Science and maths skills in the
Victorian workforce:
The evidence base
8 August 2014
Science and maths skills in the Victorian workforce
Contents
Summary of findings
3
Section 1: Introduction
4
Section 2: Science and maths in the workforce
7
2.1 Introduction
2.2 Where does Australia rank globally?
2.3 Australian business perspectives
Section 3: Occupational analysis of science and maths capabilities
15
3.1 Definition and methodology
3.2 Victoria’s shift to a service economy
3.3 Growth in science and maths skilled workers
3.4 Growth in high, medium and low SM occupations
3.5 Growth rates based on same occupations
3.6 Science and maths capabilities forecasts
Section 4: Conclusions and policy observations
29
Appendices
31
1 Impact of migration on science and maths skills
2 Description of proficiency levels in numeracy, OECD
3 Definition of science and maths fields of study
4 High, medium and low science and maths occupations
References
49
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Science and maths skills in the Victorian workforce
Summary of findings
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International benchmarks place Australia as a middle-to-upper ranked country in
terms of science and maths (SM) capabilities in the workforce. Australia is often
ranked ahead of the USA and UK on these skills.
Australian business has identified science, technology, engineering and maths (STEM)
skills as a priority issue of concern, although findings are often based on scant survey
samples. There remains a gap in a comprehensive understanding of business SM
needs in workers.
Focusing on STEM capabilities alone does not adequately reflect the need for, and
spread of, SM capabilities in the workforce. STEM is not uniformly defined and
excludes important fields of study such as health and medicine.
Nevertheless, research undertaken for this project on SM skills in the Victorian
workforce confirms many of the conclusions of STEM research.
Based on Census analysis of the workforce by occupation and field of study, it is
estimated that around 36.5 per cent of people employed had completed a science or
maths field of study in 2011, rising from 33.4 per cent in 2006.
The report forecasts that the percentage of the workforce with a science or maths
field of study will rise to 38.6 per cent by 2016.
The workforce can also be analysed according to whether they have a high, medium
or low intensity in SM skills. This is defined in the report as the proportion of workers
in each occupation with a science or maths field of study: 75 per cent or more of
workers for high, 40–74 per cent for medium, and 0–39 per cent for low.
The proportion of people employed with high SM skills increased from 12.3 to 13.9
per cent of the workforce, while the proportion with medium skills similarly
increased, from 22.0 to 22.5 per cent, between 2006 and 2011. In contrast, the
proportion of employees with low SM skills fell from 65.7 to 61.6 per cent.
Over time, more occupations are becoming high SM as employees with SM fields of
study spread across the workforce generally. Between the 2006 and 2011 Census, the
number of occupations with high SM skills increased by 8 (to 77 in 2011), and the
number with medium SM skills also rose by 9 occupations (to 140), while the number
of low SM occupations fell by 17 (to 258).
Employment in occupations with high SM skills is growing between two and four
times faster than in occupations with low or no SM skills.
Migration is playing a critical role in ensuring that Victoria is able to grow its
workforce with SM capabilities, with many high SM occupations deriving a high
proportion of their new entrants from overseas.
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Science and maths skills in the Victorian workforce
1
Introduction
As a diversified economy, built on growing service industries and a long-established, but
changing, manufacturing sector, the Victorian economy and workforce is increasingly
building its competitive strength around innovation, advanced technologies, skills and
talent.
Globalisation and the emergence of low-cost goods producers in developing economies
such as China, India and Indonesia, mean that Victoria’s economic future lies increasingly
in its capacity to promote and grow its advanced manufacturers and knowledge-based
service industries. These industries account for half of the annual value-added output of
the Victorian economy, and among the fastest growing sectors.1 They are also significant
contributors to Victoria’s exports in international education, advanced technology,
health services, professional services and financial services.
Much of the competitive strength of workers in these sectors rests on their capacity to
apply conceptual, analytical and information-processing skills and other high-level
cognitive skills to their roles. An understanding and expertise in science and maths are
often cited as core attributes of a sophisticated workforce, and has led to the emergence
of academic interest in STEM skills.
The Higher Education and Skills Group of the Department of Education and Early
Childhood Development (DEECD) commissioned research to be undertaken into the
importance of SM skills in the Victorian labour market, the extent to which these
capabilities exist across occupations, the balance of supply between domestic and
overseas sources, and likely future growth in importance of SM capabilities to industry.
This research will form part of the evidence base used by DEECD to consider policy
solutions relevant to the vocational, education and training (VET) and higher education
sector.
There is a prevailing view across business that Australia is facing a shortage of workers
with SM skills, necessary as industry and production moves towards activities that are
more technologically advanced and requiring deeper analytical skills.
Three questions are of particular interest.
1. To what extent are SM skills important to occupations in the Victorian labour
market?
2. To what extent are occupations with high intensity of maths and science skills
growing relative to those with a low intensity?
3. To what extent are these skills being sourced domestically and offshore for each
occupation?
Answering these three questions will help assess the extent to which the training system
and labour market is responding to the changing needs of industry.
1
These accounting for 50 per cent of value-added output include manufacturing, information, media and technology, financial and
insurance services, professional, scientific and technical services, education and training, and health care and social assistance.
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Science and maths skills in the Victorian workforce
In order to provide the evidence base, Elgin Economics collected data and undertook
research into the following areas:
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the importance of SM skills in the workforce
where Australia is ranked in these skills in relation to other developed countries
the importance of SM skills for each occupation in the workforce
the importance of domestic and overseas supply to each occupation in terms of new
entrants
the rate of growth of employment in high SM occupations relative to occupations
with low SM intensity
business views on the importance of SM capabilities, and adequacy of supply
international research into the importance of STEM skills and relevant policy
approaches
policy conclusions and other relevant considerations.
For the purpose of this report, a broader approach has been adopted to the coverage of
fields of study that constitute SM capabilities. The traditional approach of focusing on
STEM fields of study (science, technology, engineering and mathematics qualifications)
has been found to be too narrow to capture the full extent of SM capabilities in the
workforce, which was the intended purpose of this research.
Indeed, the narrowness of STEM studies was a factor in prompting the Australian Bureau
of Statistics (ABS) to include medical and health field of studies in its STEM analysis. As
ABS states:
… while the Health field of study does not fall within the definition of STEM used
in this analysis, there is considerable overlap in the skills and knowledge that
come from an education in Health and those developed in STEM fields.2
Indeed, the overlaps extend into management, business and economics studies,
accounting, some teacher education, environment studies and agriculture. For example,
the OECD incorporates finance and insurance in its review of science and technology
capabilities.
A critical element of this work is the ranking of each occupation by the extent it has a
high, medium or low underpinning in SM capabilities. The Australian Council of Learned
Academies (ACOLA) in its report on STEM: Country Comparisons notes:
… there is a lack of clear data in Australia concerning destinations of STEM
graduates and the role of STEM training in a variety of professions. There is also
lack of data on qualifications of teachers of STEM.3
This report fills this gap for Victoria and provides the first comprehensive analysis of SM
capabilities across 475 occupations and over 85 fields of study. The data will significantly
strengthen the evidence base to target training initiatives towards those occupations
2
ABS, Perspectives on education and training: Australians with qualifications in science, technology, engineering and mathematics
(STEM), 2010, Cat No.114250.0.55.005, February 2014
3
Australian Council of Learned Academies, STEM: Country comparisons, international comparisons of science, technology, engineering
and mathematics (STEMS) education, Final report, ACOLA, May 2013
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Science and maths skills in the Victorian workforce
that are growing strongly and (increasingly) requiring SM capabilities. This is not to deny
that the overall economy does benefit from these skills being spread more broadly across
the whole workforce.
The report does not examine SM capabilities in schooling years, which is already well
documented and outside the scope of this work.
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Science and maths skills in the Victorian workforce
2
Science and maths in the workforce
2.1 Introduction
The OECD in its recent Skills outlook 2013 report highlighted how the technological
revolution that began in the last decades of the 20th century has affected nearly every
aspect of life in the 21st: from how we ’talk‘ with our family and friends, to how we shop,
to how and where we work.
Quicker and more efficient transportation and communication services have made it easier for
people, goods, services and capital to move around the world, leading to the globalisation of
economies. New means of communication and types of services have changed the way individuals
interact with governments, service suppliers and each other. These social and economic
transformations have, in turn, changed the demand for skills as well. While there are many factors
responsible for these changes … technological developments, particularly information and
communications technologies … have profoundly altered what are considered to be the ’key
information-processing skills‘ that individuals need as economies and societies evolve in the 21st
century.4
In addition to mastering occupation-specific skills, workers in the 21st century must also
have a stock of information-processing skills, including literacy, numeracy and problem
solving, and ’generic‘ skills, such as interpersonal communication, self-management and
the ability to learn, to help them weather the uncertainties of a rapidly changing labour
market.
