Uptake and utility of VET qualifications infographic: text only

By NCVER 18 November 2016

This is an alternative text version of Uptake and utility of VET qualifications: infographic. It is designed to be read via a screen reader and consequently has had all visual elements removed. The full version is available here if you wish to view it.

Uptake & utility of VET qualifications

Nationally recognised vocational education and training (VET) in Australia predominantly consists of enrolments in training package qualifications or skill sets. Recent research by NCVER has used total VET activity data to examine the pattern of enrolments in training package qualifications to explore the uptake and utility of these qualifications.

This infographic is based on findings from the report Uptake and utility of VET qualifications by Patrick Korbel and Josie Misko. For a more complete picture, the full report is available at <http://www.ncver.edu.au/publications/2894.html>.

A large concentration of enrolments in few training packages (TPs)
  • Two training packages accounted for around 30% of enrolments.
  • 90 per cent of all enrolments are in the top 20 training packages. The top 20 training packages are those with the most enrolments.
  • Only 10 per cent of all enrolments are in the remaining 57 training packages.
A conceptual model to streamline qualifications
  • Many qualifications can link to just one occupation.
  • So if there was only one qualification for each occupation, 1631 qualifications could become 500 qualifications. Qualifications being defined as in use qualifications identified in the report with an assigned ANZSCO occupation.
An existing example
  • One occupation, personal care assistant, can be matched to one qualification, certificate III in individual support.
  • These are three specialisations within this qualification:
    • Disability support
    • Aged care support
    • Home or community support

SOURCE: <https://www.education.gov.au/broader-qualifications-lead-more-one-job-outcome>.

© National Centre for Vocational Education Research, 2016.

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