2015 VET FEE-HELP
Statistical Report
Opportunity through learning
ISBN
978-1-76028-889-1 [PDF]
978-1-76028-890-7 [DOCX]
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The document must be attributed as the 2015 VET FEE-HELP Statistical Report.
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Contents
List of abbreviations used ....................................................................................................................... 4
Introduction ............................................................................................................................................ 5
What data is covered in this report? .................................................................................................. 5
Focus on students ................................................................................................................................... 6
How are students counted? ................................................................................................................ 6
Who is studying? ................................................................................................................................. 7
What are they studying? ..................................................................................................................... 9
Why are they studying? .................................................................................................................... 11
Where are they studying? ................................................................................................................. 12
How are they studying? .................................................................................................................... 14
How much are they paying? ............................................................................................................. 16
How have student characteristics changed over time? .................................................................... 18
Student Focus Highlights................................................................................................................... 21
Focus on Providers ................................................................................................................................ 22
Who are the providers? .................................................................................................................... 22
Where are providers located? .......................................................................................................... 23
What types of course do they offer? ................................................................................................ 24
How do provider enrolments vary by field of education? ................................................................ 25
How do the VFH loan amounts vary by provider type? .................................................................... 26
Provider Focus Highlights .................................................................................................................. 28
References: ....................................................................................................................................... 29
Appendix A: Data for figures and tables ............................................................................................... 30
Detailed Statistical Tables ..................................................................................................................... 35
Student Tables List ........................................................................................................................ 36
Study Tables List ............................................................................................................................ 36
Provider Tables List ....................................................................................................................... 37
2015 VET FEE-HELP Statistical Report
List of abbreviations used
ABS
Australian Bureau of Statistics
ASCED
Australian Standard Classification of Education
CHESSN
Commonwealth Higher Education Student Support Number
DET
Commonwealth Department of Education and Training
EFTSL
Equivalent Full-Time Study Load
NCVER
National Centre for Vocational Education Research
RTO
Registered Training Organisation
VET
Vocational Education and Training
VFH
VET FEE-HELP
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Introduction
VET FEE-HELP (VFH) is an income-contingent loan scheme introduced by the Australian Government
in 2008. The intention of the program was to remove financial barriers preventing increased
participation rates in vocational education and training (VET) at the Diploma and above levels.
Students gain industry relevant skills and repay their loans through the taxation system.
The VFH scheme is accessible to students studying at the higher VET qualification levels of Diploma,
Advanced Diploma, Graduate Diploma and Graduate Certificate courses
1. Further details of the
scheme are available
on the government’s StudyAssist website
2.
This 2015 VET FEE-HELP Statistical Report aims to increase understanding of who VFH students are,
what courses they undertake and which providers are delivering those courses. It is not intended to
be a complete analysis of the VET FEE-HELP program statistics, but aims to highlight important
aspects of the data.
What data is covered in this report?
The National Centre for Vocational Education Research (NCVER) estimates that there were 4.5
mil ion students who participated in some form of VET education in 2015 (NCVER 2016) but much of
this participation was in courses at the Certificate IV level and below.
VET FEE-HELP students are a subset of the overall VET population. In previous years, the
VET FEE-HELP Statistical Report included statistics on all students who are eligible for VFH (
i.e., by
nature of their citizenship characteristics and the provider at which they studied). By contrast, the
2015 report covers only those students who actually accessed a VFH loan in 2015.
3
The analysis in this report is presented in a series of tables and graphs. In the interests of clarity, the
actual values of data points are generally not shown in the figures. However, the numbers used to
create each figure are available in tables in the appendix, with the relevant table number provided
under each figure.
1 A trial to include some Certificate IV courses in the VFH program began in 2014 and runs until 31 December
2016.
2 http://studyassist.gov.au/sites/studyassist/vet_fee-help/pages/vet%20fee-help
3 2015 report numbers include both full-fee paying and state subsidised students, unless otherwise stated.
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Focus on students
In this section, we address a number of questions relating to the 2015 VFH students in more detail
than in the Detailed Statistical Tables section, in order to present a picture of who is likely to be a
VET FEE-HELP student, and why.
Under each of the questions, below (
e.g., “Who is studying?”), we consider detailed combinations of
selected student/study characteristics to determine if there are any particular sets of characteristics
that stand out. For example, in questioning “Who is studying?”, we find that a high percentage
(compared with the population at large) of VFH students are women between the ages of 25 and 45
who are more likely than not to be unemployed.
How are students counted?
VET FEE-HELP students are counted in this report in three main ways
4:
1. Commonwealth Higher Education Student Support Number (CHESSN), which gives the
number of
unique VFH students, regardless of the number of courses in which they are
enrolled
2.
Enrolments, where students are counted once for every course in which they are enrolled,
regardless of the provider
3. Effective full-time study load (EFTSL), where EFTSL is a measure of the
study load of a
student undertaking a course of study, compared with a ful -time study load (VFH Data
Element No. 339). One EFTSL is equivalent to a student studying ful -time for one year.
A comparison of these three student counts is shown in
Table 1.
Table 1. Comparison of student counts (CHESSN), number of enrolments and EFTSL for 2015 VFH
students
Percentage
Percentage
Percentage
Unique
(%)
(%)
(%)
students
Enrolments
EFTSL
Gender
Females
177,883
65.4
209,825
65.4
128,134
65.3
Males
94,143
34.6
110,878
34.6
67,975
34.7
Age
Under 25 years
112,775
41.5
128,593
40.1
82,908
42.3
25-44 years
118,535
43.6
141,839
44.2
84,417
43.0
45 years and over
40,716
15.0
50,271
15.7
28,784
14.7
Total
272,026
100.0
320,703
100.0
196,108
100.0
4 In the detailed statistical tables for providers, unique students are per provider. Any students enrol ed in
courses at more than one provider wil appear more than once in these tables.
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While there were 272,000 unique students, there were 321,000 enrolments, meaning that up to
49,000 students were enrol ed in more than one course during 2015. The corresponding EFTSL was
196,000, indicating an average study load per student of 72 per cent of a full load. That is, on
average, students were studying just under three-quarters of a full-time load.
Table 1 also displays the different student counts for gender and age. In a simple dichotomy such as
gender, the three measures make little difference to the percentage distributions, each count being
around 65 per cent of the total, for women, and 35 per cent of the total for men. For the age
distribution with three categories, there is greater difference: the under 25 years group as a
percentage of the number of enrolments is more than two percentage points lower than that for
EFTSL. Overall, analysis using percentages is not likely to be dependent on which measure is used.
However, for analysis that depends on the raw counts, where the differences are much greater, care
should be taken to ensure the appropriate measure is used.
Who is studying?
VET FEE-HELP students are a diverse population and vary significantly in demographic characteristics
from the general Australian population.
Table 2 provides a count of unique VFH students for the characteristics of gender, age and labour
force status, and the corresponding percentage distributions. Note that labour force status is self-
reported at the time of enrolment and students may not correctly make the distinction between
some categories; for example, the difference between “unemployed”, which implies they are
actively seeking work, and “not in the labour force (NILF)”, which implies they are not actively
seeking work.
