 2019 PARTICIPATION IN VET IN 2019 Low socioeconomic status Higher socioeconomic status 702 460 2 909 425 47% 51% 47% 51% 65% 34% 65% 35% Aged under Aged 40 years Aged under Aged 40 years 40 years and over 40 years and over Percentage of students that were government-funded 40% 31% Source: NCVER Total VET students and courses 2019 VET UNDERTAKEN IN 2019 Main type of training provider (top 3 by number of students) 68% 72% at private training providers 23% 19% at TAFE institutes 11% 11% at community education providers Type of training (by number of students) 53% 45% enrolled in qualifications 5% 4% enrolled in training package skill sets and accredited courses 58% 64% enrolled in subject bundles + + Subjects not delivered as part of a nationally recognised training program Top 3 fields of education (by number of program enrolments) Student equity in VET: participation, achievement and outcomes NCVER 8 Based on the equity group of interest 20% 18% Society and culture 16% 17% Management and commerce 11% 8% Mixed field programmes Source: NCVER Total VET students and courses 2019 ACHIEVEMENT IN 2019 Qualification completion rate* 37% 42% Subject load pass rate^ 81% 83% * Proportion of qualifications commenced in 2015 that were completed by 2019. ^ A subject load pass rate is the ratio of hours studied by students who passed their subject(s) to the total hours committed to by all students who passed, failed or withdrew from the corresponding subject(s). Source: NCVER VET qualification completion rates 2018 OUTCOMES IN MID-2020 Students who completed a qualification in 2019: 51% 57% had an improved employment status after training 32% 33% enrolled in further study after training 90% 88% satisfied with the overall quality of the training they received 7% 7% of those employed after training, temporarily stood down due to COVID-19 17% 22% of those not employed after training, had a job previously that they lost due to COVID-19 Source: NCVER VET student outcomes 2020 Low socioeconomic status in the Australian Tpypoep soumleathtinigon 18% in the workforce 25% ABS Census of Population and Housing 2016 enrolled in VET 17% NCVER Total VET students and courses 2019 PARTICIPATION IN VET IN 2019 Low socioeconomic status Higher socioeconomic status 702 460 2 909 425 47% 51% 47% 51% 65% 34% 65% 35% Aged under Aged 40 years Aged under Aged 40 years 40 years and over 40 years and over Percentage of students that were government-funded 40% 31% Source: NCVER Total VET students and courses 2019 VET UNDERTAKEN IN 2019 Main type of training provider (top 3 by number of students) 68% 72% at private training providers 23% 19% at TAFE institutes 11% 11% at community education providers Low socioeconomic status Type of training (by number of students) in the Australian Tpypoep soumleathtinigon 18% 53% 45% enrolled in qualifications in the workforce 25% 5% 4% ABS Census of Population and Housing 2016 enrolled in VET 17% NCVER Total VET students enrolled in training package skill sets and accredited courseasnd courses 2019 58% PARTICIPATION IN VET IN 2019 64% enrolled in subject bundles + Low socioeconomic status Higher socioeconomic status + Subjects not delivered as part of a nationally recognised training program 702 460 2 909 425 Top 3 fields of education (by number of program enrolments) Based on the equity group of interest 20% 18% Society and culture 47% 51% 47% 51% 16% 17% Management and commerce 65% 34% 65% 35% Aged under Aged 40 years Aged under Aged 40 years 40 years 11an%d over 408 ye%ars and over Mixed field programmes Source: NCVER Total VET students and courses 2019 ACHIEVEMENT IN 2019 Percentage of students that were government-funded 40% 31% Qualification completion rate* Source: NCVER Total VET students and courses 2019 37% 42% VET UNDERTAKEN IN 2019 Main type of traininSgu bpjreocvt ildoeard ( tpoaps 3s brayt en^umber of students) 81% 83% 68% 72% at private training providers * Proportion of qualifications commenced in 2015 that were completed by 2019. ^ A subject load pass rate is the ratio of hours studied by students who passed their subject(s) to the total hours committed to by all students who passed, failed or withdrew from the corresponding subject(s). Source: NCVER VET qualification comp2let3io%n rates 2018 19% OUTCOat MTAEFES i nIsNti tuMteIsD-2020 Students who c1o1m%pleted a qu1a1l%ification in 2019: at community education providers 51% 57% Type of training (by number of students) had an improved employment status after training 53% 45% 32% 33% enrolled in qualifications enrolled in further study after training 5% 4% enrolled in train9ing0 p%ackage skill sets a8n8d a%ccredited courses satisfied with the overall quality of the training they received 58% 64% enrolled in subject bundles + 7% 7% + Subjects not delivered as part of a nationally recognised training program of those employed after training, temporarily stood down due to COVID-19 Top 3 fields of education (by number of program enrolments) 17%Based on the equity group of interest 22% of those not employed after training, had a job previously that they lost due to COVID-19 20% 18% Source: NCVER VET