Guide to SuperTABLE data cube by donovantatehe



   Students and courses 2007                   SuperSTAR, SuperTABLE and data cubes
     VET Overview
     SuperTABLE & data cubes
     Notes on tables

National Centre for Vocational Education Research Ltd.          Guide
 VET Provider Collection

 The Australian vocational education and training (VET) system provides training across a wide range of subject areas
 and is delivered through a variety of training institutions and enterprises (including to apprentices and trainees).

 The system provides training for students of all ages and backgrounds. Students have many options for training and
 may study individual subjects or full courses that lead to formal qualifications. Training takes place in classrooms, in the
 workplace, online and through other flexible delivery methods.

 Providers of vocational education and training in Australia include not only technical and further education (TAFE)
 institutes, but also universities, secondary schools, industry organisations, private enterprises, agricultural colleges,
 community education providers and other government providers.

 Funding is provided by the Australian Government, state and territory governments, industry bodies, employers and
 enterprises, and individual students through fees.

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 Information contained in this publication is, unless stated otherwise, derived from the national VET Provider Collection,
 which is compiled under the Australian Vocational Education and Training Management Information and Statistical
 Standard (AVETMISS). In 2007, Release 6.0 came into effect. For further information go to:


 Activity covered in this publication includes VET delivered by:
 • TAFE and other government providers
 • Multi-sector higher education institutions
 • Community providers
 • Private providers

 This publication does not cover the following types of training activity:
 • recreation, leisure and personal enrichment
 • fee-for-service VET by private providers
 • delivery undertaken at overseas campuses of Australian VET institutions
 • credit transfer
 • VET delivered in schools, where the delivery has been undertaken by schools. 

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National Centre for Vocational Education Research Ltd.             Overview                                                     2
 1. Not known information
 Data reported in the national VET provider collection are reported as ‘Not known’ for the following reasons:
 ▪ information was not collected
 ▪ a student has not responded to a question on the enrolment form
 ▪ invalid information supplied
 Caution should be taken when using data with a large number of ‘not known’ responses, as illustrated in the table below.

                                                           2003        2004        2005        2006            2007
           Proportions of students with
           ‘not known’ data
                                                           (%)         (%)          (%)         (%)            (%)
           Indigenous status                             19.4       18.6         17.6        15.4          10.7
           Disability status                             16.4       17.2         19.0        18.7          15.1
           Non-English speaking
                                                         16.9       18.9         19.6        16.4          11.6

 2. Subcontracted VET activity
 Any activity where revenue was earned from another registered organisation in terms of subcontracted, auspicing,
 partnership arrangements or similar arrangements can now be identified and not replicated in reporting. In previous
 years reporting this type of activity may have been reported in duplicate as fee-for-service. This may contribute to the
 decline of fee-for-service activity between 2006 and 2007.

 3. Improved identification of offshore activity
 Activity from overseas campuses is out of scope of this publication. In 2007 this activity is better identified and reported.
 As a consequence, this activity is excluded in 2007 reporting whereas in previous years it may have inadvertently been

 4. Data revisions
 Data in this publication may be revised for a variety of reasons. For the latest data please visit the NCVER website:

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 Any person or organisation with an interest in vocational education and training may request information from NCVER
 and use this information publicly, provided that the source is properly acknowledged.

 The source should be acknowledged as 'National VET Provider Collection'.

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 About NCVER                                    

 NCVER's statistics                             

 VET Provider Collection                        

 Students and courses                           

 Notes on tables                                

 Terms and definitions                          

National Centre for Vocational Education Research Ltd.               Overview                                                        3
 Industry Skills Councils classifications      

 Most recent publication                       

 Previous publications                         

 Students and courses 2007 is an electronic publication of a small part of the available output from the National VET
 Provider Collection. The tables are selected to meet major requirements for aggregate and representative data.
 Requests for more detailed or additional information should be directed to the National Centre for Vocational Education
 Research Ltd. A charge (at cost) will be generally made by the NCVER for more complex requests for information at:


 Students and courses 2007 , and related publications in the series (Apprentices and trainees 2007 and Financial
 information 2007 ) are among other products available. Comments on their usefulness and of your experience with
 other NCVER statistical publications would be most welcome, and should be forwarded to NCVER.
                                                                                                     << BACK TO TOP OF PAGE>>

 Please direct requests for further information to:
 Data Collections and Analysis,
 National Centre for Vocational Education Research Ltd,
 PO Box 8288 Station Arcade,
 Adelaide SA 5000

 Requests can also be forwarded by facsimile or e-mail, or general enquires made by telephone:

                                           By e-mail:
                                        By facsimile: (08) 8212 3436
                                       By telephone: (08) 8230 8400

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National Centre for Vocational Education Research Ltd.              Overview                                                    4
     SuperSTAR, SuperTABLE and data cubes
     Data cubes
     SuperTABLE Help and Documentation resources
     How to get started

     SuperSTAR is a suite of software created by Space-Time Research for the manipulation and analysis of
     datasets. These datasets can range from microdata (transactions, customer records etc) to macrodata
     (aggregated data). The Space-Time Research website is:

     Data cubes
     A data cube is a subset of a database containing many dimensions of data.
     The variables contained in the cube can be used to create tables.
     Data cubes are often called SRD files (Summary Record Database).