For comparison, the percentage distribution of the population of university students enrol ed in
bachelor degree courses in 2014 and the June 2015 Australian civilian population
5 of labour force
age 15 to 64 years are also provided.
The VFH student population differs from both of these comparison populations. While 65 per cent of
VFH students are female, just 55 per cent of bachelor degree students and 50 per cent of the civilian
population are female. The increasing share of university students who are female has been
observed for some time (ABS 2013). For VFH students, the percentage of females is higher by
10 percentage points than that of bachelor degree females, and approximately double that of VFH
males.
5 The civilian population in Australian Bureau of Statistics labour force statistics excludes those who are ful -
time in the defence forces.
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Table 2. Comparison of 2015 VFH student characteristics with those of 2014 bachelor degree
students, and the 2015 Australian civilian population of labour force age, 15-64 years.
Population of
VFH
bachelor
Civilian
students
VFH
degree
population, 15-64
2015
students (%)
students,
years, 2015 (%)
2014 (%)
Gender
Female
177,883
65.4
55.4
50.2
Male
94,143
34.6
44.6
49.4
Age
Under 25 years
112,775
41.5
76.5
20.0
25 to 44 years
118,535
43.6
19.8
42.7
45 years &over
40,716
15.0
3.7
37.3
Labour force status
Employed
107,993
39.7
62.4
72.2
Unemployed/NILF
143,301
52.7
37.6
27.8
Not stated
20,732
7.6
n/a
n/a
Total
272,026
100.0
100.0
100.0
Sources: (ABS 2011b), (DET 2014), (ABS 2011c)
The VFH student age distribution is very different from both the bachelor degree student and the
civilian populations. Bachelor degree students are predominantly aged under 25 years (77 per cent),
with 20 per cent aged 25 to 44 years, whereas VFH students are slightly more likely to be in this
middle age group (44 per cent) than under 25 years (41 per cent). In addition, 15 per cent of the VFH
population are aged 45 years and over compared with 4 per cent of bachelor degree students.
Overall, students in the VFH population are older than those studying a bachelor degree. This is
consistent with individuals using VET courses to acquire new skills or the older population updating
their skills. Compared with the civilian population, a greater percentage of VFH students are aged
under 25 (42 per cent versus 20 per cent), a similar percentage aged 25 to 44 years (44 per cent
versus 43 per cent) and a much smaller percentage aged 45 years and over (15 per cent versus
37 per cent).
When VFH students enrol, they are asked for their current labour force status. This data is also
shown in
Table 2. Fifty-three per cent of VFH students reported that they were currently
unemployed or not in the labour force, almost double the 28 per cent at June 2015 in the civilian
population aged 15 to 64 years.
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Table 3. Comparison of percentage distribution of 2015 VFH student employment status by age
group with the 2015 Australian civilian population of labour force age, 15-64 years.
45 years
Civilian
Under 25
25–44
and over
All ages
population, 15
Employment status
years (%) years (%)
(%)
(%)
to 64 years (%)
Ful -time employee
10.0 15.9 11.3 12.8
50.3
Part-time employee
28.8 18.8 17.4 22.8
21.8
Other Employed
1.9 5.4 7.0 4.2
-
Unemployed
40.9 40.8 42.9 41.2
4.6
Not In the Labour Force
18.4 19.0 21.4 19.1
23.3
Total
100.0
100.0
100.0
100.0
100.0
Number of students
112,775
118,535
40,716
272,026
Note: numbers for “Not in the Labour Force” includes students with labour force status not stated
Table 3 shows in greater detail the employment status and age of the VFH population and compares
it to the same civilian population as that shown
in Table 2.
What are they studying?
VET courses are classified according to the Australian Standard Classification of Education (ASCED)
(ABS 2001). The classification hierarchy has 12 broad fields, a number of narrow fields within each
broad field category, and a number of detailed fields within each narrow field category. Only broad
fields are collected from VFH providers. The broad field,
Mixed field programs, had only 111
enrolments reported, out of a total of 321,000
(Table 1), and has been combined with
Society and
Culture.
Figure 1. Percentage distribution of total 2015 VFH enrolments by broad field of education.
Management and Commerce
Society and Culture
Health
Food, Hospitality & Personal Services
Creative Arts
Education
Information Technology
Architecture and Building
Engineering and Related Technologies
Agriculture, Environmental & Related Studies
Natural and Physical Sciences
0
10
20
30
40
50
Per cent
Source: Table A1
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Figure 1 shows the percentage distribution of all students by broad field of education sorted by
order of popularity. The top three fields: Management and Commerce, Society and Culture, and
Health, account for 75 per cent of all students. The field of Management and Commerce includes
courses in business and management, and sales and marketing; Society and Culture includes human
welfare studies and services, and sport and recreation; and Health includes nursing and
complimentary therapies. The percentage of students in Management and Commerce (46 per cent)
is more than twice that in Society and Culture (20 per cent).
Figure 2. Percentage distribution of 2015 VFH female and male enrolments by broad field of
education, sorted by male enrolment percentages.
Management and Commerce
Society and Culture
Information Technology
Creative Arts
Architecture and Building
Health
Engineering and Related Technologies
Education
Agriculture, Environmental & Related Studies
Food, Hospitality and Personal Services
Natural and Physical Sciences
0
10
20
30
40
50
60
Per cent
Male
Female
Source: Table A2
Table 2 showed that the number of female VFH students is approximately twice that of male VFH
students, so it is of interest to compare in what broad field females and males are studying. This is
shown in
Figure 2. The percentage distribution of courses by field of education varies by the gender
of the student with, for example, a higher percentage of VFH males (54 per cent) than females
(41 per cent) enrolled in courses in the top field, Management and Commerce.
The top two most popular fields for both females and males are Management and Commerce, and
Society and Culture. For females, the two most popular fields, along with health, account for 77
per cent of enrolments. For males, the two most popular fields, along with Information Technology,
account for 77 per cent of cases. However,
Figure 2 shows that the percentages of females and
males within the two most popular categories are quite different. There is a difference of at least
10 percentage points between females and males, in each category (See also Table A2 in Appendix
A).
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Why are they studying?
People are motivated by a wide range of factors to undertake education and training.
Table 2
showed that VFH students tend to be older than bachelor degree students, suggesting that
individuals participate in VFH-funded courses either mid-career or during a career pause.
Table 4. Percentage distribution of main reason for studying provided by 2015 VFH students, by
gender and age.
Female
Male
Reason for Studying
Under 25 25-44
45+
Under
25-44
45+
Years (%) years Years 25 years years Years
(%)
(%)
(%)
(%)
(%)
To get a job
40.2
35.6
35.0
44.6
38.1 41.5
Other job or business related reasons
34.6
46.4
43.9
30.1
45.7 39.3
To get into another course of study
7.3
3.6
3.1
7.8
2.5
2.1
For personal interest or self-
development
14.7
11.4
14.2
14.3
10.9 13.4
Other reasons
3.1
3.0
3.8
3.1
2.8
3.7
Total
100.0
100.0 100.0 100.0 100.0 100.0
Number of students
53,078 56,728 19,367 31,542 30,169 10,988
Note: Table excludes students for whom information was missing.