student outcomes 2020 Society and culture 16% 17% Management and commerce 11% 8% Mixed field programmes Student equity in VET: participation, achievement and outcomes NCVER 9 Source: NCVER Total VET students and courses 2019 ACHIEVEMENT IN 2019 Qualification completion rate* 37% 42% Subject load pass rate^ 81% 83% * Proportion of qualifications commenced in 2015 that were completed by 2019. ^ A subject load pass rate is the ratio of hours studied by students who passed their subject(s) to the total hours committed to by all students who passed, failed or withdrew from the corresponding subject(s). Source: NCVER VET qualification completion rates 2018 OUTCOMES IN MID-2020 Students who completed a qualification in 2019: 51% 57% had an improved employment status after training 32% 33% enrolled in further study after training 90% 88% satisfied with the overall quality of the training they received 7% 7% of those employed after training, temporarily stood down due to COVID-19 17% 22% of those not employed after training, had a job previously that they lost due to COVID-19 Source: NCVER VET student outcomes 2020 Remote in the Australian population 2% in the workforce 2% ABS Census of Population and Housing 2016 enrolled in VET 2% NCVER Total VET students and courses 2019 PARTICIPATION IN VET IN 2019 Remote Non-remote 98 280 3 741 765 42% 57% 47% 51% 61% 38% 66% 34% Aged under Aged 40 years Aged under Aged 40 years 40 years and over 40 years and over Percentage of students that were government-funded 36% 31% Source: NCVER Total VET students and courses 2019 VET UNDERTAKEN IN 2019 Main type of training provider (top 3 by number of students) 68% 72% at private training providers 23% 19% at TAFE institutes 12% 11% at community education providers Type of training (by number of students) 45% 49% enrolled in qualifications 5% 4% enrolled in training package skill sets and accredited courses 69% 61% enrolled in subject bundles + + Subjects not delivered as part of a nationally recognised training program Top 3 fields of education (by number of program enrolments) Student equity in VET: participation, achievement and outcomes NCVER 10 Based on the equity group of interest 16% 17% Society and culture 14% 21% Management and commerce 7% 8% Mixed field programmes Source: NCVER Total VET students and courses 2019 ACHIEVEMENT IN 2019 Qualification completion rate* 32% 42% Subject load pass rate^ 85% 83% * Proportion of qualifications commenced in 2015 that were completed by 2019. ^ A subject load pass rate is the ratio of hours studied by students who passed their subject(s) to the total hours committed to by all students who passed, failed or withdrew from the corresponding subject(s). Source: NCVER VET qualification completion rates 2018 OUTCOMES IN MID-2020 Students who completed a qualification in 2019: 64% 56% had an improved employment status after training 32% 33% enrolled in further study after training 90% 88% satisfied with the overall quality of the training they received 4% 7% of those employed after training, temporarily stood down due to COVID-19 22% 21% of those not employed after training, had a job previously that they lost due to COVID-19 Source: NCVER VET student outcomes 2020

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ERIC ED613489: Student Equity in VET: Participation, Achievement and Outcomes PDF

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Preview ERIC ED613489: Student Equity in VET: Participation, Achievement and Outcomes

in tihne t hweo Arkufsotrrcaelian p opulation People with disability enrolled in VET 9% 4% 18% Peop1le7 2w i2th6 d5PisAaRbTilIiCtyIPATION IN PVeEoTp 3lIeN 5 w200it71h9 o3u3t 0diasNnCCdAaaV BcrEeoSbrRu sD r,Tisi sAoelautsiab st2lit l0Vriyta1Eyl9,iT aA s2gt0ue1idn8egn atsn d 51% A4g06e yd1e ua%nrsder 48% Agaen3dd 49 o0v% yeerars A4g06e yd6e ua%nrsder 46% 51% MSaouirnce : t5NCy4Vp%EPRe eTo rt3oacl 4VfeE% Ttn srtuatdaeinngts iVeanna dEgo tc opT furpr sisveUrs5at o2tNu0e41v 9dDtir%adeEinneRinrtsg T( ptAtorhoKpvaiE dt3e Nwr sb e2IyNr8 en 2% ug0mo1v9beerrn omf esntut-dfuenndtse)dAgaen3dd 44 o0v% yeerars 75% at TAFE institutes 18% 12% Top 3 fiel6d7s% ofe4 ne0+r MSod%u1lbluTgtSaNSaejeo8Tdhcucir2htrn scyi%a oeenn1a i:po tt5Nttscui Si%rBCyde4toarAea Votp4lps%EipP igec vnen06Roeiedpni ei sreuye dTun41 oerofeo htd(n og uar yta3 % obaabhtt%nl rch lslp 4sardreVe fnyp eanEleaa%ed aaetTrqc trdi n dtt niuniskv ri c onniaitcrtcaufactyo u oude aagsaig1 elimnnlriulemennote52gealP ttpuu btsmngdhsi%p 1o 1iVreejaiireb k nenenoaun ioCo%aiaifn dc(E 7o nlleltigol itslnt bylcthna iqevn t ospptTrrbee% t1 ftueydiutyre r pchrue eTw nlo saioootssei evne7eUpsAtgnlronsd 5iandf tnA r for Fa2iuVtN2i nrsuklwue0uceEneepi44c1fEv,dsea o9sddc maD t 48Ttiirtt rir %tnr rt+2tticaaadaesoaiao%Eshioe%binclrnneint6eignAcacnmli Rsi etg ngrdnrtleupran 5hePep srg yTnptar1r3deid 4(eo od ostA ipgi1toAm4s %9 vttproeo0brseaa%hiuvRffo% md Kdyel pb vvaeeae eroisTcitaqEr1 idneiteosrnto3elIs8e iuuNnC wrfrr tm%rnsbydoso I e2IePy elNneVusrdrmP48 Anemn n6i2Atee% Tu%so46gsg0t06noaIea5m )oO y1dti6t%ipec tdusv9an%bNnirlt)es9dv oeea e%raIrar anNn yw nton m PoViidft4t