SM training is a major (although not necessarily the only) path to the development of
numeracy and problem-solving skills in the workforce. Tasks that require these skills in
the workforce include the ability to understand a broad range of information that may be
complex, abstract or embedded in unfamiliar contexts. These tasks involve undertaking
multiple steps and choosing relevant problem-solving strategies and processes. Tasks
tend to require analysis and more complex reasoning about quantities and data, statistics
and chance, spatial relationships, and change, proportions and formulas. Tasks at this
level may also require understanding arguments or communicating well-reasoned
explanations for answers or choices. At an even higher level of professional proficiency,
individuals with SM skills may have to integrate multiple types of information where
considerable translation or interpretation is required, draw inferences, develop or work
with mathematical arguments or models, and justify, evaluate and critically reflect upon
solutions or choices.
As the OECD research also highlighted, strong numeracy skills are frequently highly
correlated with literacy skills5, which is unsurprising given the demands of post-school
education and training, particularly at the highest level of qualification.
4
OECD, Skills outlook 2013, ‘First results from the survey of adult skills’, OECD Publishing, 2013, p. 46
5
OCED survey identified a correlation coefficient of 0.889 between numeracy and literacy skills in the sample survey of Australian
workers.
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Science and maths skills in the Victorian workforce
These skills have become increasingly important, as employment in developed nations
has moved away from occupations with low- and medium-educated workers to
occupations with high-education workers (Chart 2.1).
Chart 2.1 Percentage change in employment shares, 24 OECD countries, 1998–2009
Source: OECD, Skills outlook 2013, ‘First results from the survey of adult skills’, OECD Publishing, 2013, p. 49
2.2 Where does Australia rank globally?
Three global measures of Australia’s ranking in terms of SM capabilities are available –
the numeracy proficiency of adults (16 to 65 years), the availability of scientists and
engineers, and the quality of SM education.
(a) Numeracy proficiency of adults
The OECD Survey of Adult Skills measures the ability to access, use, interpret and
communicate mathematical information and ideas in order to engage in and manage the
mathematical demands of a range of situations in adult life. Each respondent is ranked
according to six levels of numerical proficiency as outlined in Appendix 2. A numerate
adult is one who responds appropriately to mathematical content, information and ideas
represented in various ways in order to manage situations and solve problems in a reallife context.
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Science and maths skills in the Victorian workforce
Chart 2.2 Proficiency in numeracy among adults
Source: OECD, Skills outlook 2013, ‘First results from the survey of adult skills’, OECD Publishing, 2013, p.75
Japan ranked first as the country with the highest numerate adult population out of 23
surveyed countries, followed by nearly all of the Nordic countries. Australia ranked 13,
ahead of the UK, USA and (marginally) Canada.
Australia was the 12th ranked country in terms of proportion of adult population with a
numeracy score of 4 or 5.
The average score among the OECD member countries participating in the assessment is
269 points. Japan has the highest average level of proficiency in numeracy (288 points),
followed by Finland (282 points), Spain (246 points) and Italy (247 points) recorded the
lowest average score. Australia (268 points) scored just one point below the average,
and just 20 points below the best performer, Japan.
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Science and maths skills in the Victorian workforce
(b) Availability of scientists, engineers and ’knowledge‘ workers
The World Economic Forum (WEF) in its Global competitiveness report collects data on
supply of scientist and engineers across 148 countries. Businesses (mostly large
corporations) are asked to rank the availability of supply.
Table 2.1 outlines the results for 2013–14. While again Japan and a number of the Nordic
countries ranked highly, along with the USA, Canada and the UK, Australia ranked 34 out
of 148 countries.6 Countries/regions with the same ranking included Korea, Denmark,
Belgium, Iran and Hong Kong.
While the ranking is based on the subjective assessment of company directors, and
consistent with research undertaken by the Australian Industry Group reported later in
this report, the result raises questions as to why Australian businesses rank availability of
supply somewhat lower than other WEF measures, particularly given (outside of the
mining sector) there has been little escalation in pay rates to reflect supply difficulties. In
some ways the response reflects a view about the quality of supply, that is, businesses
preference to recruit scientists and engineers should have considerable prior experience.
A further measure developed by the OECD is the percentage of the labour force in
’knowledge‘ intensity market services, as measured by employment in professional,
Chart 2.3 Percentage employed in knowledge market services, 2000 and 2010
Source: OECD, Science, technology and industry scorecard, 2013, October 2013, p. 241
scientific and technical services, finance and insurance, and information and
communications. Australia is ranked 9 out of 28 OECD countries, just below Canada and
the USA. Luxemburg has the highest overall rating. However, in terms of employees in
the professional, scientific and technical services, Australia was ranked third, indicating
how a broader examination of SM capabilities beyond STEM can solicit a more
informative picture of skills and capabilities.
6
This should be seen as a broad guide, as in the previous year Australia was ranked 53 out of 144 countries.
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Science and maths skills in the Victorian workforce
(c) Quality of SM education
Quality concerns are also evident in businesses’ view about the quality of SM education.
Australia is ranked 37 out of 148 countries, ahead of Denmark, Sweden, the USA and UK
(Table 2.2).
The availability and quality of STEM workers has received considerable national policy
attention in the USA and UK over a number of years and may have partly contributed to
this outcome. Indeed, in the USA, assessing the economic needs for STEM graduates has
been an ongoing concern since the 1970s.7 Only in the last few years has Australia again
turned its policy attention to STEM skills with the release of the Australian Chief
Scientist’s report, Mathematics, engineering and science in the national interest. Further,
in the last twelve months, there have been a number of important studies into STEM
skills by the ABS, ACOLA and the Australian Industry Group.8
Overall, the international data suggest that Australia is ranked mid-range in terms of
STEM skills and SM capabilities. As ACOLA concludes:
… the news is good but not great. Australia has travelled fairly well until now, but
there are holes in capacity and performance. Further, many other countries are
improving STEM provision, participation and performance more rapidly than us.9
2.3 Australian business perceptions
Despite Australia’s middle global ranking, there appears to be ongoing concern about the
availability and quality of STEM qualified workers among Australian businesses.
The Australian Industry Group report, Lifting our science, technology, engineering and
math (STEM) skills (March 2013), provides a current picture of business opinion. The
findings are derived from the Survey of Workforce Development Needs conducted online
in 2012. It should be noted that only 94 responses were recorded by the survey, so the
results need to be treated with care and may not fully reflect the diversity of views of the
business community.
The difficulty in recruiting individuals with STEM skills was consistently encountered
across different industry areas (Chart 2.4). The highest response was for technicians and
trade workers in the manufacturing sector (44 per cent). This was also the case for the
construction industry, with almost 39 per cent in this category, and for the services
sector at almost 35 per cent. The most significant difficulty for the mining sector was in
professional occupations (38 per cent). All of these occupations with STEM skills
shortages are at the higher end of the qualifications spectrum. Employers identified
barriers experienced in recruiting people with STEM skills. Chief among these were
7
Beach, GJ, The US technology skills gap, Wiley CEO Series, 2013
8
ABS, Perspectives on education and training: Australians with qualifications in science, technology, engineering and mathematics
(STEM), 2010, Cat No.114250.0.55.005, February 2014; Australian Industry Group, Lifting our science, technology, engineering and
math (STEM) skills, March 2013; Australian Council of Learned Academies, STEM: Country Comparisons, International comparisons of
science, technology, engineering and mathematics (STEMS) education, ACOLA, May 2013
9
ACOLA, p.15
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Science and maths skills in the Victorian workforce
applicants without STEM skills (25 per cent) and a lack of workplace experience (24 per
cent).
Chart 2.4 Businesses experiencing difficulty recruiting individuals with STEM skills
Source: Australian Industry Group, Lifting our science, technology, engineering and math (STEM) skills, March 2013, p. 5
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Science and maths skills in the Victorian workforce
Table 2.1 Availability of scientists and engineers, 2013–14
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Science and maths skills in the Victorian workforce
Table 2.2 Business perception of quality of SM education, 2013–14
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Science and maths skills in the Victorian workforce
3
Occupational analysis of science and maths capabilities
3.1 Definition and methodology
Various studies have calculated the impact of STEM skills in the workforce, by combining
the qualification attainment of these four academic discipline or fields of study (science,
technology, engineering and maths). A report released in May 2013 by ACOLA providing
an international comparison of Australia’s STEM education levels and skills noted:
… ‘the discipline grouping, and the term itself, are not used uniformly in
international educational policy or practice. For example, in Australia, health
professions, agriculture, environment and related fields, and computing, are all
typically included within the official ambit of STEM … the inclusion of agriculture
is common but not uniform throughout the world.10
This Australian definition of STEM was recently used by the ABS, which in addition to the
traditional STEM field of study areas of science, technology, engineering and
mathematics, included agricultural science and contained an additional section on
qualification attainment in health to determine the growth and stock of STEM related
skills within the Australian workforce.11
For the purposes of this study, the net has been cast a little wider, with the inclusion of
certain management and commerce field of study areas such as accountancy and
business studies, and society and culture fields of study areas such as economics and
econometrics. These fields of study areas require an advanced level of numeracy/maths
skills that are not captured in the more traditional STEM definitions, and will be referred
to as SM in lieu of STEM within this section of the report.