When students commence a course, they are asked their main reason for studying. The reasons that
VFH students give for studying tend to indicate that they are orientated towards gaining
employment, as shown in
Table 4. For the youngest VFH students, “to get a job” is the most
frequent reason given for studying, although a higher percentage of males choose this reason than
females.
Older students, particularly those of prime work force age between 25 and 44 years, are more likely
to choose reasons that relate to upgrading their job or changing careers. Forty-six per cent of both
females and males chose “Other job or business related reasons” as their reason for studying.
The first two reasons listed in Table 4 are directly job-related and can be combined. When this is
done, the differences between females and males are small. The percentages pertaining to reason
for studying for all VFH students, regardless of gender, are shown in
Table 5.
.
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Table 5. Percentage distribution of main reason for studying provided by 2015 VFH students, by
age group.
Age group
Under 25
25-44
45+
Total
Reason for studying
years (%)
years (%)
years
(%)
(%)
Job or business related reasons
74.8
82.6
79.5
78.9
To get into another course of study
7.5
3.2
2.7
5.0
For personal interest or self-development
14.6
11.2
13.9
13.0
Other reasons
3.1
2.9
3.8
3.1
Total
100.0
100.0
100.0
100.0
Number of students
84,620
86,897
30,355 201,872
Note: Table excludes students for whom information was missing.
In summary, more than 75 per cent of 2015 VFH students studied mainly for reasons related to
improving their employment or their business prospects.
Where are they studying?
Figure 3 shows the percentage of VET FEE-HELP students whose course enrolment is in the same
state/territory as their permanent home address. The results fall into three groups. Northern
Territory and Tasmania each have less than 20 per cent of students studying at a campus that is
located in the same state as their home state. Western Australia, South Australia and the Australian
Capital Territory have percentages of students studying in their home state of around 36 per cent,
and New South Wales, Victoria and Queensland have percentages around 70 per cent.
That is, students in the three most populous states are more likely to enrol at a campus that is in
their home state. As states/territories decrease in population size, students are less likely to enrol in
courses provided in their home state.
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Figure 3. Percentage distribution of 2015 VFH enrolments where the study campus is in the same
state as the student’s permanent home address.
Queensland
Victoria
New South Wales
Western Australia
South Australia
Australian Capital Territory
Tasmania
Northern Territory
0
20
40
60
80
Per cent
Source: Table A3. Note: States/Territories sorted by order of decreasing percentage.
Another measure of location is remoteness, as defined by the Australian Statistical Geography
Standard (ASGS) (ABS 2011a). In the VET FEE-HELP data collection, the measure of remoteness is
based on the student’s self-reported permanent home address. The distribution of enrolments
according to remoteness of a student’s home address is shown i
n Table 6.
It can be seen that the percentage distribution of the remoteness level of students’ permanent
home addresses is consistent with that for the population as a whole. The largest difference
between VFH females and males is four percentage points in major cities.
Table 6. Comparison of percentage distribution of 2015 VFH students’ permanent home addresses,
by level of remoteness for VFH females, VFH males and the 2011 Australian population.
Australian
Level of remoteness
Females
Males
Total
(%)
(%)
(%)
Population, 2011
(%)
Major cities
67.9
71.8
69.3
71.9
Inner regional
20.0
17.8
19.2
17.6
Outer regional
9.9
8.6
9.5
8.4
Remote
1.2
1.0
1.1
1.2
Very remote
0.6
0.5
0.6
0.6
Not reported
0.3
0.3
0.3
N/A
Total
100.0
100.0
100.0
100.0
Number of students
177,883
94,143
272,026
Source: (ABS 2011b)
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How are they studying?
The VFH data has two ways of describing the manner in which VFH students study. The classification
of Mode of Attendance provides information on the way in which a student is taking a course. There
are four modes: Internal – attendance at a campus including classroom based; External – where the
method of instruction is based on electronic/online materials as well as by correspondence,
i.e., distance education; multi-mode – where attendance is a combination of internal and external;
and employer-based – where instruction occurs at the place of employment.
Table 7 shows that students are as likely to be internal as external (about 45 per cent each) and that
students mostly study ful -time, with 80 per cent in that category, and 20 per cent part-time.
Table 8
and
Table 9 show the detail for females and males, respectively.
Table 7. Percentage distributions of mode of attendance and type of attendance for 2015 VFH
enrolments.
Enrolments
Per cent
Mode of attendance
Internal
144,333
45.0
External
145,498
45.4
Multi-mode
30,609
9.5
Employer-based
263
0.1
Type of attendance
Ful -time
255,231
79.6
Part-time
64,443
20.1
Not known
1,029
0.3
Total
320,703
100.0
To make these tables more amenable to analysis, the categories for mode of attendance were
simplified. The categories were broken into two groups depending on whether students could be
expected to have class contact with other students and staff or were dependent on remote access to
course material. The first group contains the following modes: internal, multi-mode and employer-
based. The other group contains the external mode.
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Table 8. Percentage distribution of mode of attendance by type of attendance and age group, for
2015 VFH female enrolments.
Under 25
25 - 44
45 years
Mode of
Type of
years
years
and over
Total (%)
Attendance
Attendance
(%)
(%)
(%)
Internal
Full-time
47.4
39.6
45.1
43.5
Part-time
12.3
12.5
10.5
12.1
External
Full-time
31.7
37.7
36.5
35.2
Part-time
8.6
10.2
7.9
9.2
Total Females
100.0
100.0
100.0
100.0
Enrolments
81,380
94,871
32,779
209,030
Note: Table excludes students for whom information was missing.
Amongst females who are under 25 years, 16 per cent
6 more study courses full-time internally
(47 per cent) than full-time externally (32 per cent). Females aged 25 to 44 years are almost as likely
to study ful -time internally as externally (40 and 38 per cent, respectively). Students 45 years and
over are most likely to study internally and full-time (45 per cent).
For young males, 13 per cent more courses are studied full-time internally (48 per cent), than ful -
time externally (35 per cent). This pattern is reversed in those aged 25 to 44 years where 4 per cent
more study courses ful -time externally than full-time internally. For the oldest age group it is
reversed again: 45 per cent study ful -time internally, compared with 41 per cent studying ful -time
external y.
Table 9. Percentage distribution of mode of attendance by type of attendance and age group, for
2015 VFH male enrolments.
Under 25
45 years and
Mode of
Type of
years
25-44 years over
Overall (%)
Attendance
Attendance
(%)
(%)
(%)
Internal
Ful -time
47.8
38.2
44.7
43.3
Part-time
10.3
9.1
6.6
9.2
External
Ful -time
34.6
42.0
41.0
38.7
Part-time
7.3
10.8
7.7
8.8
Total males
100.0
100.0
100.0
100.0
Enrolments
46,563
46,707
17,374
110,644
Note: Table excludes students for whom information was missing.