eeoEnsha6n o notT% gupntdhiu 3-edlIfioeNtu sa7nedd 5cw 5nwan2 %o0ldibt0i ns t5dem71ihE )1l d9ii oa%tffeVA3oyucgdase3etn3cd d 0df4r4 ueo0revi% uEayseNsnoeCrcCdAnaaasV BcrrmEeoSsbitrRu a sDn r,T isi tsAoe elTautsgiSVab stt2olit ql0Vruiy tca1iEEryoal9c,iTu aeofA Ts:: 2ng ttN01ueih1.Cidn8t8odneVgon Es% yatRs en dbpV nEgRoToe fsrt tm utneohdmeeoaenupst oelfipuosS t^ew*yco A oPtusmhse mrsrroeaodctue peppebt fs:aoiliaj esosN2ranftcsS0aCiftyttoe2i eVldne0erogtE,r ad dosRfu edarfti irqVwapldefauEa fcdai1TsiStri tlencsoe iohqhf3n riuiroru cn anawhr %atatctihdletg eetrimitf hot:ia11ie 8,ns scdna N ia rhs00thrinConeth o7icawV oe%%iwv o4n linE ederfmlem arRp%egc otrmha oTi0mddTpi,oame o trjolr3ontotpioleOh%aofcun l e leehqmb vp 7VtdVoccfiuU ecoE uouppian nTrardo%srroE r 3 Ta2rels t easi0srtehmttu t1pvaeQTuCymtdfSe5osdir7e nio rtiio2nipphedOel uut0utdyasfiosjl71nt los l bt 8677agtbawsMeuodyhlyn 3nse7%%% ytdldsijemurotst ieAu%ebcEuyt 8e o8f2ojtchede irioucdeaoCcdrnSo2aacmrnn%t9fs (tttti%dstpnes 3 n faH ee )lsts a 4.oewI% lhi rnA1t2tntNeehoew20 +Ia0 ertdio5g 1EqSrtMody% n o5u9abp yuna %uM1 lyta M8ubiVllisudhn ds.xoe%n2jsase 8uT0eeadsa eciEnc% I 12tndtyeTdt9cf Dpsayl i% ta.g t Mrndnihretg1foapoohefe-i, turea8eittir2c SimE%rsBedm tCelcsoeeardeao lu03 lasOstiie Niab ecviovnenppio j2ned4Ven niae %itfrrec TrCn4t oelirIf0doit tnDd((neeao1gao Os.yg bag)tt%l-n I h ttsr lVtp1naraNoe%e daiyeWp9 a nIaeodtam aDe hqctc ^rd iettniun-in82k om n onniu1tecrtcoafmyo09 u toeu a %gasigrr l22lsmmnnlr1 ulemfhotaeaeuo0u btemg91dsioupto1rjrrb 1k needeousc ia%cifn c(7c en9lle*illont by iq umt :setrrbe%eyuymre cue saoioqtset nsttglned indf dfuoaiui slutcneepocda insdbma 4rttty r t+i aao iaoyio%lbncln ignscn steg urpr deprear1rdon ogi1tomsvtr ea%ifmd d e escrosntuurrdoseelsm4n6te%6sn5)t%s) Source: NCVER Total VET students and courses 1201M59MiEx%aendqa gfieuePmldeie ptnortyo apgn rdaglm ecr8om mowe%2smuie1trcp%hes d isability 2 Qua3liA8fiCc%aHtIiEoVnE cMoANmEboNponTle r-ItNiEiog nn2ing0 r1laai9tlse ha* nsdp eTaokrrinegs Sbtarcakitg rIsoluanndd er 46 S^w*o A Puh rsroocu ppeb:aoj esNrtcsSCitoe VldnotE, a oRfudaf iqVpldeuEadaTs leso iqhf riru cnaawaatidlettiitf hoii sscdna arstneth icwoew o4 in rfmm arcotmhoi0mpome or3ontpOh%ofcl eeeh v 7tdocciUeo uoinnrrdo%sr T2re as0semtt1peuCmS5osd7 n ti2pphedOu0dail71nt lob 8gbwMeyy se% sjmurtteebEue jcedeocecdnSmnt(tttsps )ls a.ewIlttNhoea do5qt abp uyaM8us ds2s 0aae%I 1d9fDpl t.tiheaef-r8iLRNir2 s tcsru0o3easoabij24en w%tmctri0itn(a1os g) e totnso%e mto th^iee ntcopt a i2l loho0ouer1sy c9coem:omditnte do to mby alli sctud enstst atus 11802 Sourocef: tNhCoVEsRe V nEoTo fst t utehdmeonpst oeluo teycomsemadpet sila so2f0fyt2iee0erdd t rwaafi1ittneh3ir n %tthgera11e8,n i h00rnoo7a%%ivnldle%eg rad,a tjliolen qmb fu upparorlteirhtvayeir oriol uysf s t77tsuhl%%ytdeo yt o82th rda2aa9f ti%dt3 neto%hirnw2 etgryna % t lidhonuesinyet g drtoeuc eCe OtiovVe CIdDO-V19ID-19 People with disability in the Australian population 18% in the workforce 9% ABS Disability, Ageing and Carers, Australia 2018 enrolled in VET 4% NCVER Total VET students and courses 2019 PARTICIPATION IN VET IN 2019 People with disability People without disability 172 265 3 507 330 51% 48% 46% 51% 61% 39% 66% 34% Aged under Aged 40 years Aged under Aged 40 years 40 years and over 40 years and over Percentage of students that were government-funded 54% 28% Source: NCVER Total VET students and courses 2019 VET UNDERTAKEN IN 2019 Main type of training provider (top 3 by number of students) 54% 75% at private training providers 34% 18% at TAFE institutes 12% 11% at community education providers Type of training (by number of students) 67% 46% enrolled in qualifications 4% 4% enrolled in training package skill sets and accredited courses 40% 65% enrolled in subject bundles + + Subjects not delivered as part of a nationally recognised training program Top 3 fields of education (by number of program enrolments) Student equity in VET: participation, achievement and outcomes NCVER 2 Based on the equity group of interest 21% 17% Society and culture 18% 21% Management and commerce 15% 8% Mixed field programmes Source: NCVER Total VET students and courses 2019 ACHIEVEMENT IN 2019 Qualification completion rate* 38% 41% Subject load pass rate^ 77% 83% * Proportion of qualifications commenced in 2015 that were completed by 2019. ^ A subject load pass rate is the ratio of hours studied by students who passed their subject(s) to the total hours committed to by all students who passed, failed or withdrew from the corresponding subject(s). Source: NCVER VET qualification completion rates 2018 OUTCOMES IN MID-2020 Students who completed a qualification in 2019: 37% 58% had an improved employment status after training 40% 32% enrolled in further study after training 87% 89% satisfied with the overall quality of the training they received 1100%% 77%% of those employed after training, temporarily stood down due to COVID-19 13% 22% of those not employed after training, had a job previously that they lost due to COVID-19 Source: NCVER VET student outcomes 2020 People with disability in the Australian population 18% in the workforce 