A full list of the SM field of study areas used in the analysis can be found in Appendix 3. In
total, 50 out of 85 fields of study have been counted as having a SM field of study.
The analysis of SM capabilities in this report breaks new ground, in that all 475 major
occupations in Victoria are ranked according to the extent to which they are high,
medium or low in SM intensity, measured by the field of study of workers in each
occupation. For each occupation an intensity score has been calculated, ranging from
zero to 100, showing the percentage of the workforce that has a SM field of (postschooling) study. That is:
SM (%) intensity = (∑ of employees with SM fields of study/∑ of occupational
employment)*100
Data has been derived from the 2006 and 2011 Census to compile a listing of 475
occupations across 85 fields of study.
10
Marginson, S, Tytler, R, Freeman, B and Roberts, K (2013). STEM: Country Comparisons. Report for the Australian Council of Learned
Academies, p.30 http://www.acola.org.au
11
ABS, Perspectives on education and training: Australians with qualifications in science, technology, engineering and mathematics
(STEM), 2010, Cat No.114250.0.55.005, February 2014
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Science and maths skills in the Victorian workforce
3.2 Victoria’s shift to a services economy
Chart 3.1 below shows that change in employment by industry for Victoria over ten
years, from 2001 to 2011. The shift from an industrial, manufacturing-based economy to
a greater services, and within this, knowledge-based services economy can be seen, as
employment in industries such as manufacturing and wholesale trade undergo structural
change, while employment in services industries such as health care and social
assistance, retail trade, professional, scientific and technical services, and financial and
insurance services increase.
Chart 3.1 Employment by industry in Victoria, 2001–11
Source: ABS Census, 2001, 2006 and 2011
Over the ten years to 2011, the top five industries in terms of net jobs growth in Victoria
were health care and social assistance (91,694 increase or 46 per cent), construction
(77,158 or 58 per cent), public administration and safety (48,039 or 55 per cent),
professional, scientific and technical services (46,195 or 31 per cent), and education and
training (44,940 or 28 per cent). This shift in industry structure has driven the demand for
more workers with SM skills, and led to a rise in SM-related employment.
3.3 Growth in science and maths skilled workers
Table 3.1 shows the proportion of the workforce within each industry sector that has
employees with SM skills for 2006 and 2011.
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Science and maths skills in the Victorian workforce
All industries experienced growth in the proportions of workers with SM skills over the
five years (unfortunately, industry classification changes mean it is not possible to
undertake a ten-year comparison). Three out of the top five highest growing industries in
terms of employment – construction, professional, scientific and technical services and
health care and social assistance – all appear in the top five industries with the greatest
proportion of SM skilled workers, with more than 50 per cent of the workforce holding
SM qualifications.
The industry to record the greatest proportional change of SM workers was financial and
insurance services, which increased from 43 per cent SM skilled in 2006 to 48 per cent
SM skilled by 2011. This is an increasingly important industry to Victoria’s economy,
having surpassed manufacturing in 2012 to become the highest contributing industry to
Victoria’s gross state product (GSP).
Table 3.1 Proportion of workforce with SM fields of study, 2006 and 2011
Industry
Mining
Construction
Professional, scientific and technical services
Electricity, gas, water and waste services
Health care and social assistance
Financial and insurance services
Manufacturing
Other services
Information media and telecommunications
Wholesale trade
Public administration and safety
Transport, postal and warehousing
Administrative and support services
Rental, hiring and real estate services
Arts and recreation services
Education and training
Retail trade
Agriculture, forestry and fishing
Accommodation and food services
% of SM
qualified
workers,
2006
% of SM
qualified
workers,
2011
% point change
between
2006 and 2011
53.25
51.01
49.63
50.39
50.93
43.04
39.16
35.21
32.50
30.91
32.83
28.43
26.13
24.73
19.68
18.54
17.76
14.96
12.57
57.96
53.29
53.24
52.74
52.41
48.59
41.92
36.88
35.99
34.39
34.10
32.38
28.33
27.99
21.11
20.75
20.22
17.21
14.71
4.71
2.28
3.61
2.35
1.48
5.55
2.75
1.67
3.49
3.48
1.28
3.95
2.20
3.26
1.43
2.21
2.46
2.25
2.13
Source: Elgin Economics using Census data
The number of workers in the Victorian labor market with SM fields of study increased by
24.5 per cent between 2006 and 2011, from 770,099 to 958,754. This increase saw the
proportion of workers within Victoria with SM capabilities rise from 33.40 per cent to
36.50 per cent (Table 3.2).
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Science and maths skills in the Victorian workforce
Table 3.2 Number and proportion of SM qualified workers, Victoria, 2006 and 2011
Total number of workers*
Number of workers with SM fields of
study
2006
2011
2,505,523
2,863,820
770,099
958,754
33.40
36.50
% of workers with SM skills
Source: Elgin Economics using Census data
* The 2006 and 2011 Census count of employment has been amended to reflect ABS labour force data, given the
significant under-reporting of total employment. This has been necessary to align results with 2016 forecasts presented at end of
this section.
3.4 Growth in high, medium and low SM occupations
In analysing the proportion of workers within each of the 475 (4-digit) occupations
categories, occupations deemed to be high-level SM have 75 per cent or more of
workers with a SM qualification, occupations deemed to be medium-level SM have 40 to
74 per cent of workers with a SM qualification, and low-level SM have 0 to 39 per cent of
workers with a SM qualification.
Chart 3.2 shows the increase in the number of workers within these three categories
between 2006 and 2011.
Overall, the number of workers with low-level SM skills increased from 1,418,171 in 2006
to 1,515,936 by 2011, a 7 per cent increase. Workers falling within the medium level SM
category increased from 475,289 in 2006 to 602,042 by 2011, a 27 per cent increase.
Workers in the medium-level SM category also had the greatest outright increase of
workers over the five years, with an extra 126,753 workers falling in the category by
2011.
Chart 3.2 Number and proportion of high-, medium- and low-level SM workers in
Victorian labour force, 2006–11
Source: Elgin Economics using Census data
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Science and maths skills in the Victorian workforce
The number of workers falling under the high category increased from 266,456 in 2006
to 342,847 in 2011, a 29 per cent increase. This was the highest percentage increase
across the three categories. Thus while workers in the low category have the greatest
number of workers, workers in the high and medium SM skill category have experienced
far higher rates of growth. Overall, this indicates that the SM skills depth of the Victorian
labour force is steadily deepening.
As well, as Chart 3.2 highlights, the proportion of employed with high SM skills increased
from 12.3 to 13.9 per cent of the workforce, while the proportion with medium skills
similarly increased from 22.0 to 22.5 per cent between 2006 and 2011. In contrast, the
proportion of employees with low SM skills fell from 65.7 to 61.6 per cent.
A full listing of all of the high-, medium- and low-level SM occupations together with the
number of workers in the occupation taken at the time of the 2011 Census can be found
in Appendix 4.
(a) High SM occupations (over 75 per cent)
Chart 3.3 lists the high-level SM occupations from the 2011 Census.
Midwifery and nursing professionals not fully defined (nfd) recorded the highest SM
intensity, with all workers (100 per cent) having completed post-school studies in a field
of science or maths. The highest-level SM occupations tend to be health professionals,
followed by scientists and engineers, and then architectural, building and engineeringrelated trades people.
The presence of certain trades people in the high SM level category indicates the
demand for science, maths, engineering and technology-related skills across the
qualifications levels (e.g. both VET and higher education) and occupational ranges. This
includes automotive electricians, ICT professionals, electrical trades and environmental
scientists.
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Science and maths skills in the Victorian workforce
Chart 3.3 SM intensity for high-level SM occupations, Victoria, 2011
Source: Elgin Economics using Census data
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Science and maths skills in the Victorian workforce
Chart 3.4 shows those occupations with a high SM intensity that grew by 200 or more
workers between 2006 and 2011. Registered nurses (53,849 workers), accountants
(36,965) and electricians (23,704) were the largest employing SM occupations in 2011
and also comprised the top three SM occupations in terms of net growth.