6 Values are rounded, but comparison calculations are based on actual values, causing some apparent errors
e.g., 47-32=15, but the difference between the actual values is 47.4-31.7=15.7, which rounds to 16.
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How much are they paying?
The amount that students pay for their study may be examined by considering the characteristics of
the students themselves, such as their age and gender, or by considering the characteristics of the
course, such as the qualification level and the broad field of education. Further, VET FEE-HELP
students can be broken into two groups – full-fee paying students, and state-subsidised students.
Ful -fee paying students are those who are liable for the full cost of a course. State-subsidised
students are those students who are enrol ed in a unit of study that contributes to a diploma or
advanced diploma course for which a student’s enrolment is subsidised by a state or territory
government. For these students, the total cost of a course has two components: the part paid by the
state or territory government and the part for which the student is liable but for which a VET FEE-
HELP loan may be taken.
Table 10 shows the average tuition fees charged according to a number of student characteristics.
Male students, on average, pay $1280 per EFTSL more than female students; indigenous students
pay $5,600 per EFTSL more than non-indigenous students; those in the oldest age group pay $1,800
per EFTSL more than those in the youngest age group; and students who are not in employment pay,
on average, $3,700 per EFTSL more than employed students.
It is interesting to compare the variation of differences of course costs to full-fee paying students
and state-subsidised students across the range of broad fields of education.
Figure 4 shows the
actual course costs, and
Figure 5 shows the ratio of cost to full-fee paying students over the cost to
state-subsidised students. In
Figure 4 the fields have been sorted by decreasing average fees for
state-subsidised students.
Table 10. Average tuition fee per EFTSL for 2015 VFH students, by gender, indigenous status, age
group and employment status.
Student characteristics
Average tuition fee per EFTSL
Gender
Female
$14,474
Male
$15,754
Indigenous Status
Indigenous
$19,979
Non-Indigenous
$14,413
No information
$14,199
Age Group
Under 25 years
$14,322
25-44 years
$15,106
45 years and over
$16,081
Employment Status
Students in employment
$12,683
Students not in employment
$16,387
No information
$15,882
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2015 VET FEE-HELP Statistical Report
Figure 4. Average tuition fee per EFTSL for 2015 VFH full-fee paying and state-subsidised students,
by broad field of education.
Health
Creative Arts
Engineering and Related Technologies
Information Technology
Food, Hospitality and Personal Services
Management and Commerce
Society and Culture
Natural and Physical Sciences
Architecture and Building
Agriculture, Environmental & Related Studies
Education
$0
$10,000
$20,000
$30,000
$40,000
State-subsidised
Ful -fee paying
Source: Table A4
It can be seen that the broad field of Engineering and Related Technologies is the outlier, with a ratio
of nearly six, with all but one of the remaining fields having ratios between 1.9 and 3.1. The most
popular broad field of education for VFH students, Management and Commerce, has a ratio of four
to one for the cost to ful -fee paying students to the cost to state-subsidised students.
Figure 5. Ratio of average tuition fee per EFTSL for 2015 VFH full-fee paying students to average
tuition fee per EFTSL for 2015 VFH state-subsidised students, by broad field of education.
Engineering and Related Technologies
Management and Commerce
Food, Hospitality and Personal Services
Information Technology
Education
Society and Culture
Creative Arts
Natural and Physical Sciences
Architecture and Building
Health
Agriculture, Environmental & Related Studies
0
1
2
3
4
5
6
Ratio
Source: Table A5
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How have student characteristics changed over time?
The number of VET FEE-HELP enrolments has grown substantially since 2009, with the years from
2013 onwards showing very steep increases. These issues were the result of changes in 2012 when
the scheme was expanded to the private market and the requirement to have in place credit
transfer arrangements with higher education institutions was removed. The number of enrolments
was 5,300 in 2009, rising to 107,000 in 2013 and 321,000 in 2015. This growth is shown in
Figure 6, broken down by gender.
Figure 6. Time series of VFH enrolments by gender, 2009 to 2015.
350,000
300,000
250,000
200,000
150,000
100,000
50,000
0
2009
2010
2011
2012
2013
2014
2015
Total
Female
Male
Source: Table A6
In every year since 2009, the number of enrolments for female students has been approximately
twice the number of enrolments for male students.
Increases in enrolments have occurred across the three age groups we have been considering so far
in the report, as shown
in Figure 7. Since 2009, the percentage in the oldest group, aged 45 years
and over, has increased from seven to 16 per cent with a corresponding decrease from 50 to
40 per cent in the group aged under 25 years.
As previously mentioned, the two most popular fields of education for courses studied by VFH
students in 2015 were Management and Commerce, and Society and Culture. Health was the third
most popular. This was also true in 2009, but
Figure 8 shows that the percentage of enrolments for
each field has been changing since 2009. In particular, enrolments in the field of Management and
Commerce have increased rapidly from 2012. Between 2012 and 2015, the total number of
enrolments increased from 57,500 to 321,000, with Management and Commerce courses
accounting for 46 per cent of enrolments in 2015.
18
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Figure 7. Time series of VFH enrolments by age group, 2009 to 2015.
150,000
125,000
100,000
75,000
50,000
25,000
0
2009
2010
2011
2012
2013
2014
2015
Under 25 years
25-44 years
45 years and over
Source: Table A7
Figure 8. Time series of VFH enrolments for three most popular fields of education, as a
percentage of total VFH enrolments, 2009 to 2015.
50
40
30
tage
cen 20
Per
10
0
2009
2010
2011
2012
2013
2014
2015
Management & Commerce
Society and Culture inc. Mixed field
Health
Source: Table A8
The mode of attendance that categorises how a course is presented has four categories: internal,
external, multi-mode and employer-based
. Table 7 showed that in 2015 approximately equal
numbers of students were enrolled in internal courses as in external courses.
Figure 9 shows the
changes over time to the number of enrolments by mode of attendance. Note that as there are very
few cases of employer-based attendance, this mode is not included in
Figure 9.
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From 2009 until 2013, the number of enrolments for internal-mode courses exceeded that of
external y presented and multi-mode courses combined. The number of enrolments increased from
2013 to 2014 by 100 per cent, and from 2014 to 2015 by 50 per cent (approximately the same
number as in 2014). An increasing percentage of these new enrolments have been for external-
mode courses, so that the percentages accounted for by internal and external courses have
equalised at around 45 per cent in 2015. Some of this change is accounted for by the change in the
mix of provider types and their preferred mode of delivery, discussed further in Focus on Providers.
Figure 9. Time series of VFH enrolments by mode of attendance, 2009 to 2015.
150,000
125,000
100,000
75,000
50,000
25,000
0
2009
2010
2011
2012
2013
2014
2015
Internal
External
Multi-mode
Source: Table A9. Note: Figure excludes students for whom information was missing. Also excludes
employer-based enrolments.
In
Figure 4, we considered fees paid by ful -fee paying and state-subsidised students
. Figure 10
shows that, after a dip from 2009 to 2010, the percentage of full-fee paying students of the overal
VFH enrolments has increased each year, to 86 per cent in 2015.
Figure 10. Time series of comparison of percentage of VFH full-fee paying and state-subsidised
enrolments, 2009 to 2015.