9% ABS Disability, Ageing and Carers, Australia 2018 enrolled in VET 4% NCVER Total VET students and courses 2019 PARTICIPATION IN VET IN 2019 People with disability People without disability 172 265 3 507 330 51% 48% 46% 51% 61% 39% 66% 34% Aged under Aged 40 years Aged under Aged 40 years 40 years and over 40 years and over Percentage of students that were government-funded 54% 28% Source: NCVER Total VET students and courses 2019 VET UNDERTAKEN IN 2019 Main type of training provider (top 3 by number of students) 54% 75% at private training providers 34% 18% at TAFE institutes 12% 11% at community education providers People with disability Type of training (by number of students) in the Australian population 18% 67% 46% enrolled in qualifications in the workforce 9% 4% 4% ABS Disability, Ageing and Carers, Australia 2018 enrolled in VET 4% NCVER Total VET students enrolled in training package skill sets and accredited courseasnd courses 2019 PARTICIPATION IN VET IN 2019 40% 65% enrolled in subject bundles + People with disability People without disability + Subjects not delivered as part of a nationally recognised training program 172 265 3 507 330 Top 3 fields of education (by number of program enrolments) Based on the equity group of interest 21% 17% Society and culture 51% 48% 46% 51% 18% 21% Management and commerce 61% 39% 66% 34% Aged under Aged 40 years Aged under Aged 40 years 40 years 15an%d over 408 ye%ars and over Mixed field programmes Source: NCVER Total VET students and courses 2019 ACHIEVEMENT IN 2019 Percentage of students that were government-funded 54% 28% Qualification completion rate* Source: NCVER Total VET students and courses 2019 38% 41% VET UNDERTAKEN IN 2019 Main type of traininSgu bpjreocvt ildoeard ( tpoaps 3s brayt en^umber of students) 77% 83% 54% 75% at private training providers * Proportion of qualifications commenced in 2015 that were completed by 2019. ^ A subject load pass rate is the ratio of hours studied by students who passed their subject(s) to the total hours committed to by all students who passed, failed or withdrew from the corresponding subject(s). Source: NCVER VET qualificatio3n 4co%mpletion rates 2018 18% OUTCOat MTAEFES i nIsNtit uMteIsD-2020 Students who c12o%mpleted a qu1a1l%ification in 2019: at community education providers 37% 58% Type of training (by number of students) had an improved employment status after training 67% 46% 40% 32% enrolled in qualifications enrolled in further study after training 4% 4% enrolled in train8ing7 p%ackage skill sets a8n9d a%ccredited courses satisfied with the overall quality of the training they received 40% 65% enrolled in subject bundles + 1100%% 77%% + Subjects not delivered as part of a nationally recognised training program of those employed after training, temporarily stood down due to COVID-19 Top 3 fields of education (by number of program enrolments) 13% 22% Based on the equity group of interest of those not employed after training, had a job previously that they lost due to COVID-19 21% 17% Source: NCVER VET student outcomes 2020 Society and culture 18% 21% Management and commerce 15% 8% Mixed field programmes Student equity in VET: participation, achievement and outcomes NCVER 3 Source: NCVER Total VET students and courses 2019 ACHIEVEMENT IN 2019 Qualification completion rate* 38% 41% Subject load pass rate^ 77% 83% * Proportion of qualifications commenced in 2015 that were completed by 2019. ^ A subject load pass rate is the ratio of hours studied by students who passed their subject(s) to the total hours committed to by all students who passed, failed or withdrew from the corresponding subject(s). Source: NCVER VET qualification completion rates 2018 OUTCOMES IN MID-2020 Students who completed a qualification in 2019: 37% 58% had an improved employment status after training 40% 32% enrolled in further study after training 87% 89% satisfied with the overall quality of the training they received 1100%% 77%% of those employed after training, temporarily stood down due to COVID-19 13% 22% of those not employed after training, had a job previously that they lost due to COVID-19 Source: NCVER VET student outcomes 2020 Aboriginal and Torres Strait Islander in the Australian poTyppeu sloamteithoinng 3% in the workforce 2% ABS Census of Population and Housing 2016 enrolled in VET 4% NCVER Total VET students and courses 2019 PARTICIPATION IN VET IN 2019 Indigenous non-Indigenous 148 570 3 605 750 49% 50% 47% 51% 75% 25% 66% 34% Aged under Aged 40 years Aged under Aged 40 years 40 years and over 40 years and over Percentage of students that were government-funded 54% 31% Source: NCVER Total VET students and courses 2019 VET UNDERTAKEN IN 2019 Main type of training provider (top 3 by number of students) 59% 72% at private training providers 32% 19% at TAFE institutes 10% 12% at community education providers Type of training (by number of students) 66% 48% enrolled in qualifications 4% 4% enrolled in training package skill sets and accredited courses 47% 63% enrolled in subject bundles + + Subjects not delivered as part of a nationally recognised training