Chart 3.4 High SM occupations with growth of 200 or more workers, Victoria, 2006–11
Source: Elgin Economics using Census data
(b) Medium SM occupations (between 40 and 74 per cent)
The number of occupations falling under the medium SM category was the second
largest out of the three categories. This category is largely comprised of occupations
connected to the construction industry, as well as technicians and support workers
across the health services and social care, and information media and
telecommunications industries. These technicians or support workers would previously
have been categorised as ‘paraprofessionals’. There are also numbers of professional
occupations in this category that have a proportion of their workforce with a dedicated
science or maths qualification, such as university lecturers and tutors and intelligence
and policy officers, as well as managers across a range of industries (Chart 3.5).
Many of the occupations within this category are associated with the industries that had
over 50 per cent of their workforce with SM skills and were in the top five industries in
terms of overall employment growth between 2006 and 2011, e.g. health care and social
assistance, professional, scientific and technical services and construction.
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Science and maths skills in the Victorian workforce
Chart 3.5 SM intensity for medium occupations
Source: Elgin Economics using Census data
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Science and maths skills in the Victorian workforce
(c) Low SM occupations (less than 40 per cent)
Low SM occupations (Chart 3.6) have the highest number of occupations and workers,
but experienced the lowest growth.
Many of these occupations are clerks or support officers, relatively ‘unskilled’ workers
working in the food services, hospitality and retail trade industries. While there are some
highly skilled professionals in this category, such as solicitors and music teachers, their
skills and qualifications tend to be in non-SM disciplines, hence the low proportions of
SM skilled workers.
Employment in just under a quarter of the 258 low SM occupations fell between 2006
and 2011. Once again these changes mirror the industry composition changes occurring
across the Victorian economy as a whole, with many of these falling employment
occupations connected to the agriculture, forestry and fishing industry and
manufacturing, the two industries that have experienced workforce declines since 2001.
Other occupations that fell were administration and clerical workers such as keyboard
operators, switchboard operators and secretaries.
- 23 -
Science and maths skills in the Victorian workforce
Chart 3.6 SM intensity for low occupations
Source: Elgin Economics using Census data
- 24 -
Science and maths skills in the Victorian workforce
3.5 Growth rates based on same occupations
The raw growth rates of 7, 27 and 29 per cent for low, medium and high SM intensity
occupations identified in the previous section only tell a partial picture of net change
between 2006 and 2011.
Within each of these SM intensity categories there were significant changes in the
number of occupations between the 2006 and the 2011 Census. These are shown in
Table 3.3. The number of occupations with a high SM intensity rose by eight, while the
number with medium SM also rose by nine occupations. In contrast, the number of low
SM occupations fell by seventeen.
Table 3.3 Change in number of occupations within SM categories, 2006 and 2011
2006
2011
CHANGE
69
77
8
Medium SM
131
140
9
Low SM
275
258
–17
High SM
Source: Elgin Economics using Census data
What Table 3.3 highlights is that there was both growth in the number of SM-qualified
individuals overall in the labour market, as well as within occupations, resulting in more
occupations shifting towards higher SM groupings. Consequently, without taking account
of these shifts, the real rate of growth in employment by same occupations can be
somewhat overstated.
If a comparison is done of changes in the same occupations with a high SM in 2011 (and
for the other two categories) with the same occupations in 2006, then a slightly different
picture of change emerges (unaffected by shifts in occupations between categories).
High SM occupations still had the highest growth rate but by 19.3 per cent between 2006
and 2011, medium by 18.8 per cent and low by 11.0 per cent.
Table 3.4 Growth rates within 2011 SM categories for same occupations
High SM
19.33
Medium SM
18.77
Low SM
11.00
Source: Elgin Economics using Census data
The clear message from the analysis is that high SM occupations are growing much faster
than low SM occupations: by almost double the rate of low SM occupations on a ’like by
like‘ occupational basis, and by four times when occupational shift to higher categories is
also incorporated.
Source: ABS Census
- 25 -
Science and maths skills in the Victorian workforce
3.6 Science and maths capabilities forecasts
Forecasts have been derived on SM capabilities in the workforce for 2016, using DeloitteAccess Economics forecasts produced for the Victorian Government. These provide a
broad measure of expected growth in capabilities since the 2011 Census.
In deriving the forecasts by industry, a number of assumptions and adjustments have
been adopted. First, the rate of growth in SM qualifications for each industry sector
between the 2006 and 2011 Census (based on SM capabilities as a proportion of
employment for each industry sector) has been assumed to be unchanged between 2011
and 2016. Consequently, the proportion of employed with a science or maths field of
study rises from 33.4 to 36.5 per cent between 2006 and 2011. In 2016, it is estimated
that the proportion of employed with a science or maths field of study rises to 38.6 per
cent. This accounts for around 60 per cent in the total increase in SM fields of
employment.
Second, employment forecasts for manufacturing have been adjusted to take account of
the closure of automotive manufacturing and a significant reduction to component parts
manufacturing, a loss of 36,000 workers. This adjustment is based on modeling
undertaken by the Productivity Commission.
Third, employment growth by industry estimated by Deloitte-Access Economics between
2011 and 2016 (with the exception of manufacturing) has been maintained and used in
deriving estimates. This growth in employment accounts for around 40 per cent of the
total increase in SM fields of employment.
Chart 3.6 shows the expected number of workers with SM capabilities in 2016, compared
to 2011.
- 26 -
Science and maths skills in the Victorian workforce
Chart 3.6 Number of workers with SM capabilities, 2011 and 2016
Source: Elgin Economics using DEECD employment forecasts
The number of workers with a science or maths field of study is expected to increase
across all but two sectors, reflecting the importance and increasing penetration of these
skills across industry overall. Health care and social assistance and professional, scientific
and technical services were the two sectors with both the largest number of SM
professionals and the largest expected increase in employment (in excess of 30,000)
between 2011 and 2016. Retail trade, wholesale trade, and education and training also
recorded significant increases (between 12,000 and 15,000) over the period 2011 to
2016. Reflecting structural change in the manufacturing sector, along with the winding
down of automotive manufacturing, employment of workers with SM fields of study is
expected to decline by around 13,000. The mining sector is also expected to experience a
small decrease in SM-related employment.
The drift towards greater SM capabilities in the workforce is highlighted in Chart 3.7,
which shows significant decrease in employment across half of the industry sectors for
workers who do not have a SM field of study. Overall, employment for non-qualified
workers is expected to grow by 3 per cent between 2011 and 2016, compared with
around 13 per cent for workers who have completed a SM field of study.
- 27 -
Science and maths skills in the Victorian workforce
Chart 3.7 Growth rates in qualified and non-qualified workforce, 2011 and 2016
Source: Elgin Economics using DEECD employment forecasts
- 28 -
Science and maths skills in the Victorian workforce
4. Conclusions and policy observations
Around the globe, increasing policy attention is being paid to SM capabilities in the
community.
Much of the focus has been on STEM skills, with a focus on SM skills within the student
population at schools and in higher education. Less attention has been given to
measuring the overall capabilities in the workforce, despite many reports decrying the
likelihood of future skill shortages, as the workforce becomes more sophisticated and
dependent on higher analytical skills. Often the evidence base is not well documented,
despite what appear to be legitimate concerns about future skill capabilities.
The analysis of the SM capabilities in the Victorian labour market has identified a number
of key conclusions, outlined in the summary of findings below.
Summary of findings









International benchmarks place Australia as a middle-to-upper ranked country in
terms of science and maths (SM) capabilities in the workforce. Australia is often
ranked ahead of the USA and UK on these skills.
Australian business has identified science, technology, engineering and maths (STEM)
skills as a priority issue of concern, although findings are often based on scant survey
samples. There remains a gap in a comprehensive understanding of business SM
needs in workers.
Focusing on STEM capabilities alone does not adequately reflect the need for, and
spread of, SM capabilities in the workforce. STEM is not uniformly defined and
excludes important fields of study such as health and medicine.
Nevertheless, research undertaken for this project on SM skills in the Victorian
workforce confirms many of the conclusions of STEM research.
Based on Census analysis of the workforce by occupation and field of study, it is
estimated that around 36.5 per cent of people employed had completed a science or
maths field of study in 2011, rising from 33.4 per cent in 2006.
The report forecasts that the percentage of the workforce with a science or maths
field of study will rise to 38.6 per cent by 2016.
The workforce can also be analysed according to whether they have a high, medium
or low intensity in SM skills. This is defined in the report as the proportion of workers
in each occupation with a science or maths field of study: 75 per cent or more of
workers for high, 40–74 per cent for medium, and 0–39 per cent for low.