100%
80%
60%
40%
20%
0%
2009
2010
2011
2012
2013
2014
2015
Ful -fee paying
State-subsidised
Source: Table A10
20
2015 VET FEE-HELP Statistical Report
Student Focus Highlights
This focus on students has examined the characteristics of students receiving VET FEE-HELP in 2015.
• VFH female students outnumber VFH male students by a ratio of 2:1.
• VFH students are most likely to be studying a course in the field of Management and
Commerce. The next most popular fields for males are Society and Culture, and Information
Technology; and for females, Society and Culture, and Health.
• Approximately 80 per cent of 2015 VFH students reported that they were studying mainly
for reasons related to improving their employment or business prospects.
• The likelihood of a student studying in their home state/territory is roughly inversely related
to the population of the state/territory in which they live. So a student from a state/territory
with a small population is more likely to have different study state/territory than a student
living in a more populous state/territory.
• Nearly 90 per cent of students live in either major cities or inner regional areas and this
mirrors the 90 per cent of the Australian population overall that lives in these two
geographic areas.
• VFH students are most likely to be studying ful -time, and their mode of attendance is
equally likely to be internal or external.
• Males, on average, pay $1280 per EFTSL more in course fees than females; indigenous
students pay $5,600 per EFTSL more than non-indigenous students; those in the oldest age
group pay $1800 per EFTSL more than those in the youngest age group; and students who
are not in employment pay, on average, $3,700 more than employed students.
• Since the introduction of VET FEE-HELP in 2009 the number of enrolments has increased
significantly, from 5,300 to 321,000 in 2015.
• Since 2010, the percentage of full-fee paying students has risen from 61 per cent of total
enrolments to 86 per cent in 2015.
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Focus on Providers
Who are the providers?
The Registered Training Organisations (RTOs) who are able to offer VFH loans are known as
VET providers and can be classified into three groups: colleges of Technical and Further Education
(TAFEs), Other Public, and Private providers. The numbers of each type of provider in the VFH
program are shown in
Table 11, together with the number of VFH enrolments for each in 2015.
The number of TAFEs in a state varies across Australia because different states/territories organise
their TAFEs in different ways. For example, in NSW there is one legal entity known as
TAFE NSW with
the physical campuses spread throughout the state. By contrast, in Victoria there are 13
VFH-approved TAFE colleges and each college may have more than one campus. Northern Territory
has no separate TAFE college, it is included as a part of Charles Darwin University.
Other Public providers include state agricultural colleges and dual sector universities that offer both
higher education and VET courses. This model is most widely adopted in Victoria.
Table 11. Number of providers, and number and percentage distribution of 2015 VFH enrolments
by provider type.
Number of
Provider type
providers
Enrolments
Enrolments (%)
TAFE
34
70,838
22.1
Other Public
13
11,318
3.5
Private
214
238,547
74.4
Total
2617
320,703
100.0
The differences in terms of structure, both physical and legal, are so numerous that it is difficult to
compare individual providers. At the level of provider type,
Table 11 shows that Private providers
dominate VET FEE-HELP enrolments, accounting for 74 per cent.
7 261 VFH providers reported student data in 2015 but only 260 of those had VFH students. The one remaining
provider only reported two VFH
eligible students and no VFH students, so this provider is not included in our
detailed statistical tables.
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Where are providers located?
Table 11 showed that of the three provider types, Private providers were not only the most common
with 214 out of a total of 26
1 providers (82 per cent), but also accounted for 74 per cent of
enrolments.
Table 12 shows the distribution, by state/territory, of enrolments in numbers and percentage of
total enrolments. For comparison, the percentage of the Australian population in each
state/territory is also shown. To simplify the analysis, the numbers of enrolments for TAFEs and
Other Public providers have been combined.
Table 12. Location of 2015 VFH provider HQ by state and provider type, showing enrolments,
percentage of enrolments by state/territory and percentage of total population for each
state/territory.
TAFE &
Total for Percentage of Percentage of
State
Private
Other
State/
total
total
Public
territory
enrolments
Australian
population
Australian Capital Terr.
3,724
568
4,292
1.3
1.6
New South Wales
56,716
31,318
88,034
27.5
32.0
Northern Territory
0
169
169
0.1
1.0
Queensland
91,579
14,959
106,538
33.2
20.1
South Australia
3,201
3,972
7,173
2.2
7.1
Tasmania
2,001
530
2,531
0.8
2.2
Victoria
77,619
25,637
103,256
32.2
25.0
Western Australia
3,707
5,003
8,710
2.7
10.9
Total
238,547
82,156
320,703
100.0
100.0
Sources: (ABS 2015). Note: States/Territories listed in alphabetical order.
Providers with headquarters in the three most populous states, New South Wales, Victoria and
Queensland, dominate the VFH enrolments, implying that VET provider headquarters are most likely
to be in these states. For example, compared with their percentage of the total Australian
population, the percentage of VFH enrolments for Queensland-based providers is 13 percentage
points greater than Queensland’s percentage of the Australian population. The number of VET
providers headquartered in the remainder of the states/territories is comparatively very small.
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What types of course do they offer?
Enrolments at the three types of provider vary in their mix of modes of attendance, as shown in
Figure 11. Of the four possible modes, employer-based enrolments are the smallest, accounting for
only 0.1 per cent
8, so these are not included i
n Figure 11.
Figure 11. Comparison by provider type, of percentage distribution of mode of attendance for
2015 VFH enrolments, excluding employer-based enrolments.
Multi-mode
e
nc
External
ttenda
f A
o
ode
M
Internal
0
10
20
30
40
50
60
70
80
90
Private
Other Public
TAFE
Source: Table A11
It can be seen that approximately half of all TAFE enrolments have an internal mode of attendance,
whereas 42 per cent of enrolments at Private providers have this mode. Conversely, Private
providers have an external mode of attendance for approximately half of their enrolments, while
TAFE enrolments only use this mode at a rate of 31 per cent. The providers in the Other Public
category, which account for just 3.5 per cent of VFH enrolments
(Table 11), deliver to the majority of
their enrol ed VFH students in internal mode, at 82 per cent.
8 Calculated from Table 3.19 of 2015 VET FEE-HELP Statistical Report detailed statistical tables.
24
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How do provider enrolments vary by field of education?
Figure 6 showed that since 2012 the number of VFH enrolments has increased significantly, while
Figure 8 focussed on enrolments in the three most popular fields of education, Management and
Commerce, Society and Culture, and Health. These three fields of education account for 74 per cent
9
of all enrolments in 2015. We further investigate enrolments in these three fields, below.
Figure 12 shows that VFH enrolments in Management and Commerce courses are by far the most
common, with 147,000 enrolments in 2015, compared with 63,000 for Society and Culture and
29,000 for Health. Most of these enrolments are for courses delivered by Private providers: 127,000
(86 per cent) in Management and Commerce; 49,000 (78 per cent) in Society and Culture; and
17,000 (58 per cent) in Health. The enrolment percentages that each provider-type group had for
each of these fields of education are shown
in Figure 13.