program Top 3 fields of education (by number of program enrolments) Student equity in VET: participation, achievement and outcomes NCVER 4 Based on the equity group of interest 20% 17% Society and culture 17% 21% Management and commerce 14% 15% Engineering and related technologies Source: NCVER Total VET students and courses 2019 ACHIEVEMENT IN 2019 Qualification completion rate* 31% 42% Subject load pass rate^ 76% 83% * Proportion of qualifications commenced in 2015 that were completed by 2019. ^ A subject load pass rate is the ratio of hours studied by students who passed their subject(s) to the total hours committed to by all students who passed, failed or withdrew from the corresponding subject(s). Source: NCVER VET qualification completion rates 2018 OUTCOMES IN MID-2020 Students who completed a qualification in 2019: 51% 56% had an improved employment status after training 36% 33% enrolled in further study after training 91% 88% satisfied with the overall quality of the training they received 6% 7% of those employed after training, temporarily stood down due to COVID-19 18% 21% of those not employed after training, had a job previously that they lost due to COVID-19 Source: NCVER VET student outcomes 2020 Aboriginal and Torres Strait Islander in the Australian poTyppeu sloamteithoinng 3% in the workforce 2% ABS Census of Population and Housing 2016 enrolled in VET 4% NCVER Total VET students and courses 2019 PARTICIPATION IN VET IN 2019 Indigenous non-Indigenous 148 570 3 605 750 49% 50% 47% 51% 75% 25% 66% 34% Aged under Aged 40 years Aged under Aged 40 years 40 years and over 40 years and over Percentage of students that were government-funded 54% 31% Source: NCVER Total VET students and courses 2019 VET UNDERTAKEN IN 2019 Main type of training provider (top 3 by number of students) 59% 72% at private training providers 32% 19% at TAFE institutes 10% 12% at community education providers Aboriginal and Torres Strait Islander Type of training (by number of students) in the Australian poTyppeu sloamteithoinng 3% 66% 48% enrolled in qualifications in the workforce 2% 4% 4% ABS Census of Population and Housing 2016 enrolled in VET 4% NCVER Total VET students enrolled in training package skill sets and accredited courseasnd courses 2019 47% PARTICIPATION IN VET IN 2019 63% enrolled in subject bundles + Indigenous non-Indigenous + Subjects not delivered as part of a nationally recognised training program 148 570 3 605 750 Top 3 fields of education (by number of program enrolments) Based on the equity group of interest 20% 17% Society and culture 49% 50% 47% 51% 17% 21% 75% Ma2na5g%ement and co6m6m%erce 34% Aged under Aged 40 years Aged under Aged 40 years 40 years 14an%d over 401 ye5ars% and over Engineering and related technologies Source: NCVER Total VET students and courses 2019 ACHIEVEMENT IN 2019 Percentage of students that were government-funded 54% 31% Qualification completion rate* Source: NCVER Total VET students and courses 2019 31% 42% VET UNDERTAKEN IN 2019 Main type of traininSgu bpjreocvt ildoeard ( tpoaps 3s brayt en^umber of students) 76% 83% 59% 72% at private training providers * Proportion of qualifications commenced in 2015 that were completed by 2019. ^ A subject load pass rate is the ratio of hours studied by students who passed their subject(s) to the total hours committed to by all students who passed, failed or withdrew from the corresponding subject(s). Source: NCVER VET qualificatio3n c2om%pletion rates 2018 19% OUTCOat MTAEFES i nIsNti tuMteIsD-2020 Students who c1o0m%pleted a qu1a2l%ification in 2019: at community education providers 51% 56% Type of training (by number of students) had an improved employment status after training 66% 48% 36% 33% enrolled in qualifications enrolled in further study after training 4% 4% enrolled in train9ing1 p%ackage skill sets a8n8d a%ccredited courses satisfied with the overall quality of the training they received 47% 63% enrolled in subject bundles + 6% 7% + Subjects not delivered as part of a nationally recognised training program of those employed after training, temporarily stood down due to COVID-19 Top 3 fields of education (by number of program enrolments) 18% 21% Based on the equity group of interest of those not employed after training, had a job previously that they lost due to COVID-19 20% 17% Source: NCVER VET student outcomes 2020 Society and culture 17% 21% Management and commerce 14% 15% Engineering and related technologies Student equity in VET: participation, achievement and outcomes NCVER 5 Source: NCVER Total VET students and courses 2019 ACHIEVEMENT IN 2019 Qualification completion rate* 31% 42% Subject load pass rate^ 76% 83% * Proportion of qualifications commenced in 2015 that were completed by 2019. ^ A subject load pass rate is the ratio of hours studied by students who passed their subject(s) to the total hours committed to by all students who passed, failed or withdrew from the corresponding subject(s). Source: NCVER VET qualification completion rates 2018 OUTCOMES IN MID-2020 Students who completed a qualification in 2019: 51% 56% had an improved employment status