     SuperTABLE is a free table reader that is used to read SuperSTAR formatted multi-dimensional cubes.
     It uses a drag-and-drop interface to create tables with any number of dimensions. Tables can be re-arranged,
     calculations added and then the table can be printed or exported to a number of formats.

     SuperTABLE can be downloaded from the Space-Time research website
                                            Download SuperTABLE

     Two different versions of SuperTABLE are available.
     Version 4.3 has been fully tested by the Australian Bureau of Statistics against their data products, and is
     recommended by the Bureau for users of its data.
     Version 6.1 has been fully tested by Space-Time Research, and offers some new usability functions. This
     version is required to read some datasets produced by organisations such as the Office for National Statistics,
     and can also be used with ABS datasets.

     SuperTABLE Help and Documentation resources
     SpaceTime Research has an extensive collection of support material available on its website, including:
     The SuperTABLE FAQ
     The SuperTABLE Online Tutorial
     SuperTABLE installation guide
     The SuperTABLE 4.3 User Guide
     The SuperTABLE 6.1 User Guide

National Centre for Vocational Education Research Ltd.   SuperTABLE and data cubes
     How to get started
     1. It is recommended that persons not familiar with the SuperSTAR suite of software should first undertake the
     SuperTABLE Online Tutorial (link above).
     2. SuperTABLE software should be downloaded from the Space-Time Research website. A link to the
     SuperTABLE installation guide is available above.
     3. Select a SRD file from the appropriate NCVER website. A SRD file is designated by this symbol:

     4. Create tables by clicking and dragging variables, as shown in the Tutorial. SuperTABLE Help and
     documentation are available for assistance.
     5. The output generated by SuperTABLE should be read in conjunction with the Notes on tables in this file (and
     on the publication web page)

National Centre for Vocational Education Research Ltd.   SuperTABLE and data cubes
                              Students            Completi
                                 by                 ons by
                              Industry            Industry
                                Skills               Skills
                              Councils            Councils
                              training             training
            Student Students package Subject      package
            character    by   grouping enrolmen   grouping
             istics   courses     s       ts           s
Label         2007      2007    2007     2007        2007
Age             
status         

ent and
n)             
home)          
source                  

level           

source         
status      
field of
on              
type of
ation           

type of
ation -
s                          
profile               
Sex         
ritory                  
(ARIA+)   
mode      
result        
                                                                                                                     To assist with the application of Notes on tables to the data cubes, use the AutoFilters to refine Year,
                                                                                                                     State, Element and Measure to obtain the appropriate note.

Notes on tables                                                                                                      Year             State           Element                 Measure
1. For consistency of reporting, senior secondary education has been excluded from AQF qualifications in                     2007        All states              Students                     Highest current qualification level
Students and courses 2007 . It has been included as part of ‘Other recognised courses’ in the non-AQF
qualifications grouping. As a result, the number of qualifications completed in AQF and non-AQF qualifications
may not match those previously reported in earlier publications.
2. In 2004, there was a large decrease in VET activity in the NSW adult and community education (ACE) sector                 2005             NSW                Students                                   Provider type profile
due to problems with software compatibility associated with the introduction of new systems by many of their
providers. There were significant improvements in NSW Adult and Community Education (ACE) reporting system                                                                                                                  Age
in 2005, evident in the increases in the reported number of female students and students in the older age groups
(45–64 years and 65 years and older).                                                                                                                                                                                       Sex

3. In 2006 New South Wales reported activity for workplace learning and the NSW Adult Migrant English Service                2006             NSW                Students                                          All measures
(AMES) Skillmax Program for the first time.                                                                                                             Subject enrolments
                                                                                                                                                          Hours of delivery
4. The decline in student numbers in New South Wales can be partly attributed to new and better defined                      2007             NSW                Students                                          All measures
exclusions from reporting scopes. In 2007, New South Wales excluded subcontracted VET activity for 2600
students, 29 200 subject enrolments and 892 100 nominal hours. In addition, 3400 students, 47 300 subject                                               Subject enrolments
enrolments and 1 706 600 nominal hours were excluded because it was activity undertaken at overseas                                                       Hours of delivery
5. Participation rates are derived by calculating student numbers in the age group as a percentage of the                 All years      All states              Students                                      Participation rate
estimated residential population in the corresponding age groups. Figures for all years are based on Australian                                                                                                    All measures
Bureau of Statistics (ABS) population figures, catalogue number 3201.0.
6. Access/Remoteness Index of Australia (ARIA+) was developed by The National Centre for Social Applications              All years      All states              Students                  Student remoteness (ARIA+) region
of Geographic Information Systems (GISCA) based on ARIA. ARIA+ is now the standard ABS endorsed measure
of remoteness. It is an index of remoteness derived from measures of road distances between populated localities
and service centres. These road distances are then used to generate a remoteness score for any location in
Australia. ARIA+ forms the basis for the ABS ‘Remoteness Structure’ component of the Australian Standard
Geographical Classification. For more details refer to <>.