Figure 12. Comparison by provider type, of 2015 VFH enrolments for the three most popular fields
of education.
Management &
Commerce
Society and Culture
Health
0
25,000
50,000
75,000
100,000
125,000
150,000
TAFE
Other Public
Private
Source: Table A12
9 Table A12 shows 238,882 VFH enrolments for the three most popular fields of education in 2015. A
comparison of these three student counts is shown in
Table 1, which shows 320,703 total 2015 VFH
enrolments; 238,882/320,703 = 0.74 = 74%.
25
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2015 VET FEE-HELP Statistical Report
Figure 13. Comparison by provider type, of percentage of 2015 VFH enrolments for the three most
popular fields of education.
Management & Commerce
Society and Culture
Health
0%
20%
40%
60%
80%
100%
TAFE
Other Public
Private
Source: Table A12
How do the VFH loan amounts vary by provider type?
The average amount of VFH loans varies widely across provider types as well as states/territories, as
shown in
Figure 14. Some of the variation is due to the way that VET is organised in each state. New
South Wales, which has moderate loans (average $7,300) at the TAFE col eges, has much higher
loans at Other Public providers (average $16,400). However, New South Wales has relatively few
students at Other Public providers, with just 18 EFTSL compared with 30,196 EFTSL
10 at TAFEs. So,
this large average value is only related to a small, atypical sample.
Not all states/territories have the same mixture of Public and Private providers. Tasmania and South
Australia have no Other Public providers and the Northern Territory has no separate TAFE. As Other
Public providers account for just 3.5 per cent of total enrolments
, Figure 14 has been simplified to
show average VFH loans per EFTSL for only TAFEs and Private providers. The figures for all provider
types are presented in Appendix A, Table A13.
10 Calculated from Table 3.1 of the 2015 VET FEE-HELP Statistical Report detailed statistical tables.
26
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Figure 14. Comparison by provider type, of 2015 average VFH loan per EFTSL, by provider HQ state.
Qld
Vic
NSW
WA
SA
ACT
Tas
$0
$5,000
$10,000
$15,000
$20,000
$25,000
$30,000
$35,000
Private
TAFE
Source: Table A13
The total 2015 EFTSL was 196,000
(Table 1), and the total value of VFH loans was $2,915 million
11
giving an overall average loan amount per EFTSL of $14,900. In
Figure 14 the average loan amounts
per EFTSL are sorted in descending order of the TAFE values.
Average loans per EFTSL are lower for TAFEs than for Private providers in every state and territory.
However, it can be seen from
Figure 14 that the average loan per EFTSL ratio between TAFEs and
Private providers is not uniform across the states and territories. In South Australia, the average loan
per EFTSL for TAFEs is $6,000 compared with $19,600 for Private providers, resulting in a ratio
of 1:3.3. In Western Australia, TAFE loans per EFTSL have an average of $6,200, while Private
providers have an average of $11,300, a ratio of 1:1.8. Across all states and the ACT, the ratio of
average TAFE loans to Private provider loans is 2.4 (NT has no separate TAFE, so is not included in
Figure 14).
11 Table 1.10 of 2015 VET FEE-HELP Statistical Report detailed statistical tables.
27
2015 VET FEE-HELP Statistical Report
Provider Focus Highlights
• There are three types of VFH providers: TAFEs, Other Public providers and Private providers.
There are significant differences between provider types. For example, Private providers
account for 74 per cent of enrolments, TAFEs account for 22 per cent and Other Public
providers have the remaining 4 per cent.
• The providers are spread throughout Australia, with the distribution of VFH enrolments
between the states and territories not entirely consistent with the distribution of the total
Australian population. Queensland, with 20 per cent of the population, has 33 per cent of
2015 VFH enrolments, and Western Australia, with 11 per cent of the population, has
3 per cent of 2015 VFH enrolments.
• Distribution of mode of attendance varies by provider type, with Private providers having
approximately half of their enrolments in courses delivered in external mode, while for
TAFEs it is around 30 per cent.
• There is also variation by field of education where courses in Management and Commerce,
Society and Culture, and Health account for 74 per cent of al enrolments. Within these
different fields, Private providers deliver 86 per cent of Management and Commerce
enrolments, 78 per cent of Society and Culture enrolments, and 58 per cent of Health
enrolments.
• Final y, the average loans which students receive vary across the states/territories and
provider types. On average, VFH loans for Public providers are lower than for Private
providers. However, the relative loan amount between Public and Private providers varies by
jurisdiction. The smallest ratio of Private to Public loans is 1.8:1 for Western Australia.
28
2015 VET FEE-HELP Statistical Report
References:
(ABS 2001)
Australian Bureau of Statistics 2001, Australian Standard Classification of Education
(ASCED), catalogue no. 1272.0, viewed on 18 September
2016,
http://www.abs.gov.au/AUSSTATS/abs@.nsf/DetailsPage/1272.0200
1?OpenDocument
(ABS 2011a)
Australian Bureau of Statistics 2011a,
Australian Statistical Geography Standard
(ASGS): Volume 5 – Remoteness Structure, catalogue no. 1270.0.55.005,
viewed on 7 September
2016,
http://www.ausstats.abs.gov.au/ausstats/subscriber.nsf/0/A277D01
B6AF25F64CA257B03000D7EED/$File/1270055005_july%202011.pdf
(ABS 2011b)
Australian Bureau of Statistics 2011b,
Census of Population and Housing, viewed on
20 September
2016,
http://www.abs.gov.au/websitedbs/censushome.nsf/home/data?op
endocument&navpos=200
(ABS 2011c)
Australian Bureau of Statistics 2011c,
Labour Force Statistics, catalogue no.
6291.0.55.00, viewed on 18 September
2016,
http://www.abs.gov.au/AUSSTATS/abs@.nsf/DetailsPage/6291.0.55.
001Jul%202016?OpenDocument
(ABS 2013)
Australian Bureau of Statistics 2013,
Australian Social Trends, catalogue no. 4102.0,
viewed on 7 September
2016,
http://www.abs.gov.au/AUSSTATS/abs@.nsf/Lookup/4102.0Main+Fe
atures20July+2013#p2
(ABS 2015)
Australian Bureau of Statistics 2015,
Demographic Statistics, catalogue no. 3101.0,
viewed on 18 September
2016,
http://www.ausstats.abs.gov.au/ausstats/subscriber.nsf/0/7645CB87
97196A85CA257FDA001D5E87/$File/31010_dec%202015.pdf
(DET 2014)
Commonwealth Department of Education and Training 2014
, Higher Education
Statistics Col ection uCube, viewed on 18 September
2016,
http://highereducationstatistics.education.gov.au/Default.aspx
(NCVER 2016) National Centre for Vocational Education Research 2016,
Australian vocational
education and training statistics: total VET students and courses 2015, NCVER,
Adelaide.
29
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2015 VET FEE-HELP Statistical Report
Appendix A: Data for figures and tables
Table A1. Percentage distribution of total 2015 VFH enrolments by broad field of education.