after training 36% 33% enrolled in further study after training 91% 88% satisfied with the overall quality of the training they received 6% 7% of those employed after training, temporarily stood down due to COVID-19 18% 21% of those not employed after training, had a job previously that they lost due to COVID-19 Source: NCVER VET student outcomes 2020 Non-English speaking background in the Australian population 27% in the workforce 22% ABS Census of Population and Housing 2016 enrolled in VET 14% NCVER Total VET students and courses 2019 PARTICIPATION IN VET IN 2019 Non-English speaking English speaking background background 587 290 2 789 860 51% 48% 46% 53% 73% 27% 65% 35% Aged under Aged 40 years Aged under Aged 40 years 40 years and over 40 years and over Percentage of students that were government-funded 34% 33% Source: NCVER Total VET students and courses 2019 VET UNDERTAKEN IN 2019 Main type of training provider (top 3 by number of students) 69% 70% at private training providers 23% 21% at TAFE institutes 8% 13% at community education providers Type of training (by number of students) 65% 46% enrolled in qualifications 6% 4% enrolled in training package skill sets and accredited courses 41% 66% enrolled in subject bundles + + Subjects not delivered as part of a nationally recognised training program Top 3 fields of education (by number of program enrolments) Student equity in VET: participation, achievement and outcomes NCVER 6 Based on the equity group of interest 28% 17% Management and commerce 18% 6% Mixed field programmes 17% 17% Society and culture Source: NCVER Total VET students and courses 2019 ACHIEVEMENT IN 2019 Qualification completion rate* 41% 41% Subject load pass rate^ 82% 84% * Proportion of qualifications commenced in 2015 that were completed by 2019. ^ A subject load pass rate is the ratio of hours studied by students who passed their subject(s) to the total hours committed to by all students who passed, failed or withdrew from the corresponding subject(s). Source: NCVER VET qualification completion rates 2018 OUTCOMES IN MID-2020 Students who completed a qualification in 2019: 49% 58% had an improved employment status after training 33% 32% enrolled in further study after training 91% 88% satisfied with the overall quality of the training they received 9% 7% of those employed after training, temporarily stood down due to COVID-19 23% 20% of those not employed after training, had a job previously that they lost due to COVID-19 Source: NCVER VET student outcomes 2020 Non-English speaking background in the Australian population 27% in the workforce 22% ABS Census of Population and Housing 2016 enrolled in VET 14% NCVER Total VET students and courses 2019 PARTICIPATION IN VET IN 2019 Non-English speaking English speaking background background 587 290 2 789 860 51% 48% 46% 53% 73% 27% 65% 35% Aged under Aged 40 years Aged under Aged 40 years 40 years and over 40 years and over Percentage of students that were government-funded 34% 33% Source: NCVER Total VET students and courses 2019 VET UNDERTAKEN IN 2019 Main type of training provider (top 3 by number of students) 69% 70% at private training providers 23% 21% at TAFE institutes 8% 13% at community education providers Non-English speaking background Type of training (by number of students) in the Australian population 27% 65% 46% enrolled in qualifications in the workforce 22% 6% 4% ABS Census of Population and Housing 2016 enrolled in VET 14% NCVER Total VET students enrolled in training package skill sets and accredited courseasnd courses 2019 41%PARTICIPATION IN VET IN 2019 66% Non-English speakiennrgol led in subject bundleEs +nglish speaking backg+r Soubujecnts dnot delivered as part of a nationally recognised trainbinag pcrokgragmround 587 290 2 789 860 Top 3 fields of education (by number of program enrolments) Based on the equity group of interest 28% 17% Management and commerce 51% 48% 46% 53% 18% 6% 73% M2i7xe%d field progra6m5m%es 35% Aged under Aged 40 years Aged under Aged 40 years 40 years 17an%d over 401 ye7ar%s and over Society and culture Source: NCVER Total VET students and courses 2019 ACHIEVEMENT IN 2019 Percentage of students that were government-funded 34% 33% Qualification completion rate* Source: NCVER Total VET students and courses 2019 41% 41% VET UNDERTAKEN IN 2019 Main type of traininSgu bpjreocvt ildoeard ( tpoaps 3s brayt en^umber of students) 82% 84% 69% 70% at private training providers * Proportion of qualifications commenced in 2015 that were completed by 2019. ^ A subject load pass rate is the ratio of hours studied by students who passed their subject(s) to the total hours committed to by all students who passed, failed or withdrew from the corresponding subject(s). Source: NCVER VET qualification comp2let3io%n rates 2018 21% OUTCOat MTAEFES i nIsNti tuMteIsD-2020 Students who c8o%mpleted a qu1a3l%ification in 2019: at community education providers 49% 58% Type of training (by number of students) had an improved employment status after training 65% 46% 33% 32% enrolled in qualifications enrolled in further study after training 6% 4% enrolled