7. ‘Outside Australia’ refers to overseas postal addresses of students studying in Australia.                             All years      All states              Students                  Student remoteness (ARIA+) region
8. ‘Others’ includes students for whom this characteristic is ‘not known’. Caution should be taken when using data        All years      All states              Students                                     Indigenous status
with a large number of ‘not known’ responses. Variables with high proportions of ‘not known’ include Indigenous                                                                 Disability (incl. impairment/long term condition)
status (10.7%), disability status (15.1%) and non-English speaking background (11.6%).
                                                                                                                                                                                     English (Main language spoken at home)
9. Full-time and part-time study mode is based on hours of delivery. Between 2003 and 2006 this excluded hours            All years      All states              Students                                           Study mode
associated with continuing enrolments in all states and territories, except Victoria.
10. Apprentices and trainees enrolled in the public VET system for off-the-job training. From 2005, there have            All years      All states              Students                            Apprentices/trainee status
been improved processes in identifying apprentices and trainees undertaking their off-the-job training at NSW
TAFE. A large number of apprentices and trainees undertaking their off-the-job training was not identified in 2003
and 2004.
11. From 2005, NSW ACE implemented changes in the way that it reported non-nationally accredited courses, i.e.            2005         NSW               Students       Highest current qualification level
from reporting ‘pseudo’ courses to reporting module-only enrolments. This is in line with the AVETMIS Standard.
This change in reporting practice has resulted in increases in the number of students enrolled in subjects only and
in lower-level AQF qualifications.
                                                                                                                                                                                              Subject only

12. Rural/remote localities comprise ‘outer regional’, ‘remote’ and ‘very remote’ ARIA+ categories.                    All years   All states            Students     Student remoteness (ARIA+) region

13. Industry skills councils represent particular industries and groups of training packages. For more information     All years   All states            Students           (Major) Type of accreditation
on how training packages are grouped by industry skills councils, go to                                                                                                             Industry Skills Councils
14. These numbers refer to students undertaking training packages. The coverage of training packages is                All years   All states            Students            (Major) type of accreditation
constantly changing, as new training packages are developed and existing training packages reviewed, to meet                                                                      Industry Skills Councils
emerging requirements across industries.
15. Because data for qualifications completed in 2007 are based on preliminary data submissions, they are not             2007     All states        Qualifications              Qualifications completed
presented in detail in this publication. Preliminary estimates indicate that there were a total of 281 200
qualifications completed in 2007 (compared with a preliminary estimate of 263 000 qualifications completed in
2006). The 2007 data will be revised upwards in the 2008 edition of this publication to accommodate further
notification of qualifications completed.
16. In 2007, Victoria adopted standard nominal hour values for common units of competency as the basis of                 2007      Victoria      Hours of delivery                      Hours of delivery
calculating total hours of delivery. Previous years continue to be reported as scheduled hours. Consequently, this
represents a break-in-series for Victorian and Australian hours. Because of this break-in-series, the calculation of
national percentage growth for hours of delivery between 2006 and 2007 excludes Victoria.

17. TAFE SA has amended the funding source of some data previously reported in 2006.                                      2006           SA           All elements                Highest funding source
18. The number of students includes students who were attending various providers. Students attending more             All years   All states            Students                    Provider type profile
than one provider are included in the total but not assigned to provider or major funding type.

19. Includes subjects only.                                                                                            All years   All states             Subjects              Current qualification level
20. For students with subject enrolments in more than one funding category, the major funding source is assigned       All years   All states             Students                Highest funding source
in hierarchical order (Commonwealth and state general purpose recurrent funding, Commonwealth specific                                          Subject enrolments
purpose program funding, state specific purpose program funding, international full-fee paying funding and
21. In 2007, the identification of recognition of prior learning (RPL) and recognition of current competency (RCC)        2007     All states   Subject enrolments                       Subject outcome
can be reported as one of four values:
    51 recognition of prior learning–granted
    52 recognition of prior learning–not granted
    53 recognition of current competency–granted
    54 recognition of current competency–not granted.
In previous years, only recognition of prior learning–granted was identified. As a consequence of the introduction
of the new reporting values, this represents a break-in-series for reporting purposes.
In this publication, 52 recognition of prior learning–not granted; and 54 recognition of current competency–not
granted have been grouped together.

22. Australian Education International (AEI) statistics represent student course enrolments and may be greater         All years   All states            Students                   International students
than the actual number of students. AEI statistics reported for previous years were revised in 2007. For further
information, refer to <>.
23. These figures refer to the actual number of international full-fee paying students in the NCVER National VET       All years   All states   Students    International students
provider collection who undertook training in a major AQF qualification category (certificate I and above). For
information on all overseas students, refer to tables 11 and 12 of Students and courses 2007 .

24. Students in the private sector were derived by subtracting students in the public sector from the VET subtotal.   All years   All states   Students   Private sector students

25. ‘Other’ includes foundation, bridging and enabling courses plus other courses that do not lead to a               All years   All states   Students    International students
qualification under the AQF.
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