The proportion of people employed with high SM skills increased from 12.3 to 13.9
per cent of the workforce, while the proportion with medium skills similarly
increased, from 22.0 to 22.5 per cent, between 2006 and 2011. In contrast, the
proportion of employees with low SM skills fell from 65.7 to 61.6 per cent.
Over time, more occupations are becoming high SM as employees with SM fields of
study spread across the workforce generally. Between the 2006 and 2011 Census, the
number of occupations with high SM skills increased by 8 (to 77 in 2011), and the
number with medium SM skills also rose by 9 occupations (to 140), while the number
of low SM occupations fell by 17 (to 258).
- 29 -
Science and maths skills in the Victorian workforce


Employment in occupations with high SM skills is growing between two and four
times faster than in occupations with low or no SM skills.
Migration is playing a critical role in ensuring that Victoria is able to grow its
workforce with SM capabilities, with many high SM occupations deriving a high
proportion of their new entrants from overseas.
The trend towards SM skills being increasingly required in the workforce is expected to
intensify into the future, and Victoria is well placed to take advantage of this
development.
Victoria will need to ensure that training provisions grow in line with the expected
growth in employment in high and medium SM occupations. This is the main policy focus
in many developed nations, along with building SM capabilities in schools and among
teachers.
Given the importance of skilled migration to Victoria (and Australia’s) supply of SM
capabilities in the workforce as highlighted in Appendix 1, policy instruments will need to
ensure that there is a regulated balance between domestic and overseas supply.
- 30 -
Science and maths skills in the Victorian workforce
Appendix 1
Impact of migration on SM skills
Definition and methodology
The Census data provides a measure of change in numbers of workers in each occupation
between 2006 and 2011. This is a net measure of flows, as the net movement represents
the difference between gross additions less gross withdrawals of the period. Thus as
Table 4.1 highlights, there was a 32 net increase in the number of life scientists (from
1206 to 1238) in Victoria between 2006 and 2011.
Debate continues about the adequacy of supply and whether there are sufficient new
entrants to ensure that Australia has the necessary numbers of SM-qualified workers to
meet the changing skill needs of the economy. This is a difficult question to answer given
that Australia’s labour market operates globally with inputs from both domestic training
and offshore new entrants.
In order to gauge the relative importance of domestic versus offshore supply, a
calculation has been made for each high SM occupation the relative contribution of these
two sources of supply.
The methodology involves the following calculations:
Difference between 2011 and 2006 Census by occupation = A (net change)
Occupation by year of arrival (YARP) from 2011 Census for years 2007, 2008,
2009, 2010 and 2011 = B (overseas supply (net)
A – B = Domestic supply (net)
This calculation has been applied to all the occupations falling within the high SM
category. In using this methodology, it is important to remember the ‘stocks and flows’
nature of Census data. Census figures over time display net movements of workers, not
the gross figure of workers that may have been employed in that occupation over the
five years between 2006 and 2011.
The calculation of overseas input is a gross measure of increase against a net total
change, and therefore likely to overstate the contribution of migrants and understate the
contribution of domestic supply. Nevertheless, it does highlight how many high SM
occupations are dependent on significant offshore contributions.
- 31 -
Science and maths skills in the Victorian workforce
Table 4.1 Overseas supply of workers in high SM occupations, 2006 to 2011
Source: Elgin Economics using Census data
- 32 -
Science and maths skills in the Victorian workforce
Findings
High SM occupations can be divided into three groups. The first group comprises those
occupations where the (gross) skilled migrants to net increase ratio is greater than 50 per
cent. These are heavily dominated by science and engineering occupations, along with
medical practitioners, where domestic supply is unable to meet demand. Acknowledging
that the ratio is probably overstating the level of dependence on offshore supply (as no
account is taken of leakage from the new entrants), this still represents a high level of
dependence.
The second group comprises occupations with a ratio of between 0 and 50 per cent.
These cover occupations across the broad range of occupations and industries with
employees with a SM field of study. Again, if leakage is taken into account, then domestic
supply is likely to be meeting the majority of skill needs. These occupations have a
moderate dependence on offshore supply.
The third group comprises those occupations with a ratio less than zero. These
occupations are largely in the agriculture and manufacturing sector, where demand is
falling for skilled labour. Thus a negative domestic supply, such as in the case of metal
fitters and machinists, indicates more locally born workers left the occupation between
2006 and 2011 than overseas-born workers entering it.
While the analysis has focused on high SM occupations, it should be noted that a number
of medium and low SM occupations also have a high offshore contribution, such as sales
assistants, checkout operators, cooks and retail managers. These mirror the migration list
of occupations considered to be experiencing skill shortages, along with 457 Visa
entrants.
- 33 -
Science and maths skills in the Victorian workforce
Appendix 2
Description of proficiency levels in numeracy
Source: OECD, Skills Outlook 2013, First Results from the Survey of Adult Skills, OECD Publishing, 2013
- 34 -
Science and maths skills in the Victorian workforce
Appendix 3
Definition of SM fields of study
The following field-of-study areas have been used to determine occupations considered
within the SM category
2 digit Field of study qualification
4 digit field of study qualification
Natural and Physical Sciences
Natural and Physical Sciences, nfd
Mathematical Sciences
Physics and Astronomy
Chemical Sciences
Earth Sciences
Biological Sciences
Other Natural and Physical Sciences
Information Technology
Information Technology, nfd
Computer Science
Information Systems
Other Information Technology
Engineering and Related
Technologies
Engineering and Related Technologies, nfd
Manufacturing Engineering and Technology
Process and Resources Engineering
Automotive Engineering and Technology
Mechanical and Industrial Engineering and Technology
Civil Engineering
Geomantic Engineering
Electrical and Electronic Engineering and Technology
Aerospace Engineering and Technology
Maritime Engineering and Technology
Other Engineering and Related Technologies
Architecture and Building
Architecture and Building, nfd
Architecture and Urban Environment
Building
Agriculture, Environmental and
Related Studies
Agriculture, Environmental and Related Studies, nfd
Agriculture
Horticulture and Viticulture
- 35 -
Science and maths skills in the Victorian workforce
Forestry Studies
Fisheries Studies
Environmental Studies
Other Agriculture, Environmental and Related Studies
Health
Health, nfd
Medical Studies
Nursing
Pharmacy
Dental Studies
Optical Science
Veterinary Studies
Public Health
Radiography
Rehabilitation Therapies
Complementary Therapies
Other Health
Management and Commerce
Management and Commerce, nfd
Accounting
Business and Management