in train9ing1 p%ackage skill sets a8n8d a%ccredited courses satisfied with the overall quality of the training they received 41% 66% enrolled in subject bundles + 9% 7% + Subjects not delivered as part of a nationally recognised training program of those employed after training, temporarily stood down due to COVID-19 Top 3 fields of education (by number of program enrolments) 23% 20% Based on the equity group of interest of those not employed after training, had a job previously that they lost due to COVID-19 28% 17% Source: NCVER VET student outcomes 2020 Management and commerce 18% 6% Mixed field programmes 17% 17% Society and culture Student equity in VET: participation, achievement and outcomes NCVER 7 Source: NCVER Total VET students and courses 2019 ACHIEVEMENT IN 2019 Qualification completion rate* 41% 41% Subject load pass rate^ 82% 84% * Proportion of qualifications commenced in 2015 that were completed by 2019. ^ A subject load pass rate is the ratio of hours studied by students who passed their subject(s) to the total hours committed to by all students who passed, failed or withdrew from the corresponding subject(s). Source: NCVER VET qualification completion rates 2018 OUTCOMES IN MID-2020 Students who completed a qualification in 2019: 49% 58% had an improved employment status after training 33% 32% enrolled in further study after training 91% 88% satisfied with the overall quality of the training they received 9% 7% of those employed after training, temporarily stood down due to COVID-19 23% 20% of those not employed after training, had a job previously that they lost due to COVID-19 Source: NCVER VET student outcomes 2020 Low socioeconomic status in the Australian Tpypoep soumleathtinigon 18% in the workforce 25% ABS Census of Population and Housing 2016 enrolled in VET 17% NCVER Total VET students and courses 2019 PARTICIPATION IN VET IN 2019 Low socioeconomic status Higher socioeconomic status 702 460 2 909 425 47% 51% 47% 51% 65% 34% 65% 35% Aged under Aged 40 years Aged under Aged 40 years 40 years and over 40 years and over Percentage of students that were government-funded 40% 31% Source: NCVER Total VET students and courses 2019 VET UNDERTAKEN IN 2019 Main type of training provider (top 3 by number of students) 68% 72% at private training providers 23% 19% at TAFE institutes 11% 11% at community education providers Type of training (by number of students) 53% 45% enrolled in qualifications 5% 4% enrolled in training package skill sets and accredited courses 58% 64% enrolled in subject bundles + + Subjects not delivered as part of a nationally recognised training program Top 3 fields of education (by number of program enrolments) Student equity in VET: participation, achievement and outcomes NCVER 8 Based on the equity group of interest 20% 18% Society and culture 16% 17% Management and commerce 11% 8% Mixed field programmes Source: NCVER Total VET students and courses 2019 ACHIEVEMENT IN 2019 Qualification completion rate* 37% 42% Subject load pass rate^ 81% 83% * Proportion of qualifications commenced in 2015 that were completed by 2019. ^ A subject load pass rate is the ratio of hours studied by students who passed their subject(s) to the total hours committed to by all students who passed, failed or withdrew from the corresponding subject(s). Source: NCVER VET qualification completion rates 2018 OUTCOMES IN MID-2020 Students who completed a qualification in 2019: 51% 57% had an improved employment status after training 32% 33% enrolled in further study after training 90% 88% satisfied with the overall quality of the training they received 7% 7% of those employed after training, temporarily stood down due to COVID-19 17% 22% of those not employed after training, had a job previously that they lost due to COVID-19 Source: NCVER VET student outcomes 2020 Low socioeconomic status in the Australian Tpypoep soumleathtinigon 18% in the workforce 25% ABS Census of Population and Housing 2016 enrolled in VET 17% NCVER Total VET students and courses 2019 PARTICIPATION IN VET IN 2019 Low socioeconomic status Higher socioeconomic status 702 460 2 909 425 47% 51% 47% 51% 65% 34% 65% 35% Aged under Aged 40 years Aged under Aged 40 years 40 years and over 40 years and over Percentage of students that were government-funded 40% 31% Source: NCVER Total VET students and courses 2019 VET UNDERTAKEN IN 2019 Main type of training provider (top 3 by number of students) 68% 72% at private training providers 23% 19% at TAFE institutes 11% 11% at community education providers Low socioeconomic status Type of training (by number of students) in the Australian Tpypoep soumleathtinigon 18% 53% 45% enrolled in qualifications in the workforce 25% 5% 4% ABS Census of Population and Housing 2016 enrolled in VET 17% NCVER Total VET students enrolled in training package skill sets and accredited courseasnd courses 2019 58% PARTICIPATION IN VET IN 2019 64% enrolled in subject bundles + Low socioeconomic status Higher socioeconomic status + Subjects not delivered as part of a nationally recognised training program 702 460 2 909 425 Top 3 fields of education (by