Broad field of education
Enrolments
Per cent
Natural and Physical Sciences
720
0.2
Agriculture, Environmental and Related Studies
1,759
1.5
Engineering and Related Technologies
3,670
1.1
Architecture and Building
9,864
3.1
Information Technology
14,902
4.6
Education
16,174
5.0
Creative Arts
17,144
5.3
Food, Hospitality and Personal Services
17,477
5.4
Health
28,987
9.0
Society and Culture
62,856
19.6
Management and Commerce
147,150
45.9
Total
320,703
100.0
Source fo
r Figure 1
Table A2. Percentage distribution of 2015 VFH female and male enrolments by broad field of
education, sorted by male enrolment percentages.
Gender (%)
Broad field of education
Female
Male
Total
Natural and Physical Sciences
0.2
0.3
0.2
Food, Hospitality and Personal Services
7.9
0.7
5.4
Agriculture, Environmental and Related Studies
0.3
0.9
0.5
Education
6.8
1.7
5.0
Engineering and Related Technologies
0.2
3.0
1.1
Health
11.5
4.3
9.0
Architecture and Building
2.0
5.0
3.1
Creative Arts
4.6
6.8
5.3
Information Technology
1.4
10.9
4.6
Society and Culture
23.6
12.0
19.6
Management and Commerce
41.4
54.4
45.9
Total
100.0
100.0
100.0
Source fo
r Figure 2
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Table A3. Percentage distribution of 2015 VFH enrolments where the study campus is in the same
state as the student’s permanent home address.
Campus state same as student home state (%)
Campus state
Northern Territory
10.4
Tasmania
16.8
Australian Capital Territory
36.2
South Australia
36.5
Western Australia
38.1
New South Wales
65.6
Victoria
65.8
Queensland
73.4
Source fo
r Figure 3
Table A4. Average tuition fee per EFTSL for 2015 VFH full-fee paying and state-subsidised students,
by broad field of education.
Average tuition fee per EFTSL
Broad field of education
Full-fee paying
State-subsidised
Education
$10,419
$3,526
Agriculture, Environmental & Related Studies
$8,192
$4,358
Architecture and Building
$9,321
$4,658
Natural and Physical Sciences
$12,365
$4,759
Society and Culture
$13,669
$5,122
Management and Commerce
$19,878
$5,163
Food, Hospitality and Personal Services
$18,254
$5,798
Information Technology
$17,568
$5,930
Engineering and Related Technologies
$35,057
$5,975
Creative Arts
$16,007
$6,155
Health
$13,589
$7,096
Average
$16,720
$5,519
Source fo
r Figure 4
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Table A5. Ratio of average tuition fee per EFTSL for 2015 VFH full-fee paying students to average
tuition fee per EFTSL for 2015 VFH state-subsidised students, by broad field of education.
Broad field of education
Full-fee paying (FF) State-subsidised (SS)
Ratio
(FF:SS)
Agriculture, Environmental & Related Studies
$8,192
$4,358
1.9
Health
$13,589
$7,096
1.9
Architecture and Building
$9,321
$4,658
2.0
Natural and Physical Sciences
$12,365
$4,759
2.6
Creative Arts
$16,007
$6,155
2.6
Society and Culture
$13,669
$5,122
2.7
Education
$10,419
$3,526
3.0
Information Technology
$17,568
$5,930
3.0
Food, Hospitality and Personal Services
$18,254
$5,798
3.1
Management and Commerce
$19,878
$5,163
3.9
Engineering and Related Technologies
$35,057
$5,975
5.9
Average
$16,720
$5,519
3.0
Source fo
r Figure 5
Table A6. Time series of VFH enrolments by gender, 2009 to 2015.
2009
2010
2011
2012
2013
2014
2015
Gender
Male
1,630
9,865
12,709
17,781
35,157
73,368 110,878
Female
3,642
17,681
27,926
39,712
71,997 143,137 209,825
Total
5,272
27,546
40,635
57,493 107,154 216,505 320,703
Source fo
r Figure 6
Table A7. Time series of VFH enrolments by age group, 2009 to 2015.
2009
2010
2011
2012
2013
2014
2015
Age
Under 25 years
2,651
15,002
18,902
25,323
52,221
98,564 128,593
25-44 years
2,237
10,099
17,050
24,699
42,099
89,202 141,839
45 years and over
384
2,445
4,683
7,471
12,834
28,739
50,271
Total
5,272
27,546
40,635
57,493 107,154 216,505 320,703
Source fo
r Figure 7
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Table A8. Time series of VFH enrolments for three most popular fields of education, as a
percentage of total VFH enrolments, 2009 to 2015.
2009
2010
2011
2012
2013
2014
2015
Broad Field of Education
Management & Commerce
25.6
27.4
25.0
31.9
43.4
44.0
45.9
Society and Culture
26.1
19.2
18.3
18.1
15.5
18.8
19.6
Health
19.6
15.0
20.7
19.9
15.2
10.7
9.0
Total
100.0
100.0
100.0 100.0
100.0
100.0
100.0
Source fo
r Figure 8. Note: Table excludes students for whom information was missing.
Table A9. Time series of VFH enrolments by mode of attendance, 2009 to 2015.
2009
2010
2011
2012
2013
2014
2015
Enrolments
Internal
2,706
18,355
24,233
32,713
54,354
97,961
144,333
External
2,528
8,181
13,564
20,082
44,683 100,401 145,498
Multi-mode
34
1,007
2,725
4,614
7,630
17,763
30,609
Total
5,268
27,543
40,522
57,409 106,667 216,125 320,440
Source fo
r Figure 9. Note: Table excludes students for whom information was missing.
Table A10. Time series of comparison of percentage of VFH full-fee paying and state-subsidised
enrolments, 2009 to 2015.
Enrolments (%)
2009
2010
2011
2012
2013
2014
2015
Fee Type
Ful -fee paying
83.6
61.3
73.3
78.6
79.8
85.6
85.7
State-Subsidised
16.4
38.7
26.7
21.4
20.2
14.4
14.3
Total
100.0
100.0
100.0
100.0
100.0
100.0
100.0
Source fo
r Figure 10
33
link to page 24 link to page 25 link to page 26
2015 VET FEE-HELP Statistical Report
Table A11. Comparison by provider type, of percentage distribution of mode of attendance for
2015 VFH enrolments, excluding employer-based enrolments.
Attendance Mode (%)
Internal
External
Multi-mode
Total
TAFE
50.9
30.9
18.2
100.0
Other Public
82.2
8.0
9.8
100.0
Private
41.5
51.5
7.0
100.0
Average
45.0
45.4
9.6
100.0
Source fo
r Figure 11
Table A12. Comparison by provider type, of 2015 VFH enrolments for the three most popular fields
of education.
Management &
Enrolments
Health
Society and Culture
Commerce
Total
TAFE
10,779
11,625
18,008
40,412
Other Public providers
1,526
2,148
2,186
5,860
Private providers
16,682
48,972
126,956
192,610
Total
28,987
62,745
147,150
238,882
Source fo
r Figure 12 and
Figure 13. Note: Totals include just these three fields of education.