Banking, Finance and Related Fields
Other Management and Commerce
Society and Culture
Economics and Econometrics
- 36 -
Science and maths skills in the Victorian workforce
Appendix 4
High, medium, low SM occupations
High level SM
4 digit occupation
Midwifery and Nursing Professionals nfd
Anaesthetists
Specialist Physicians
Surgeons
Chiropractors and Osteopaths
Podiatrists
Medical Practitioners nfd
Generalist Medical Practitioners
Optometrists and Orthoptists
Physiotherapists
Veterinarians
Psychiatrists
Dental Practitioners
Midwives
Geologists and Geophysicists
Electrical Engineers
Occupational Therapists
Medical Imaging Professionals
Other Medical Practitioners
Speech Professionals and Audiologists
Nurse Managers
Chemical and Materials Engineers
Dietitians
Pharmacists
Architects and Landscape Architects
Electronics Engineers
Natural and Physical Science Professionals nfd
Mining Engineers
Life Scientists
Civil Engineering Professionals
Registered Nurses
Engineering Managers
Industrial, Mechanical and Production Engineers
Medical Laboratory Scientists
Accountants, Auditors and Company Secretaries nfd
Engineering Professionals nfd
Other Engineering Professionals
Total
employed
2011
SM total
% SM
77
939
1,422
1,263
1,432
857
299
10,549
1,145
4,026
1,851
755
2,663
3,679
731
2,179
2,278
3,125
2,087
1,875
3,764
577
929
5,188
5,505
910
2,062
516
1,238
7,084
53,849
5,332
5,691
5,100
102
5,946
1,648
77
931
1,409
1,246
1,402
837
292
10,284
1,115
3,920
1,801
734
2,588
3,539
701
2,084
2,176
2,985
1,987
1,776
3,564
545
877
4,890
5,157
852
1,930
482
1,151
6,581
50,022
4,925
5,231
4,681
93
5,379
1,469
100
99.15
99.09
98.65
97.91
97.67
97.66
97.49
97.38
97.37
97.3
97.22
97.18
96.19
95.9
95.64
95.52
95.52
95.21
94.72
94.69
94.45
94.4
94.26
93.68
93.63
93.6
93.41
92.97
92.9
92.89
92.37
91.92
91.78
91.18
90.46
89.14
- 37 -
Science and maths skills in the Victorian workforce
Accountants
Ambulance Officers and Paramedics
Aircraft Maintenance Engineers
Economists
Nurse Educators and Researchers
Enrolled and Mothercraft Nurses
Marine Transport Professionals
Chemists, and Food and Wine Scientists
Other Natural and Physical Science Professionals
Software and Applications Programmers
Agricultural and Forestry Scientists
Dental Hygienists, Technicians and Therapists
Business and Systems Analysts, and Programmers nfd
Mechanical Engineering Draftspersons and Technicians
Environmental Scientists
Complementary Health Therapists
Automotive Electricians and Mechanics nfd
Automotive Electricians
Metal Fitters and Machinists
Urban and Regional Planners
Actuaries, Mathematicians and Statisticians
Electrical Distribution Trades Workers
Electrical Engineering Draftspersons and Technicians
Financial Investment Advisers and Managers
Computer Network Professionals
ICT Network and Support Professionals nfd
Telecommunications Engineering Professionals
Toolmakers and Engineering Patternmakers
ICT Business and Systems Analysts
Electricians
Airconditioning and Refrigeration Mechanics
ICT Professionals nfd
Surveyors and Spatial Scientists
Finance Managers
Glaziers, Plasterers and Tilers nfd
ICT Managers
Other Building and Engineering Technicians
Electronic Engineering Draftspersons and Technicians
Massage Therapists
Health Diagnostic and Promotion Professionals nfd
36,965
3,176
2,702
861
1,335
4,358
809
2,380
1,482
17,799
1,321
1,417
276
1,110
3,144
1,515
114
1,208
13,960
2,491
1,020
1,683
1,722
8,659
4,949
164
2,682
2,200
6,483
23,704
3,196
8,681
2,233
11,049
21
11,225
2,009
1,025
3,006
40
32,775
2,775
2,343
745
1,146
3,738
691
2,032
1,255
14,952
1,094
1,171
228
903
2,548
1,224
92
973
11,216
1,990
813
1,331
1,358
6,788
3,871
128
2,092
1,714
5,026
18,320
2,458
6,641
1,707
8,446
16
8,512
1,519
772
2,255
30
88.66
87.37
86.71
86.53
85.84
85.77
85.41
85.38
84.68
84
82.82
82.64
82.61
81.35
81.04
80.79
80.7
80.55
80.34
79.89
79.71
79.08
78.86
78.39
78.22
78.05
78
77.91
77.53
77.29
76.91
76.5
76.44
76.44
76.19
75.83
75.61
75.32
75.02
75
- 38 -
Science and maths skills in the Victorian workforce
Medium level SM
4 digit occupation
Construction Managers
ICT Support and Test Engineers
Motor Mechanics
Telecommunications Technical Specialists
Plumbers
Building and Engineering Technicians nfd
Architectural, Building and Surveying Technicians
Auditors, Company Secretaries and Corporate Treasurers
Air Transport Professionals
Automotive and Engineering Trades Workers nfd
Health Professionals nfd
Design, Engineering, Science and Transport Professionals nfd
Database and Systems Administrators, and ICT Security Specialists
Occupational and Environmental Health Professionals
Safety Inspectors
Panelbeaters
Carpenters and Joiners
Financial Dealers
Management and Organisation Analysts
Dental Assistants
Civil Engineering Draftspersons and Technicians
Mechanical Engineering Trades Workers nfd
Air and Marine Transport Professionals nfd
Agricultural, Medical and Science Technicians nfd
Engineering, ICT and Science Technicians nfd
Primary Products Inspectors
Construction, Distribution and Production Managers nfd
Business Administration Managers nfd
Precision Metal Trades Workers
Insurance Investigators, Loss Adjusters and Risk Surveyors
Other Health Diagnostic and Promotion Professionals
Science Technicians
Panelbeaters, and Vehicle Body Builders, Trimmers and Painters nfd
Medical Technicians
Research and Development Managers
Interior Designers
Chief Executives, General Managers and Legislators nfd
Structural Steel and Welding Trades Workers
ICT Support Technicians
Fire and Emergency Workers
Cabinetmakers
Sheetmetal Trades Workers
Total
employed
2011
18,022
2,016
19,812
1,271
20,603
1,891
12,102
4,162
2,224
1,339
805
185
6,333
3,588
635
3,111
26,450
3,565
13,947
4,356
1,645
70
9
72
1,126
710
490
694
1,604
1,102
1,484
3,452
233
5,559
2,529
2,087
69
13,007
10,455
2,699
6,683
948
SM total
% SM
13,494
1,509
14,717
943
15,285
1,402
8,961
3,058
1,625
969
582
133
4,537
74.88
74.85
74.28
74.19
74.19
74.14
74.05
73.47
73.07
72.37
72.3
71.89
71.64
71.43
70.39
70.04
69.75
68.33
68.13
67.61
67.29
67.14
66.67
66.67
66.61
66.48
65.92
65.71
64.9
64.88
64.76
64.54
64.38
64.26
64.14
64.11
63.77
63.76
63.72
63.58
63.55
63.5
2,179
18,449
2,436
9,502
2,945
1,107
47
6
48
750
472
323
456
1,041
715
961
2,228
150
3,572
1,622
1,338
44
8,293
6,662
1,716
4,247
602
- 39 -
Science and maths skills in the Victorian workforce
Vehicle Painters
Other Specialist Managers
Chemical, Gas, Petroleum and Power Generation Plant Operators
Printers
ICT and Telecommunications Technicians nfd
Agricultural Technicians
Financial Brokers
Horticultural Trades Workers nfd
Technicians and Trades Workers nfd
Business, Human Resource and Marketing Professionals nfd
Human Resource Managers
Specialist Managers nfd
Commissioned Officers (Management)
Chief Executives and Managing Directors
Roof Tilers
Boat Builders and Shipwrights
Health and Welfare Services Managers
Multimedia Specialists and Web Developers
Veterinary Nurses
Financial Brokers and Dealers, and Investment Advisers nfd
Electronics Trades Workers
Electronics and Telecommunications Trades Workers nfd
Policy and Planning Managers
Professionals nfd
Greenkeepers
Financial and Insurance Clerks nfd
Bricklayers and Stonemasons
Other Clerical and Administrative Workers nfd
Upholsterers
Production Managers
Signwriters
Telecommunications Trades Workers
Aquaculture Workers
Glaziers
Technical Sales Representatives
Electrotechnology and Telecommunications Trades Workers nfd
General Managers
Contract, Program and Project Administrators
Practice Managers
Fabrication Engineering Trades Workers nfd
Senior Non-commissioned Defence Force Members
ICT Sales Professionals
Aquaculture Farmers
Land Economists and Valuers
Other Farm, Forestry and Garden Workers
Deck and Fishing Hands