number of program enrolments) Based on the equity group of interest 20% 18% Society and culture 47% 51% 47% 51% 16% 17% Management and commerce 65% 34% 65% 35% Aged under Aged 40 years Aged under Aged 40 years 40 years 11an%d over 408 ye%ars and over Mixed field programmes Source: NCVER Total VET students and courses 2019 ACHIEVEMENT IN 2019 Percentage of students that were government-funded 40% 31% Qualification completion rate* Source: NCVER Total VET students and courses 2019 37% 42% VET UNDERTAKEN IN 2019 Main type of traininSgu bpjreocvt ildoeard ( tpoaps 3s brayt en^umber of students) 81% 83% 68% 72% at private training providers * Proportion of qualifications commenced in 2015 that were completed by 2019. ^ A subject load pass rate is the ratio of hours studied by students who passed their subject(s) to the total hours committed to by all students who passed, failed or withdrew from the corresponding subject(s). Source: NCVER VET qualification comp2let3io%n rates 2018 19% OUTCOat MTAEFES i nIsNti tuMteIsD-2020 Students who c1o1m%pleted a qu1a1l%ification in 2019: at community education providers 51% 57% Type of training (by number of students) had an improved employment status after training 53% 45% 32% 33% enrolled in qualifications enrolled in further study after training 5% 4% enrolled in train9ing0 p%ackage skill sets a8n8d a%ccredited courses satisfied with the overall quality of the training they received 58% 64% enrolled in subject bundles + 7% 7% + Subjects not delivered as part of a nationally recognised training program of those employed after training, temporarily stood down due to COVID-19 Top 3 fields of education (by number of program enrolments) 17%Based on the equity group of interest 22% of those not employed after training, had a job previously that they lost due to COVID-19 20% 18% Source: NCVER VET student outcomes 2020 Society and culture 16% 17% Management and commerce 11% 8% Mixed field programmes Student equity in VET: participation, achievement and outcomes NCVER 9 Source: NCVER Total VET students and courses 2019 ACHIEVEMENT IN 2019 Qualification completion rate* 37% 42% Subject load pass rate^ 81% 83% * Proportion of qualifications commenced in 2015 that were completed by 2019. ^ A subject load pass rate is the ratio of hours studied by students who passed their subject(s) to the total hours committed to by all students who passed, failed or withdrew from the corresponding subject(s). Source: NCVER VET qualification completion rates 2018 OUTCOMES IN MID-2020 Students who completed a qualification in 2019: 51% 57% had an improved employment status after training 32% 33% enrolled in further study after training 90% 88% satisfied with the overall quality of the training they received 7% 7% of those employed after training, temporarily stood down due to COVID-19 17% 22% of those not employed after training, had a job previously that they lost due to COVID-19 Source: NCVER VET student outcomes 2020 Remote in the Australian population 2% in the workforce 2% ABS Census of Population and Housing 2016 enrolled in VET 2% NCVER Total VET students and courses 2019 PARTICIPATION IN VET IN 2019 Remote Non-remote 98 280 3 741 765 42% 57% 47% 51% 61% 38% 66% 34% Aged under Aged 40 years Aged under Aged 40 years 40 years and over 40 years and over Percentage of students that were government-funded 36% 31% Source: NCVER Total VET students and courses 2019 VET UNDERTAKEN IN 2019 Main type of training provider (top 3 by number of students) 68% 72% at private training providers 23% 19% at TAFE institutes 12% 11% at community education providers Type of training (by number of students) 45% 49% enrolled in qualifications 5% 4% enrolled in training package skill sets and accredited courses 69% 61% enrolled in subject bundles + + Subjects not delivered as part of a nationally recognised training program Top 3 fields of education (by number of program enrolments) Student equity in VET: participation, achievement and outcomes NCVER 10 Based on the equity group of interest 16% 17% Society and culture 14% 21% Management and commerce 7% 8% Mixed field programmes Source: NCVER Total VET students and courses 2019 ACHIEVEMENT IN 2019 Qualification completion rate* 32% 42% Subject load pass rate^ 85% 83% * Proportion of qualifications commenced in 2015 that were completed by 2019. ^ A subject load pass rate is the ratio of hours studied by students who passed their subject(s) to the total hours committed to by all students who passed, failed or withdrew from the corresponding subject(s). Source: NCVER VET qualification completion rates 2018 OUTCOMES IN MID-2020 Students who completed a qualification in 2019: 64% 56% had an improved employment status after training 32% 33% enrolled in further study after training 90% 88% satisfied with the overall quality of the training they received 4% 7% of those employed after training, temporarily stood down due to COVID-19 22% 21% of those not employed after training, had a job previously that they lost due to COVID-19 Source: NCVER VET student outcomes 2020

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