Table A13 . Comparison by provider type, of 2015 average VFH loan per EFTSL, by provider HQ
state/territory.
Average VET FEE-HELP loans per EFTSL
TAFE
Other Public
Private
Provider State
ACT
$4,226
$3,739
$12,590
NSW
$7,265
$16,389
$18,193
NT
0
$6,579
0
Qld
$10,540
$7,137
$17,461
SA
$5,984
0
$19,555
Tas
$3,470
0
$32,981
Vic
$7,582
$6,060
$19,413
WA
$6,156
$6,771
$11,334
Average
$7,622
$6,128
$18,224
34
2015 VET FEE-HELP Statistical Report
Detailed Statistical Tables
Statistical Table Contents
ts
ies
ull-
ents,
en
er
e s
15
rolm
ts
s for F
nrolm
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on rates
15
en
en
Summary of Statistical Tables
) - tim
009-20
ents
2
ent en
ents
pleti
m
rolm
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nd Loan
SN
rolm
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ies
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and Loans
a
om
tudents, E
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er
ts
ts
pletions
(*Numbers in cells below indicate table number for the
2
ttain
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e s
n enrolm
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tate-subsidised
om
corresponding section.)
er
evel enrolm
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ourse c
e S
e s
n L
ional A
, Paym nd S
ounts: # S
ttendance en
,2013
tudents (C
om
ourse c
15
io
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ourses
ees
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ents - tim
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f E
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-20
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. Fees, Paym
20
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o
aying a
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ualific
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Student c EFTSL
U 20
EFTSL
Enrolm
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EFTS fee p
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3-year c 20
Student Student Characteristics
Tables
Gender, Age, Citizenship, Indigenous Status,
Disability Status, Remoteness, Socioeconomic
1.1* 1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
1.10 1.11 1.12 1.13
Status, Employment Status, Main Language Spoken
at Home, Educational Attainment
Study
Study Characteristics
Tables
Qualification Level, Broad Field of Education,
Campus State/ Territory, Reason for Studying, Mode
2.1
2.2
2.3
2.4
2.5
2.6 2.7
2.8
2.9
2.11 2.12 2.15 2.16
of Attendance, Type of Attendance
Top 20 courses (Australia-wide)
Gender, Age and Mode of Attendance
2.10
Time Series 2009-2015
2.13 2.14
Provider Provider Characteristics
Tables
HQ State, Provider Type (TAFE, Other Public,
Private), Tuition Type (Ful -Fee Paying, State
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
3.10
Subsidised)
Individual Providers
Name, ID, Type, HQ State
3.11 3.12 3.13 3.14 3.15 3.16 3.17 3.18 3.19
3.20 3.21 3.22
35
2015 VET FEE-HELP Statistical Report
The detailed statistical tables are available separately in excel and data cube formats via the
Commonwealth Department of Education website, at this location:
http://www.education.gov.au/vet-fee-help-statistics
The contents of these tables are as fol ows:
Student Tables List
Table 1.1: Student Counts by Student Characteristics
Table 1.2: Unique Student Count Time Series (2009-2015) by Student Characteristics
Table 1.3: EFTSL Time Series (2009-2015) by Student Characteristics
Table 1.4: Enrolments Time Series (2009-2015) by Student Characteristics
Table 1.5: Qualification Level by Student Characteristics Counted by Enrolments
Table 1.6: Prior Educational Attainment by Student Characteristics, Counted by Enrolments
Table 1.7: Field of Education by Student Characteristics, Counted by Enrolments
Table 1.8: Mode of Attendance by Student Characteristics, Counted by Enrolments
Table 1.9: Student Home State by Student Characteristics, Counted by Enrolments
Table 1.10: Fees and Loans by Student Characteristics
Table 1.11: EFTSL, Tuition Fees, Payments/Loans by Student Characteristics, Full-Fee Paying and State-
Subsidised
Table 1.12: VFH Assisted Unit Completion Rates and Course Completion Numbers in 2015
Table 1.13: Three Year Cohort Completion Rate by Student Characteristics, for Commencement Years
2011-2013
Study Tables List
Table 2.1: Student Counts by Study Characteristics
Table 2.2: Unique Student Count Time Series (2009-2015) by Study Characteristics
Table 2.3: EFTSL Time Series (2009-2015) by Study Characteristics
Table 2.4: Enrolments Time Series (2009-2015) by Study Characteristics
Table 2.5: Qualification Level by Study Characteristics, Counted by Enrolments
Table 2.6: Prior Educational Attainment by Study Characteristics, Counted by Enrolments
Table 2.7: Field of Education by Study Characteristics, Counted by Enrolments
Table 2.8: Mode of Attendance by Study Characteristics, Counted by Enrolments
Table 2.9: Student Home State by Study Characteristics, Counted by Enrolments
Table 2.10: Top 20 Courses (Australia-Wide) by Mode of Attendance, Gender and Age Group, Counted by
Enrolments
Table 2.11: Fees and Loans by Study Characteristics
Table 2.12: Fees and Loans by Study Characteristics for Full-Fee Paying and State-Subsidised Units
Table 2.13: Fees and Loans Time Series (2009-2015)
Table 2.14: Fees and Loans Time Series (2009-2015) for Ful -Fee Paying and State-Subsidised Units
Table 2.15: Unit Completion Rates and Course Completion Numbers by Study Characteristics
Table 2.16: Three Year Cohort Completion Rate, by Study Characteristics, for Commencement Years 2011-
2013
36
2015 VET FEE-HELP Statistical Report
Provider Tables List
Table 3.1: Student Counts by Provider Type
Table 3.2: Unique Student Count Time Series (2009-2015) by Provider Type
Table 3.3: EFTSL Time Series (2009-2015) by Provider Type
Table 3.4: Enrolments Time Series (2009-2015) by Provider Type
Table 3.5: Qualification Level by Provider Type, Counted by Enrolments
Table 3.6: Prior Educational Attainment by Provider Type, Counted by Enrolments
Table 3.7: Field of Education by Provider Type, Counted by Enrolments
Table 3.8: Mode of Attendance by Provider Type, Counted by Enrolments
Table 3.9: Student Home State by Provider Type, Counted by Enrolments
Table 3.10: Fees and Loans by Provider Type
Table 3.11: Student Counts by Individual Provider
Table 3.12: Unique Student Count Time Series (2009-2015) by Individual Provider
Table 3.13: EFTSL Time Series (2009-2015) by Individual Provider
Table 3.14: Enrolments Time Series (2009-2015) by Individual Provider
Table 3.15: Qualification Level Enrolments by Individual Provider
Table 3.16: Prior Educational Attainment Enrolments by Individual Provider
Table 3.17: Field of Education Enrolments by Individual Provider
Table 3.18: Mode of Attendance Enrolments by Individual Provider
Table 3.19: Student Home State Enrolments by Individual Provider
Table 3.20: Fees and Loans by Individual Provider
Table 3.21: Unit and Course Completions by Individual Provider
Table 3.22: Three Year Cohort Completion Rate, by Individual Provider, for Commencement Years 2011-
2013
37
Document Outline