ICT Trainers
2,301
10,766
2,038
4,114
141
407
4,976
121
3,982
782
8,987
3,982
1,019
12,590
1,500
540
4,358
2,302
1,892
236
6,795
128
3,399
9,648
2,145
145
6,311
18
748
13,211
1,396
3,930
48
1,771
7,123
616
10,937
24,166
3,499
34
412
3,562
116
2,581
1,269
643
726
1,450
6,774
1,281
2,539
87
250
3,049
74
2,430
477
5,475
2,424
598
7,367
875
315
2,539
1,340
1,085
135
3,855
72
1,906
5,403
1,200
81
3,507
10
415
7,325
770
2,137
26
954
3,831
329
5,824
12,843
1,858
18
218
1,852
60
1,335
649
327
369
63.02
62.92
62.86
61.72
61.7
61.43
61.27
61.16
61.02
61
60.92
60.87
58.68
58.51
58.33
58.33
58.26
58.21
57.35
57.2
56.73
56.25
56.08
56
55.94
55.86
55.57
55.56
55.48
55.45
55.16
54.38
54.17
53.87
53.78
53.41
53.25
53.14
53.1
52.94
52.91
51.99
51.72
51.72
51.14
50.86
50.83
- 40 -
Science and maths skills in the Victorian workforce
Sales Representatives and Agents nfd
Managers nfd
Construction Trades Workers nfd
Call or Contact Centre and Customer Service Managers
Other Hospitality, Retail and Service Managers
Supply and Distribution Managers
University Lecturers and Tutors
Metal Casting, Forging and Finishing Trades Workers
Vehicle Body Builders and Trimmers
Human Resource Professionals
Personal Care Consultants
Credit and Loans Officers (Aus) / Finance Clerks (NZ)
Health Therapy Professionals nfd
Other Miscellaneous Technicians and Trades Workers
Nurserypersons
Office Managers and Program Administrators nfd
Gardeners
Painting Trades Workers
Graphic Pre-press Trades Workers
Insurance Agents
Health and Welfare Support Workers nfd
Plasterers
Information and Organisation Professionals nfd
Corporate Services Managers
Indigenous Health Workers
Accounting Clerks and Bookkeepers nfd
Wall and Floor Tilers
Handypersons
Other Information and Organisation Professionals
Training and Development Professionals
Advertising, Public Relations and Sales Managers
Manufacturers
Floor Finishers
Logistics Clerks nfd
Education, Health and Welfare Services Managers nfd
Stationary Plant Operators nfd
Protective Service Workers nfd
Wood Machinists and Other Wood Trades Workers
Product Quality Controllers
Wood Trades Workers nfd
Construction and Mining Labourers nfd
Human Resource and Training Professionals nfd
Drillers, Miners and Shot Firers
Inadequately described
Print Finishers and Screen Printers
Structural Steel Construction Workers
Train and Tram Drivers
85
8,929
865
8,106
13,802
7,893
12,293
731
1,450
12,937
917
5,491
46
3,486
1,250
92
13,390
9,382
1,049
2,714
165
6,568
298
2,735
138
150
2,860
6,253
3,759
5,499
26,610
6,280
2,303
653
103
41
58
1,258
3,172
17
649
144
1,590
31,304
1,091
3,615
2,550
43
4,489
432
4,046
6,887
3,929
6,105
360
714
6,329
441
2,639
22
1,664
595
43
6,251
4,377
488
1,254
76
2,984
135
1,230
62
66
1,242
2,694
1,616
2,342
11,312
2,643
963
273
43
17
24
520
1,310
7
267
59
650
12,658
441
1,457
1,026
50.59
50.27
49.94
49.91
49.9
49.78
49.66
49.25
49.24
48.92
48.09
48.06
47.83
47.73
47.6
46.74
46.68
46.65
46.52
46.2
46.06
45.43
45.3
44.97
44.93
44
43.43
43.08
42.99
42.59
42.51
42.09
41.82
41.81
41.75
41.46
41.38
41.34
41.3
41.18
41.14
40.97
40.88
40.44
40.42
40.3
40.24
- 41 -
Science and maths skills in the Victorian workforce
Miscellaneous Hospitality, Retail and Service Managers nfd
Intelligence and Policy Analysts
Personal Service and Travel Workers nfd
92
2,670
25
37
1,070
10
40.22
40.07
40
- 42 -
Science and maths skills in the Victorian workforce
Low level SM
4 digit Occupation
Accounting Clerks
Numerical Clerks nfd
Other Machine Operators
Crane, Hoist and Lift Operators
Insurance, Money Market and Statistical Clerks
Insulation and Home Improvement Installers
Other Stationary Plant Operators
Miscellaneous Technicians and Trades Workers nfd
Importers, Exporters and Wholesalers
Inspectors and Regulatory Officers
Caretakers
Engineering Production Workers
Human Resource Clerks
Other Education Managers
Bank Workers
Advertising and Marketing Professionals
Printing Trades Workers nfd
Industrial Spraypainters
Hospitality, Retail and Service Managers nfd
Call or Contact Centre Information Clerks nfd
Bookkeepers
Transport and Despatch Clerks
Miscellaneous Clerical and Administrative Workers nfd
Transport Services Managers
Purchasing and Supply Logistics Clerks
Earthmoving Plant Operators
Vocational Education Teachers (Aus) / Polytechnic Teachers (NZ)
Other Construction and Mining Labourers
Conference and Event Organisers
Clerical and Administrative Workers nfd
Mixed Crop and Livestock Farmers
Automobile Drivers
Caravan Park and Camping Ground Managers
Legislators
Office and Practice Managers nfd
Automobile, Bus and Rail Drivers nfd
Other Accommodation and Hospitality Managers
Retail and Wool Buyers
Driving Instructors
Forestry and Logging Workers
Payroll Clerks
Clerical and Office Support Workers nfd
Total
employed
2011
25,496
275
2,860
2,000
7,280
3,246
3,635
32
6,357
7,860
1,272
5,415
1,481
2,883
14,760
13,395
88
1,430
635
196
23,371
7,568
71
3,812
17,654
7,532
8,923
754
4,308
2,330
6,289
6,582
807
390
21
123
1,363
1,660
1,091
537
6,351
69
SM total
10,052
108
1,107
767
2,771
1,232
1,376
12
2,376
2,930
474
2,015
545
1,060
5,412
4,907
32
520
229
70
8,334
2,678
25
1,316
6,077
2,584
3,057
258
1,472
787
2,123
2,219
272
131
7
41
446
540
351
172
2,025
22
% SM
39.43
39.27
38.71
38.35
38.06
37.95
37.85
37.5
37.38
37.28
37.26
37.21
36.8
36.77
36.67
36.63
36.36
36.36
36.06
35.71
35.66
35.39
35.21
34.52
34.42
34.31
34.26
34.22
34.17
33.78
33.76
33.71
33.71
33.59
33.33
33.33
32.72
32.53
32.17
32.03
31.88
31.88
- 43 -
Science and maths skills in the Victorian workforce
Livestock Farmers
Canvas and Leather Goods Makers
Animal Attendants and Trainers
Mixed Crop and Livestock Farm Workers
Architects, Designers, Planners and Surveyors nfd
Crop Farmers
Debt Collectors
Office Managers
Building and Plumbing Labourers
Fencers
ICT Sales Assistants
Amusement, Fitness and Sports Centre Managers
Railway Track Workers
Inquiry Clerks
Service Station Attendants
Farmers and Farm Managers nfd
Machinery Operators and Drivers nfd
Agricultural, Forestry and Horticultural Plant Operators
Sales Support Workers nfd
Shearers
Inquiry Clerks and Receptionists nfd
Motor Vehicle Parts and Accessories Fitters
Mobile Plant Operators nfd
Sales Representatives
Animal Attendants and Trainers, and Shearers nfd
Personal Assistants and Secretaries nfd
General Clerical Workers nfd
Diversional Therapists
Bus and Coach Drivers
Motor Vehicle and Vehicle Parts Salespersons
Miscellaneous Labourers nfd
Plastics and Rubber Production Machine Operators
Garden and Nursery Labourers
Other Miscellaneous Clerical and Administrative Workers
Other Clerical and Office Support Workers
Other Sales Support Workers
Metal Engineering Process Workers
Tertiary Education Teachers nfd
Clay, Concrete, Glass and Stone Processing Machine Operators
Accommodation and Hospitality Managers nfd
Farm, Forestry and Garden Workers nfd
Retail Managers
Personal Assistants
Floor Finishers and Painting Trades Workers nfd
Prison Officers
Other Cleaners
Nursing Support and Personal Care Workers
22,508
525
3,130
536
1,057
7,832
2,553
24,771
8,303
2,016
3,746
2,218
657
14,635
1,699
826
2,172
1,442
33
516
63
2,146
762
29,136
10
20
423
1,131
6,527
6,642
61
2,981
4,794
4,132
4,110
544
2,231
199
997
173
378
50,390
13,007
54
2,251
2,001
13,825
7,174
167
994
169
333
2,449
798
7,729
2,589
628
1,162
686
203
4,489
517
251
660
438
10
156
19
646
229
8,754
3
6
126
336
1,938
1,970
18
872
1,398
1,198
1,190
157
641
57
284
49
107
14,221
3,647
15
623
553
3,819
31.87
31.81
31.76
31.53
31.5
31.27
31.26
31.2
31.18
31.15
31.02
30.93
30.9
30.67
30.43
30.39
30.39
30.37
30.3
30.23
30.16
30.1
30.05
30.05
30
30
29.79
29.71
29.69
29.66
29.51
29.25
29.16
28.99
28.95
28.86
28.73
28.64
28.49
28.32
28.31
28.22
28.04
27.78
27.68
27.64
27.62
- 44 -
Science and maths skills in the Victorian workforce
Sales Workers nfd
Product Assemblers
Licensed Club Managers
Other Mobile Plant Operators
Gaming Workers
Hotel Service Managers
Hotel and Motel Managers
Sales, Marketing and Public Relations Professionals nfd
Paving and Surfacing Labourers
Filing and Registry Clerks
Sports and Personal Service Workers nfd
Paper and Wood Processing Machine Operators
Couriers and Postal Deliverers
Community and Personal Service Workers nfd
Miscellaneous Education Professionals nfd
Machine Operators nfd
General Clerks
Recycling and Rubbish Collectors
Freight and Furniture Handlers
Truck Drivers
Livestock Farm Workers
Archivists, Curators and Records Managers
Textile, Clothing and Footwear Trades Workers nfd
Machine and Stationary Plant Operators nfd
Security Officers and Guards
Auctioneers, and Stock and Station Agents
Education Professionals nfd
Clothing Trades Workers
Sales Assistants and Salespersons nfd
Other Sales Assistants and Salespersons
Personal Carers and Assistants nfd
Defence Force Members - Other Ranks
Keyboard Operators
Food and Drink Factory Workers
Real Estate Sales Agents
Concreters
Call or Contact Centre Workers
Delivery Drivers
Printing Assistants and Table Workers
Car Detailers
Cafe and Restaurant Managers
Road and Rail Drivers nfd
Police
Other Miscellaneous Labourers
Storepersons
Street Vendors and Related Salespersons
Mail Sorters
1,080
9,569
858
1,709
2,155
1,234
3,747
308
1,634
3,464
19
1,941
8,797
196
147
3,684
51,734
429
2,519
31,078
5,424
1,648
12
3,607
9,125
695
664
1,956
2,397
3,209
379
1,359
12,275
8,675
13,737
6,961
7,544
7,674
1,350
2,997
12,104
3,185
11,319
11,347
27,753
1,325
3,125
297
2,617
234
462
581
331
1,001
82
432
915
5
506
2,290
51
38
949
13,307
110
644
7,914
1,377
417
3
896
2,260
172
164
481
589
771
91
325
2,929
2,060
3,259
1,649
1,786
1,811
318
696
2,803
734
2,606
2,605
6,327
302
685
27.5
27.35
27.27
27.03
26.96
26.82
26.71
26.62
26.44
26.41
26.32
26.07
26.03
26.02
25.85
25.76
25.72
25.64
25.57
25.46
25.39
25.3
25
24.84
24.77
24.75
24.7
24.59
24.57
24.03
24.01
23.91
23.86
23.75
23.72
23.69
23.67
23.6
23.56
23.22
23.16
23.05
23.02
22.96
22.8
22.79
21.92
- 45 -
Science and maths skills in the Victorian workforce
Education Advisers and Reviewers
Packers and Product Assemblers nfd
Photographic Developers and Printers
Funeral Workers
Fashion, Industrial and Jewellery Designers
Not stated
Miscellaneous Factory Process Workers nfd
Gallery, Museum and Tour Guides
Receptionists
Other Personal Service Workers
Timber and Wood Process Workers
Legal Professionals nfd
Fitness Instructors
Welfare Support Workers
Social Professionals
Forklift Drivers
Public Relations Professionals
Housekeepers
Crop Farm Workers
Retail Supervisors
Other Factory Process Workers
Travel Attendants
Freight Handlers and Shelf Fillers nfd
Carers and Aides nfd
Telemarketers
Labourers nfd
Cleaners and Laundry Workers nfd
Tourism and Travel Advisers
Welfare, Recreation and Community Arts Workers
Meat Boners and Slicers, and Slaughterers
Other Hospitality Workers
Plastics and Rubber Factory Workers
Performing Arts Technicians
Aged and Disabled Carers
Miscellaneous Sales Support Workers nfd
Survey Interviewers
Factory Process Workers nfd
Counsellors
Judicial and Other Legal Professionals
Laundry Workers
Commercial Cleaners
Bricklayers, and Carpenters and Joiners nfd
Ticket Salespersons
Textile and Footwear Production Machine Operators
Meat, Poultry and Seafood Process Workers
Media Professionals nfd
Journalists and Other Writers
2,352
107
461
825
2,744
4,892
474
897
35,754
2,695
1,495
101
5,871
11,345
2,295
13,907
3,798
4,557
3,456
6,276
2,393
1,901
93
1,065
2,539
5,415
6,142
4,883
4,961
1,250
915
782
2,587
30,169
17
1,268
3,982
3,943
2,176
4,282
23,558
754
3,825
1,463
3,501
528
5,146
510
23
99
177
587
1,041
100
189
7,531
564
311
21
1,201
2,309
466
2,804
759
906
687
1,231
468
371
18
206
488
1,035
1,153
895
908
223
163
139
459
5,335
3
223
699
692
381
749
4,032
129
638
243
569
85
814
21.68
21.5
21.48
21.45
21.39
21.28
21.1
21.07
21.06
20.93
20.8
20.79
20.46
20.35
20.31
20.16
19.98
19.88
19.88
19.61
19.56
19.52
19.35
19.34
19.22
19.11
18.77
18.33
18.3
17.84
17.81
17.77
17.74
17.68
17.65
17.59
17.55
17.55
17.51
17.49
17.12
17.11
16.68
16.61
16.25
16.1
15.82
- 46 -
Science and maths skills in the Victorian workforce
Secretaries
Food Process Workers nfd
Domestic Cleaners
Visual Arts and Crafts Professionals
Sportspersons
Models and Sales Demonstrators
Packers
Photographers
Conveyancers and Legal Executives
Court and Legal Clerks
Bar Attendants and Baristas
Outdoor Adventure Guides
Sports Coaches, Instructors and Officials
Shelf Fillers
Social and Welfare Professionals nfd
Vending Machine Attendants
Other Technicians and Trades Workers nfd
Artistic Directors, and Media Producers and Presenters
Switchboard Operators
Special Care Workers
Sales Assistants (General)
Graphic and Web Designers, and Illustrators
Visual Merchandisers
Ministers of Religion
Authors, and Book and Script Editors
Jewellers
Education Aides
Waiters
Cooks
Private Tutors and Teachers
Hospitality Workers nfd
Food Trades Assistants
Film, Television, Radio and Stage Directors
Sewing Machinists
Pharmacy Sales Assistants
Bakers and Pastrycooks
Library Assistants
Checkout Operators and Office Cashiers
Gallery, Library and Museum Technicians
Cafe Workers
Kitchenhands
Florists
Actors, Dancers and Other Entertainers
Food Preparation Assistants nfd
Librarians
Chefs
Secondary School Teachers
12,472
479
3,246
1,630
2,344
2,805
13,467
2,437
2,189
3,688
12,468
534
8,573
9,695
351
2,195
128
2,256
927
549
120,982
10,439
1,210
3,611
1,209
976
15,257
24,683
10,801
6,961
2,074
949
2,056
3,613
7,207
6,868
1,320
27,738
2,270
5,926
21,701
1,342
1,484
181
2,752
14,573
34,053
1,963
75
508
254
356
424
2,001
355
312
516
1,736
74
1,173
1,326
48
292
17
297
122
71
15,641
1,327
152
453
151
121
1,885
3,043
1,323
851
253
115
249
437
838
783
146
3,061
249
648
2,362
145
158
19
276
1,459
3,362
15.74
15.66
15.65
15.58
15.19
15.12
14.86
14.57
14.25
13.99
13.92
13.86
13.68
13.68
13.68
13.3
13.28
13.16
13.16
12.93
12.93
12.71
12.56
12.55
12.49
12.4
12.35
12.33
12.25
12.23
12.2
12.12
12.11
12.1
11.63
11.4
11.06
11.04
10.97
10.93
10.88
10.8
10.65
10.5
10.03
10.01
9.87
- 47 -
Science and maths skills in the Victorian workforce
Music Professionals
Sports and Fitness Workers nfd
Arts and Media Professionals nfd
Fast Food Cooks
Child Care Centre Managers
Betting Clerks
School Teachers nfd
Arts Professionals nfd
School Principals
Legal, Social and Welfare Professionals nfd
Beauty Therapists
Child Carers
Social Workers
Butchers and Smallgoods Makers
Barristers
Solicitors
Psychologists
Teachers of English to Speakers of Other Languages
Special Education Teachers
Middle School Teachers (Aus) / Intermediate School Teachers (NZ)
Early Childhood (Pre-primary School) Teachers
Primary School Teachers
Hairdressers
Miscellaneous Specialist Managers nfd
Food Trades Workers nfd
Skilled Animal and Horticultural Workers nfd
Insurance Agents and Sales Representatives nfd
Other Labourers nfd
1,987
92
113
8,500
2,035
531
4,563
410
4,242
38
4,848
25,821
5,181
3,890
2,017
12,070
4,966
1,463
3,506
191
4,134
33,971
12,255
12
26
3
11
38
196
9
11
804
187
48
407
36
342
3
333
1,716
300
190
91
435
166
47
108
5
75
602
184
-
9.86
9.78
9.73
9.46
9.19
9.04
8.92
8.78
8.06
7.89
6.87
6.65
5.79
4.88
4.51
3.6
3.34
3.21
3.08
2.62
1.81
1.77
1.5
0
0
0
0
0
- 48 -
Science and maths skills in the Victorian workforce
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Science and maths skills in the Victorian workforce
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Science and maths skills in the Victorian workforce
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- 51 -